Application Of Production-Oriented Approach To English Writing Teaching In Junior High School

English writing is an integral part of language use,which promotes learners’ absorption and internalization of language knowledge and reflects learners’ level of comprehensive language use to a certain extent.The English Curriculum Standards for Compulsory Education(2022)suggests that writing is based on real situations,revolves around real problems,and participates in a range of interrelated and progressive language learning and application activities such as learning and understanding,practical application and transferring and innovating that is directed to the study of the meaning of the topic,practicing the concept of integrating learning and thinking,learning and using,and learning and creating.The majority of junior high school students have problems such as weak English writing,and front-line teachers are eager to find new ways to improve their English writing.In actual classroom teaching,teachers and students devote a considerable amount of time and effort,but the writing results are not as effective as they could be.Therefore,secondary school English teaching needs to try new teaching methods to improve students’ English writing,stimulate students’ creativity in writing and develop students’ higher-order thoughts.As a writing approach to enhance foreign language learners’ language ability,the Production-Oriented Approach(POA),is able to stimulate students’ creative thinking and cultivate their core English subject literacy to a certain extent.Based on this,in order to investigate the effectiveness of the POA in teaching English writing in junior high school,this study uses empirical research in an attempt to address the following two research questions:(1)What effects does POA have on junior high school students’ writing achievements?(2)What are the students’ attitudes toward POA?In the course of the study,the author conducted a teaching experiment with two parallel classes of the eighth grade of a junior high school in Lintao County,Dingxi City.The subjects of the study were a total of80 students in the two classes,40 students in the experimental class and 40 students in the control class who also participated in the experimental study.The experimental class used the POA,and the control class used the process approach.The experiment lasted for three months.The author conducted ten weeks of writing instruction,including two writing tests and eight writing exercises,supplemented by questionnaires and interview.The purpose of the experiment was to test the feasibility of POA in teaching English writing in junior high school.After the experiment was completed,the results of the English writing tests in the experimental and control classes before and after the experiment were analyzed to verify the effect of the POA on students’ English writing achievements.Questionnaires were administered to the experimental class,as well as interview to find out the attitudes of the experimental class students toward the POA.The experimental results showed that POA could effectively improve the English writing performance of junior high school students.Students’ enthusiasm for English writing increased after the experiment and they praised the POA-guided English writing teaching model.This study attests to the value of research on the usage of POA in teaching English writing in junior high school.Teachers can uphold the POA teaching concept in the future teaching process,and they should select input materials and contents in a gradual manner to guide students to gradually improve their language ability and pay attention to their reading and writing ability at all times.