An Action Research On Application Of “Production?oriented?approach” To English Reading Teaching In Junior High School

Among the four basic skills of listening,speaking,reading and writing,English reading as one of the means of input,plays an important role in the English learning process.The improvement of reading skill can promote junior high school students' language acquisition,internalize input knowledge and lay a solid foundation for language output.However,the current English teaching in junior high school still follows the inefficient teaching mode,which focuses on explaining words and analyzing sentence structures and content word by word.The English reading teaching class now is full of new words and phrases.Proper reading teaching environment has not been set up and the English reading teaching tends to be ossified.The reading teaching is filled with numerous mechanical training materials,which makes students feel anxious,the atmosphere in reading classroom is boring and students lack reading interest so that English reading grades are not improved,many students have not yet reached the requirements of Compulsory Education English Curriculum Standard(2011).Based on “production-oriented approach”(POA),this study mainly explored its positive influence on junior high school English reading teaching.The research questions of this study are as follows: 1.How to apply POA to English reading teaching in junior high school? 2.What is the effect of students' reading scores,based on the applying POA to junior high school English reading teaching? 3.What is the effect of students' reading interest,based on the applying POA to junior high school English reading teaching? The study is an action research,the research subjects are students in Grade 8,it aimed to explore the effect of POA in junior high school through the test,the questionnaire and the interview.This study applied POA to junior high school English reading teaching,in the motivating,starting from the output task,the teacher presented communication scenes;in the enabling,the teacher provided input materials which were related to the content and guided students to have selective learning;in the assessing,further consolidating knowledge they have learned by means of assessment for learning.The study found students' reading scores had significantly increased by means of the results of pretest and post-test in two rounds.Through the interview,the result showed that the current English reading teaching gave students more opportunities for speaking and increased students' positive emotion experience.They preferred the English reading teaching with POA.Through the questionnaire before and after the action,the result showed that students' English reading interest had been significantly improved,based on the analysis of different dimensions of questions in the questionnaire.In conclusion,the application of POA to junior high school English reading teaching,which can both promote students' English reading scores and English reading interest,is worth applying in the junior high school English reading teaching in the future and spreading widely.