Study Of Applying POA To English Reading Instruction

Since the introduction of Production-oriented Approach(POA),Chinese scholars and teachers have been actively exploring the feasibility and practicality of its application in foreign language teaching and have achieved certain teaching improvements through its practical application in classroom.English reading teaching requires students to master relative reading abilities through systematic learning,so as to acquire a large amount of knowledge and information from different reading materials and lay a good foundation for further study or participation in English-related activities.Therefore,the success of reading teaching has a great impact on cultivating students' comprehensive ability.However,the conventional English reading teaching method places great emphasis on text explanation and stresses input instead of output,which may limit students' understanding to the literal meaning of the original text,make them become passive receivers of the teaching content and exhaust their learning interests.This study adopted the POA teaching theories to guide English reading and tried to answer two questions as follows: 1)Can the implementation of POA in English reading effectively improve students' reading proficiency? and 2)Can the POA teaching model exert a positive impact on students' reading interest?The study conducted an experiment of English reading teaching for twelve weeks in two freshman classes of business English major from a vocational school in Maoming,Guangdong.Class One was set as the experimental class and taught with POA principle,while Class Two was set as the control class and taught with conventional teaching method.This study collected data from reading pre-test,post-test and interview and the collected data were analyzed by Excel and SPSS 22.0.And the data analysis indicated that the implementation of POA in English reading has no significant effect in increasing students' reading proficiency compared with outcomes from the conventional teaching method.However,students under the guidance of POA became much more willing to learn and they showed more obvious interests in reading learning.Based on the major findings from the experiment,some suggestions have been provided for pedagogical improvement of English reading teaching: First,teachers should try to design pedagogical tasks with real communicative meanings to stimulate students' learning interests.Second,the leading role of the teacher should be thoroughly exerted in English reading teaching.Third,in the process of accomplishing the output tasks,teachers should strengthen students' consciousness of autonomous learning.In the aspect of English reading teaching,this study provides certain empirical support for POA teaching model.At the same time,it is hoped that future teachers and scholars could work to constantly improve the teaching design on the implementation of POA in English teaching.