A Study Of Application Of Production-oriented Approach In Junior High School Spoken English Teaching

As an important component of English teaching,spoken English teaching in junior high schools has become increasingly prominent with the continuous reform of the senior high school entrance examination in recent years.However,the attention paid to spoken English teaching in China is still insufficient.At the same time,there exist certain problems in spoken English teaching in junior high schools,such as students’ low enthusiasm for participating in classroom speaking activities,insufficient attention paid to spoken learning,and spoken anxiety.In view of these existing problems,relevant studies are urgently needed to explore new ideas for spoken teaching.“Production-Oriented Approach”(POA)is a foreign language teaching theory that advocates the integration of input and output,learning and using,and pays attention to the importance of “production”.At present,many researchers use POA in the practice of college spoken English teaching and find that POA can enhance students’ communicative confidence and increase students’ interest in spoken English learning.And there are more and more researchers using POA in non-college English teaching fields,applying it in high school and junior high school teaching,but the related research on POA in junior high school spoken English teaching is still relatively insufficient.This study attempts to apply POA to the teaching of spoken English in junior high school.The following questions are explored: 1.Does POA have an impact on students’ spoken scores? 2.Does POA have an effect on students’ interest and habits in learning speaking? 3.How can POA be effectively designed and implemented in the teaching of spoken English in junior high school? This study takes two parallel classes in the eighth grade of a junior high school in Yichang City,Hubei Province as the research subject.In this research,POA spoken teaching were used in the experimental class,traditional spoken teaching were used in the control class.Firstly,this study used a questionnaire to understand the current situation of students’ speaking learning before the experiment and conducted a pre-test of speaking.After a three-month teaching practice,a post-test of speaking was conducted on the learning situation of the two classes and the questionnaire was used to understand the changes in students’ interests and habits in speaking learning in the experimental classes,so as to give feedback on the effectiveness of POA.At the end of the experiment,all the data collected were entered into SPSS 23.0 software for statistical analysis of the data.The effectiveness of POA in teaching speaking was tested by comparing and analysing the pre-test and post-test scores of speaking in the two classes.The questionnaires of the experimental classes were then compared and analysed as a way to understand the changes in the students’ interest and habits in learning speaking.The results of the study show that the experimental classes using POA teaching have significantly improved in speaking test scores,stimulated their interest in speaking learning and developed good speaking learning habits.Therefore,based on this study,the author found that POA applied to junior high school English speaking teaching has positive significance,but still has many shortcomings in practice,which needs further exploration by other researchers.Meanwhile,based on this teaching practice,the author summarised three suggestions in implementing POA teaching: First of all,in motivating,the design of production activities must keep the authenticity of communication.Second,in enabling,instructional design needs to consider content,language,and discourse structure at the same time.Finally,in assessing,teachers should pay attention to the diversity of evaluation,and the evaluation should run through the entire POA teaching process.