A Study On The Application Of Production-Oriented Approach To English Practical Writing In Senior High School

According to the English Curriculum Standard for Senior High School(2017 edition 2020 revision),language ability is one of the four core competencies of English subject.Among the five basic language skills of listening,speaking,reading,writing and viewing,listening,reading and viewing are comprehension skills while speaking and writing are expressive skills.In the English college entrance examination papers over these years,the scores of the practical writing part are relatively high.In addition,as a vital tool,practical writing can ensure the normal functioning of people’s daily life and work,and play an indispensable role in interpersonal communication.Therefore,practical writing learning is quite important.At present,in the teaching of practical writing in senior high school English,due to the pressure of the College Entrance Examination,some English teachers in China pay too much attention to students’ writing results,such as scores.Therefore,they neglect the guidance of effective writing strategies and emphasize rote memorization.This makes high school students lack interest in English practical writing,and the phenomenon of separation between learning and using appears.POA is a foreign language teaching theory with Chinese features,which is put forward by Professor Wen Qiufang and her team after more than ten years of exploration.It consists of three phases: motivating,enabling,and assessing,and adopts the output-input-output teaching mode,while always integrating learning and using.From the three perspectives of content,language,and structure,this study aims to answer the following questions:(1)Does POA affect senior high school students’ English practical writing? If so,in what ways?(2)Does the effect of POA on different levels of senior high school students’ English practical writing proficiency vary? If so,what are the differences? Using the combination of quantitative and qualitative research methods,this study takes 75 students from two parallel classes of a senior high school in Chengdu as the research object,including 40 students in the experimental class and35 students in the control class.POA and traditional writing teaching methods are respectively used in the experimental class and the control class.The data will be collected from writing tests and interviews.SPSS 26.0 data analysis software will be used to process the collected data to ensure the scientificity and objectivity of the research results.The results show that:(1)POA has no obvious effect on the total scores and the content of English practical writing of senior high school students,but promotes the language and the structure of students’ writing,in which the promoting effect on writing structure is greater than that of writing language.(2)The effect of POA on English practical writing towards high,intermediate,and low levels of senior high school students is not consistent.In terms of writing total scores and writing content,its stimulative effect increases in the order of low-level students,high-level students,and intermediate-level students.In terms of writing language and structure,its stimulative effect increases in the order of low-level students,intermediate-level students,and high-level students.