An Empirical Study Of High School English Teaching Model Of Integrated Reading And Writing Based On The Production-oriented Approach

To practice the basic educational principles in line with the Senior High School English Curriculum Standards 2017 and improve the quality of talent cultivation,teachers need to innovate teaching modes and optimize students’ learning styles.The Production-oriented Approach(POA)theory aims to solve the problem,learning-application separation,in English class and to enhance students’ ability of comprehensive application.More importantly,there is a complete teaching process in theoretical system of POA,and its teaching principles are compatible with integrating reading and writing teaching.Based on the theories of Production-oriented Approach,Input Hypothesis and Output Hypothesis,the thesis adopts summary writing,interview and questionnaire that can evaluate students’ ability of integrated reading and writing,selects two parallel classes in the second year of S senior high school in Xiamen city as the research subjects,trying to answer the following questions:(1)Can the integrated reading and writing teaching model based on POA theory enhance students’ ability of integrated reading and writing ? If so,How and in what dimensions does it work?(2)Whether and to what extent can the integrated reading and writing teaching model based on POA theory improve summary writing performance?(3)What are the students’ attitudes towards the POA theory applied in integrated reading and writing lessons ?Based on a 5-month teaching experiment,the main results of the study are as follows:Firstly,students’ ability of integrated reading and writing can be improved in the experimental class.The capabilities of three dimensions are improved greatly,including meditation-selecting and constructing,identifying and comprehension as well as strategy-executing.The integrated reading and writing teaching in controlled class also can promote students’ ability of integrated reading and writing slightly but partly.Secondly,by comparing the post-test summary scores of the experimental class and the controlled class with Independent Samples Test,significance is found for the experimental class,which shows that the integrated reading and writing teaching based on POA theory make great contributions to the improvement of summary performance.Furthermore,the number of students who get high scores has increased while the rising students number in controlled class is fewer.Thirdly,most students in the experimental class enjoy POA lessons and grow studying motivation,interest and confidence.Moreover,some of them take pride in completing tasks well.Then,the anxiety about reading-writing tasks has disappeared.However,students who lack basic knowledge of English agree that POA teaching can’t stimulatelearning interest and motivation greatly.They also believe that comprehensive capacities haven’t been improved apparently.Some students advise teachers to change evaluation forms and select interesting reading materials.This study provides some inspirations for teachers and advice for students.At first,teachers can plan teaching time of every procedure according to students’ writing ability,developmental order and cognitive load of the task.Meanwhile,students can give teachers timely feedback about difficulties that they meet in class.Secondly,it’s vital for teachers to pay attention to selection and usage of reading materials,to make sure that they are relevant and attractive.Teachers can provide students with many chances to practice critical reading,retrieval strategy and inductive skills.For students,they should be aware of prediction,evaluation and selection of reading materials,which means that they can measure “input” based on “output” and make full use of reading knowledge and thoughts.Thirdly,teachers can choose different teaching models according to various teaching tasks and classes.They may achieve the purpose of the “targeted therapy” and of teaching key points one by one.It’s necessary for students to broaden ways of improving English comprehensive ability.For example,they can participate in English competitions and overcome difficulties in improving abilities.In the end,teachers should pay attention to improving students’ modified strategies.It’s useful for students to summarize and analyze evaluations often from peers and teachers,to construct and use frameworks of evaluation criteria.