An Empirical Study On The Application Of Production-oriented Approach To English Reading Teaching In Senior High School

According to Krashen's Input Hypothesis,the comprehensible input was considered as the only important factor for the Second Language Acquisition(SLA).While Swain premised that SLA not only needed the comprehensible input but also comprehensible output,and he introduced four functions of output in 1995.As for functions of output,Izumi made further analysis and she stressed the functions of output in process of SLA.Based on characteristics of mentioned theories and the current situation of Chinese learners,Wen Qiufang put forward Output-driven Hypothesis,stressing the functions of output,and she thought output can make students realize their need and can arouse their interest.Then in 2014,Wen revised and perfected it into Output-driven and Input-enabled Hypothesis,in which she added the functions of input.She proposed that input not only provided materials for output,but also was a way to facilitate output.Finally in 2014,the theory was renamed as Production-oriented Approach(POA),which is a relatively perfect system.The POA includes three parts: 1)teaching concepts,2)teaching hypotheses,3)teaching process.It was gradually used to resolve the problem of the separation of learning and using in learning.The present study is intended to investigate whether the application of POA can make any differences on English reading motivation and English reading strategies on students after a period of experiment.Besides,it aims to find out whether it has a good effect on students' reading achievement compared with the conventional reading teaching method,Pre-reading,While-reading and Post-Reading(PWP).Under the guidance of Wen Qiufang's Production-oriented Approach,an empirical study was conducted in a senior high school with two natural classes.In the control class,PWP teaching model was applied,while in the experimental class,Production-oriented Approach teaching model was adopted.The teaching period of the two classes lasts for sixteen weeks.There are some major findings after a semester's experiment.First,The POA can improve students' reading motivation compared with PWP.Second,compared with traditional reading teaching model,reading teaching model on the basis of POA is better for development of students' reading strategies.Third,although after a semester's learning,these two teaching models make no difference on students' reading achievement.After finishing the experiment,there are some implications of application of POA in reading teaching: first of all,the choice of input materials and designed tasks must be appropriate;secondly,teachers should pay attention to the training of group leaders;thirdly,the teachers should share their experience and problems with each other.Hopefully,the findings of this thesis will make some contribution to teaching senior high school English reading.