The Application Of Production-oriented Approach In Oral English Teaching For Senior High School

Production-oriented approach is proposed by Professor Wen Qiufang and her team,which is an instructional theory with Chinese characteristic.This approach consists of three components: teaching principles,teaching hypotheses,and teacher-mediated teaching process.The teaching principles include learning-centered,learning-using integration,and whole-person education,and the teaching hypotheses are out-driven,input-enable and selective learning.The teaching process contains three phases,which are motivating,enabling,and assessing.Previous experimental research shows that POA provides more chances for college students to present oral and written production,class atmosphere is more active,teacher-student interaction and student-student interaction are more frequent and students are willing to participate in the classroom activities,and more importantly,the production they make give them sense of achievement.In view of the experimental results of POA,this thesis will apply POA to high school oral English classroom,aiming at investigate the influence on high shcool students' oral production.The research questions to be addressed as follows:1.What are the advantages of the application of POA in senior high school oral English classroom?2.How effectively can the POA be applied in oral English teaching for senior high school students?3.What challenges would await its practitioners?The research subjects are Jiaozuo number 1 high school students.In this study,the qualitative research and quantitative research are used in three stages according to the theory.Students' feedback and teacher evaluation are collected and analyzed to explore the teaching effect.After the teaching practice is completed,the conclusions are summarized as follows: The application of production-oriented method in senior high school oral English class,selective input materials can enhance students' interest in English learning,the classroom atmosphere is more active,and the interaction between teachers and students is more frequent.However,students who are not confident in spoken English are more silent in class;For oral output,the output ability has been improved,but students have more grammatical errors;Students get to choose more input materials,but they can not distinguish the key points and difficult points of the selective materials,students "feel" pressure.After the research,the author was puzzled about the following questions: First,how many input materials provide to students is more reasonable in the enabling process,how to control the difficulty in order to meet the students' cognitive level;Second,how much time should spend on grammar teaching.This is only the author's puzzles in the practice,which is also related to the author's teaching experience,the experimental conclusion needs further verification.It is hoped that this study can provide instructional significance to Oral English teaching in senior high school and to improve the output ability of Oral English for senior high school students.