A Study On Applying Production-Oriented Approach To The Teaching Of English Writing In Junior High Schools

Listening,speaking,reading and writing are the four basic skills of language,among which listening and reading are the skills of understanding,speaking and writing are the skills of expression.As the comprehensive embodiment of a student’s English language competence and performance,English writing plays an important role in English teaching in junior high schools.The new curriculum reform has new requirements and explanations for the teaching of English writing in junior high schools.According to the writing requirements in New National Curriculum Standard(2017 Edition)(junior high school part),the students who have completed their junior high school studies should have the ability to write independently,including the collection and drafting and editing of materials.In addition,they should be able to express the order and logical relationship correctly to ensure the coherence and unity of the article.In recent years,Professor Wen Qiufang and her team have been studying and discussing how to build a theory of foreign language teaching with Chinese characteristics,and then put forward the POA(Production-oriented Approach)based on the current situation of English teaching in China.The POA is an innovative foreign language teaching theory with Chinese characteristics.The development of the POA has experienced more than 10 years.The theoretical system of the POA draws on the research results of Krashen’s input hypothesis,Swain’s output hypothesis and Long’s interaction hypothesis.This paper puts forward the application of POA to the teaching of English writing in junior high schools.The purpose of this paper is to meet the requirements of English writing in junior high school and change the current situation of English writing teaching in junior high school.The subjects of this research were two parallel classes in the second grade of Pingyang middle school in Houma,Shanxi Province.There were 48 people in each class,a total of 96 people.So there were two samples in the research.The experimental class(Class 1)used the POA to teach English writing,while the control class(Class 2)used the traditional teaching method to teach English writing.The time of research started from September 2019 to the end of December 2019.The research lasted 16 weeks.In order to ensure the objectivity and preciseness of this research,the research combines quantitative research and qualitative research.The research instruments consist of test,questionnaire and interview.The collected data were analyzed by SPSS 22.0.This paper is dedicated to exploring the following questions:1.What degree can POA improve junior high school students’ writing competence?2.To what teaching procedure of POA is more effective for junior high school students’ English writing?3.How dose POA motivate junior high school students’ writing interest?The results are as follows: 1.POA is beneficial for the students in junior high schools to improve their English writing competence.And there is significant differences of English writing scores between two classes after the 16-week experiment.Compared with the control class,the students’ English writing performance has improved significantly in the experimental class after the research.2.The teaching stage of“enabling” in POA can promote junior high school students’ English writing.Besides,the students’ interest and enthusiasm in writing in the experimental class have been significantly improved.3.The teaching model of POA can motivate junior high school students’ interest in English writing more than traditional teaching method.Therefore,the POA is feasible and effective in English writing teaching in junior high schools.