A Study On The Influence Of Production-oriented Approach On Students’ English Writing Proficiency And Attitude In Senior High School

With the globalization of social and economic life,English,as an international common language,plays an important role in the world stage.English writing is indispensable in international communication.The English curriculum standard for senior high school clearly points out that English teaching should pay attention to the cultivation of students’ language application ability and develop students’ expressive skills to realize real communication.However,in actual English teaching,the traditional teaching mode of writing can not meet the needs of the times and students themselves.The“Production-oriented approach”(POA)proposed by the education research team headed by Professor Wen Qiufang came into being.POA emphasizes the close connection between learning and using,shortening the time interval between input and output to realize the complete output through several small loops of input and output.This teaching theory has been put into practice in college English teaching,proved to be feasible and effective,and solved the problem of the separation of learning and application in college English classroom.However,the problem of separation of learning and use also exists in secondary English writing classes,but the POA is rarely used in basic education,there is still a lack of research on application of POA in English writing teaching in senior high schools.Therefore,based on the English writing teaching,this paper conducts a study on the application of POA in senior high school.It aims to clear and solve two problems:what influence does POA teaching mode have on students’ writing level and writing attitude;and how does POA affect students’ writing level and writing attitude.The research adopts the method of quantitative research and qualitative research,collecting data through tests,questionnaires and interviews.The POA teaching practice is carried out in the class taught by the author,which lasts one semester.By importing the data from the three tests and questionnaires into SPSS for data analysis,and combining the qualitative analysis of the writing text and interview data,this study found that through a series of teaching behaviors,such as task-driven,task decomposition,after-learning use,group sharing,example presentation and diversified evaluation,POA teaching model can improve the writing structure and writing language of high school students,and improve the writing proficiency as a result.At the same time,POA can stimulate students’ interest in writing,relieve their fear of difficulties and cultivate students’ writing habits,which is beneficial for improving students’ good writing attitude.