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

As one kind of important language output skills,English writing has always been regarded as an important criterion to measure students' English competence of comprehensive language application.However,at present,the English writing teaching lacks some guided methods which are scientific and effective correspondingly in senior high school,thus students cannot apply what they have learned to writing effectively.Based on this phenomenon,Professor Wen Qiufang put forward Production-oriented Approach(POA)in2014.Some domestic studies have confirmed the effectiveness of Production-oriented Approach on English writing in college,but there are few related researches on English writing teaching in senior high school.This thesis attempts to verify whether POA can improve the English writing achievement of senior high school students through the three dimensions of complexity,accuracy and fluency,and to explore whether students in senior high school can obtain positive affective experience under this mode of classroom teaching.Therefore,this research is not only an attempt to expand the existing research field but also of great significance to further explore the theoretical system of POA and improve the current situation of English writing teaching in senior high school.In light of the existing research results,a 16-week experiment wascarried out by combining quantitative and qualitative research methods.80 students from two parallel classes in Grade One of XX Senior High School in U city,Inner Mongolia participated in the experimental study.40 students in the experimental group were instructed with the POA while 40 students in the control group were instructed with the process-oriented approach.Students in two groups completed the pretest in the first week and pre-questionnaire at the end of the first writing task respectively.Then the posttest and the post-questionnaire survey were conducted between two groups along with a semi-structural interview with nine students from the experimental group in the sixteenth week.Meanwhile,under the guidance of the theoretical system of POA and Lu Jiamei's Classification Theory of Affective Goals,this thesis also explores the causes of the influence of POA on English writing achievement and affective experience in senior high school.The major conclusions are drawn as follows:(1)POA can improve English writing achievement of the senior high school students effectively on the whole.There existed significant difference of English writing scores between two classes after the implementation of POA;(2)The application of POA is more conductive to improving English writing complexity and accuracy for senior high school students,and the extent of improvement of writing fluency is basically consistent with that of the process-oriented approach without significant difference;(3)The senior high school students can obtain positive affective experience in the English writing classes of POA.These results indicate POA is feasible and effective in English writing teaching in senior high school.POA can not only optimize the teaching process of writing and pay attention to students' emotion,but also improve students' writing level effectively.The results of the study contribute to an understanding of the implication of POA in English writing,especially in the intermediate-level students in senior high school.Practical suggestions and implications for pedagogy and further research were also identified.