An Experimental Study Of Production-oriented Approach To English Writing Teaching In Senior High School

With the continuous expansion of global trade and communications,English is still the most widely used international language worldwide.It is an important tool for international exchanges and cooperation,as well as an important carrier of ideas and culture.In today’s basic education reform,China has higher and higher requirements for the competence of English learners.Among the four basic skills of listening,speaking,reading and writing in English,writing is the one that best reflects the comprehensive English literacy of senior high school students.National English Curriculum Standards for General High School(2017)has clear requirements for senior high school students’ writing,that is,students(1)can briefly describe their experiences in English;(2)can express their opinions and give examples in English;(3)can use vocabulary and grammatical structures to express the main meaning;(4)in addition,they can use the articulation of discourse to construct written language.However,the performance of senior high school students in English writing is not optimistic,and most learners emphasize theory over practice in writing learning,resulting in an imbalance between input and output,which leads to a separation between learning and use and ultimately hinders the formation of English literacy in high school students.Production-oriented Approach is a new foreign language teaching theory constructed by Chinese scholars,which has attracted widespread attention from foreign language circles and front-line teachers,and is expected to solve the problem of "separation of English learning and use".In this research,the author tried to apply the Production-oriented Approach to English writing teaching in senior high school.The author conducted the experiment in a senior high school in Shenzhou City,Hebei Province.The experiment lasted about 16 weeks.144 students from two parallel classes in senior high school participated in this experiment.There was no significant difference in their English final exam scores in the pre-test.The author used the Production-oriented Approach in the writing teaching of the experimental class,and used the process teaching in the writing teaching of the control class.The experimental and control classes were taught at the same pace by the same English teacher.The same textbooks were used and the same assignments were assigned.All other factors remained the same,except for the teaching method.This research applied the Production-oriented Approach to the English writing teaching of senior high school,using questionnaire,tests and interviews to study the following research questions:1.Can the application of POA to English writing teaching influnence students’ English writing motivational regulation strategies?2.Can the application of POA to English writing teaching improve students’ English writing performance?Through experiment,the author has found that the Production-oriented Approach is effective in the study of English writing teaching.On the one hand,the Production-oriented Approach can improve students’ writing motivational regulation strategies,especially writing interests.On the other hand,the Production-oriented Approach can improve students’ writing performance,especially in terms of vocabulary and grammar.Although there are still some limitations in the implementation of this research,which needs to be further studied,the author believes that it is feasible and effective to apply the Production-oriented Approach in senior high school English writing teaching.