A Study Of Production-Oriented Approach Applied In Senior High School English Writing Teaching

As an important output skill,English writing competence can not only help students deepen their proficiency of vocabulary and grammar,but also contribute to help them learn and accumulate knowledge in logic and cohesion.However,due to the restriction of the college entrance examination system,many teachers focus their teaching emphasis on the training of students’ input ability,such as listening and reading,and pay insufficient attention to cultivating students’ output ability,such as writing competence.Therefore,although high school students have already acquired some basic knowledge of English language,they still have great difficulties in the aspect of writing content and continuity.It leads to low interest in writing and unsatisfactory writing competence for students.English writing teaching has become one of the difficulties in current high school teaching.In view of these problems arisen in writing teaching,many scholars have conducted too much exploratory work.After more than a decade of exploration,Wen Qiufang and her research team put forward the theoretical system of “Production-oriented Approach” which has Chinese characteristics.Subsequently,many scholars and front-line teachers have conducted further research on this theoretical system and confirmed the feasibility of Production-oriented Approach in college English teaching with data,while the feasibility of this theoretical system in English writing teaching in senior high schools is still deficient.Based on it,this study aims to explore the following questions through experiments,questionnaires and interviews with students in two classes from a senior high school in Linyi,Shandong province under the guidance of the Production-oriented Approach theory system:1.Can the application of Production-oriented teaching model in English writing teaching improve high school students’ interest and confidence in English writing?2.Can the Production-oriented writing teaching model improve high school students’ English writing competence? If so,in what ways?Through experiments and data analysis,the following conclusions were drawn: First,the English writing teaching in high schools under the guidance of Production-oriented Approach can arouse students’ writing enthusiasm and improve their interest and confidence in English writing.Second,the English writing teaching mode under the guidance of Production-oriented Approach can improve students’ English writing competence,mainly reflected in the improvement of students’ mastery of content,vocabulary,grammar and logic.