On The Application Of Production-Oriented Approach To English Writing Teaching To Students In Senior High School

The importance of information era highlights the information exchange,and English as a universal language plays a very important role in it.It can bring in foreign culture,and it can also let its own culture go out.With the proposal of"The Belt and Road",this function is more prominent and important.As one of its important media,written English has always been the most difficult problem for students,and it is also one of the most difficult problems in English teaching.After ten years of exploration,development and perfection,Wen Qiufang and his research team put forward and constructed a theoretical system of"production-oriented approach" with Chinese characteristics(Wen 2015).This method is originally proposed for the problem of "learning separation" in Chinese College English teaching,but this phenomenon not only occurs in universities,but also exists in high school teaching.Therefore,the author wants to explore the effectiveness of it in high school English writing teaching.At present,the writing teaching method widely accepted by everybody is the process approach,so this research attempts to prove that the production-oriented approach is more effective than the process approach in improving students ’English writing ability,cultivating good writing habits and enhancing the interest and confidence of English writing.From September 2017 to January 2018,the author conducted a study on the application of the production-oriented approach in senior high school English writing teaching.The subjects were 105 freshmen from 2 parallel classes in Changzhi No.5 Middle School.Class 367,as the experimental class,was taught in the production-oriented approach to.Class 363,as the control class,was taught in the process approach.The whole experiment consists of three parts:six teaching tasks of production-oriented approach,two writing tests and two questionnaires.In this paper,a teaching case is presented to illustrate the practical steps of the author’s application of the production-oriented approach in the teaching of English writing.The tests and questionnaires were both conducted before and after the experiment.The writing tests were used to measure students’ writing ability under the guidance of two different writing methods:the production-oriented approach and the process approach.The purpose of the questionnaire was to compare writing habits,interest and confidence in English writing of the students in the experimental class with these in the control class before and after the experiment.After the final collection of experimental results,the statistical analysis was carried out by SPSS22.0.The results of this empirical study confirm that production-oriented approach does improve students’ English writing ability to a great extend than the process approach.Moreover,the production-oriented approach is more effective than the process approach in cultivating students’ good English writing habits and improving their interest and confidence in English writing.