An Experimental Study Of The Effects Of Poa On Senior High School Students' Writing Ability

English writing can effectively reflect students' comprehensive ability to use English.The development of students' writing ability can facilitate them to internalize their language knowledge and promote students' other three language skills like listening,speaking and reading(Wang Chuming,2000).New English Curriculum Criteria in Senior High School(2013)sets cultivating students' writing ability as one of English teaching goals.However,most of English teachers do not set a plan of writing teaching as concretely as other language skills and they design the content casually.Besides,though senior high school students have mastered a lot of vocabulary and grammatical knowledge,they still have great difficulty in writing content,language,and structure(Chen Ruiying,2017).This situation is more and more serious and more and more English teachers in senior high school start to attach importance to English writing teaching.In this experimental study,the author applies production-oriented approach(abbreviated as POA)to English writing teaching in senior high school and investigates its effects on students' writing ability.There are two research questions in this study:(1)Compared with traditional English writing teaching,does POA to English writing teaching more effectively improve senior high school students' English writing ability? If yes,which aspects of writing ability in terms of content,language and structure get improved most?(2)Does POA to English writing teaching have different effects on students with different writing proficiency?If yes,Which writing proficiency group(high,medium and low)would be most influenced?Participants are 74 Grade One students in Guangzhou Yuexiu Foreign Language school.Class Seven is experimental group and Class One is control group.There are 36 students in experimental group,17 boys and 19 girls,and there are 38 students in control group,18 boys and 20 girls.During the about three months,experimental group accepted POA to English writing teaching while control group received traditional English writing teaching approach.Research method contains literature analysis,pre-test and post-test.Pre-test includes the English score of senior high school entrance examination,the overall English score of monthly examination in September,the writing score of monthly examination in September,the writing content score of monthly examination in September,the writing language score ofmonthly examination in September,the writing structure score of monthly examination in September.Pre-test is conducted to examine whether participants' English comprehensive ability and writing ability are at the same level between experimental group and control group and whether these two classes share the same situation of students with different writing proficiency in terms of high,medium and low writing proficiency before the teaching experiment.Post-test contains the writing score of monthly examination in December,the writing content score of monthly examination in December,the writing language score of monthly examination in December,the writing structure score of monthly examination in December.Post-test is carried out both in experimental group and control group,aiming to find out the effects of POA on students' writing ability after teaching experiment.After teaching experiment,the author collects all the data and analyzes the data with statistical software SPSS 20.0.According to the results of analyzing data,the author finds that:(1)POA to English writing teaching more effectively improves senior high school students' English writing ability than traditional English writing teaching approach,especially in the aspects of content and language.(2)POA to English writing teaching has different effects on students with different writing proficiency and has more effects on students with high writing proficiency compared with the traditional English writing teaching approach.From this research,there are four pedagogical implications:(1)It is feasible and effective to implement POA in senior high school English writing teaching;(2)In POA writing teaching class,teachers should well design class activities and elaborately select the input materials before class;(3)In POA writing teaching class,teachers should treat students individually because students are different in proficiency and characters,etc;(4)In POA writing teaching class,teachers' duty and burden in the POA class is greater than that in traditional class.