The Application Of Production-oriented Approach To Senior One English Writing Teaching In Xindu No.1 Senior High School

With the development of internationalization,English teaching has been paid more attention.As an important part of English teaching,English writing can not only effectively reflect the ability of students to comprehensively use English language knowledge,but also show their thinking ability and logic depth.The National English Curriculum Standards(2017 Edition)also proposes that students should be able to transmit information,opinions,emotions and attitudes through written discourse,so as to lay a foundation for real language communication.While in real English teaching,teachers lay emphasis on the results of English tests and arrange writing teaching casually,so that students do not really learn the knowledge and skills of it.They recite composition mechanically and do not have much interests in writing.This phenomenon has attracted the attention of many English researchers and conducted some relevant research.Production-oriented Approach(POA)is a set of foreign language teaching theory system proposed by Professor Wen Qiufang and her team for foreign language learners.It is an English teaching method to solve the problem of separation of language learning and language use.At present,there are many empirical studies in China to prove the effectiveness of POA in College English writing.However,there are relatively few empirical studies in senior high school English writing teaching.This thesis attempts to apply the POA to senior one English writing teaching,focusing on the following two questions:(1)Does the application of POA to English writing teaching have a positive effect students' English writing ability?(2)What other aspects of the students get affected in the POA English writing class? To some extent,the results of this study can enrich the existing reserch areas and have a certain significance to improve and solve the existing high school English writing problems.In this study,participants are 103 students from two parallel classes of senior one in Xindu No.1 Senior High School.The experimental research was carried out for morethan three months by using the questionnaires,English writing tests,interviews and classroom observation.The students in the two classes are taught by the same teacher,and there was no significant difference of the scores in the pre-test writing ability test.52 students in the experimental group used the POA to English writing teaching.51 students in the control group still used the traditional English writing teaching method.The two groups completed the pre-English writing test in the first week of the experiment and the post-English writing test in the last week of the experiment,while the questionnaire survey,interview and classroom observation table were only conducted in the experimental group.After more than three months' experiment,the author collects the data and finds that: 1.There are obvious differences of the scores in the two classes after the experiment and students make changes in English writing from fluency,accuracy and complexity,which shows that the application of POA to English writing teaching in senior one can improve students' English writing ability.2.POA also promotes their positive writing emotion.All these results show the effectiveness of POA to English writing teaching in senior one,which can both improve students' English writing ability,interests and enthusiasm in writing.Finally,due to the lack of time and sample size,it cannot fully represent the actual situation of all senior one students,but it can enrich the empirical research of POA to senior high school English writing teaching.It also puts forward some suggestions and enlightenment for the current English writing teaching.It is hoped that this study can help teachers to apply the POA to English writing teaching,so as to improve the current situation of the separation of language learning and language use.