An Experimental Study Of The Influence Of "output-oriented Approach" On Senior High School English Writing

Writing is an important language skill.English writing teaching plays a very important role in English teaching in senior high school.However,the current situation of English writing teaching in senior high school is less than satisfactory in our country.Most teachers only pay attention to students' writing results and neglect to input relevant language knowledge to them and guide them to write.Some teachers even think that teaching English writing is a waste of time,and they only make writing as homework.Most students don't like writing tasks,and they just do them passively.They lack interests in writing,and their writing level is barely satisfactory.On the basis of summarizing the theories and practices which have been researched before,this study attempts to explore the effect on using "production-oriented approach" in English writing teaching in senior high school and whether it can improve students' writing attitude and writing behavior after applying it to English writing class in senior high school.This paper is based on Wen Qiufang's "production-oriented approach"(abbreviated as POA)theory system(2014).The teaching method of production-oriented approach is divided into three steps.The first step is "motivating" which activates student's motivation.The second step is"enabling" that provides students with a large amount of intelligible language input,and internalizes the language knowledge through multiple output activities.It can help the students to finish the final output task.The third step is "assessing" which helps students to identify and solve their own language problems,in order to improve their English writing ability.To explore the research questions of this study,the study conducted a four-month teaching experiment on 106 students in two parallel classes in a senior high school in Jining City,Shandong Province,making one of them as a control class and the other as an experimental class.In the experimental class,the author uses the "production-oriented approach" to teach them in English writing class,while the author uses the traditional English writing teaching method in control class to teach them.The author uses questionnaires,interviews and contrast experiments to conduct research.The results of questionnaires,interviews,and the writing scores of these two classes before and after the experiment were summarized and analyzed.Based on the analysis of questionnaires,interviews and writing scores,this study believes that production-oriented approach can make students learn more vocabulary,enrich their knowledge of cohesion and unity,improve their English writing ability,and it can also better students' writing attitude and writing behavior,and enhance their writing confidence.In conclusion,applying production-oriented approach to the English writing class in senior high school is effective.The author has obtained some inspirations about teaching writing.Firstly,in the learning process,teachers should design various output activities to provide students with a lot of opportunities to communicate and cooperate with other students and teachers.Secondly,teachers should pay more attention to the choice of input materials and how to teach them.Thirdly,teachers should evaluate students'output activities and output works in a timely and effective manner.Last but not least,teachers should update their teaching concepts.In the teaching process,teachers should try some new teaching methods and change their teaching behaviors according to analyzing the practical problems in English writing teaching.