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

The production-oriented approach,proposed by professor Wen Qiufang,is a new teaching method.In the past three years,many scholars in China have considered and studied the teaching based on the production-oriented approach,and the number of relevant teaching experiments has gradually increased.However,according to the results of literature review,the researches on high school students are obviously insufficient,especially on the aspect of English writing.Therefore,it is of great significance to carry out the research and try the production-oriented teaching model in senior high school English writing.In addition,because of senior high school students' poor writing ability and the neglected writing teaching,this study applies the production-oriented approach into English writing teaching in order to ameliorate the writing status and make further attempts to improve students' English writing achievements.It is not only conducive to enriching the English writing teaching,but also beneficial to prove the practicality of the production-oriented approach.This study researches whether the production-oriented approach has influence on students' writing achievements.It also aims at knowing students' changes about their attitudes and evaluation for writing class before and after the experiment.The purpose of this study is to explore two questions: 1)Compared with the process writing teaching model,can the production-oriented English teaching model improve senior high school students' writing achievements? If it is,which aspects are improved in terms of these five dimension:content,organization,language,vocabulary and mechanics? 2)Whether Production-oriented Approach has a positive effect on students' attitude and evaluation towards English writing class?The quantitative and qualitative methods are applied in this research and the tests and questionnaires are used as research tools.The two parallel and homogeneous classes in the first grade of senior high school are taken as the research objects.The experiment lasts two months.Specifically,the experimental class is taught with the production-oriented approach and the control class is taught with the process approach.Through statistical analysis of the data obtained,the findings are following.(1)Compared with the process teaching method,students who are in experimental class get higher writing achievements,that is to say,the production-oriented writing teaching mode is beneficial to improve students' achievements,especially in composition content,language and organization.However,in terms of vocabulary,students in the experimental class is lower than that of the control class.In addition,there is no significant difference between the two writing teaching modes inmechanics.(2)According to the data analysis before and after the questionnaire,more students hold a positive attitude towards English writing courses and put forward pertinent evaluation after the twomonth production-oriented writing teaching.Through the comparative analysis and classroom observation,the reasons are as follows.Firstly,in the process of production-oriented writing teaching,teachers observe student's requirements,pay attention to students and actively guide students' learning in order to timely help students overcome difficulties in writing.Secondly,teachers give students encouragement and carefully evaluate students' output content,which make students realize their teacher's attention and patience.All of these details enhance students' writing confidence.The last but not least,production-oriented writing teaching guides teachers to divide the writing task into several sub-tasks,which reduces the writing difficulty.All in all,the results of this study confirm the practicality of Production-oriented Approach theory,and it injects new power into senior high school English writing teaching.