An Action Research On The Application Of "Production-oriented Approach" To English Writing Teaching In Junior High Schools

Accelerated changes in current economic mode,digital technology,population structure and living environment,as well as the strategy of “Chinese Culture Going Out” has put forward new requirements and challenges for foreign language teaching in China.Foreign language education at the junior high school level is an important process for cultivating citizens’ quality of foreign languages.Its goal is to enable students to further clarify the purpose of English learning on the basis of English learning at the elementary school level,and to lay the foundation for lifelong learning and lifelong development.As a written language output skill,English writing can reflect students’ comprehensive language use ability,and is also one of the five basic skills of listening,speaking,viewing,reading and writing in basic foreign language learning stage.In2014,the State Council promulgated the Implementation Opinions on Deepening the Reform of the Examination Admission System,marking the official launch of a new round of examination reform in China.In 2018,China Standards of English(CSE)issued by the General Office of the Ministry of Education corresponds to the English proficiency of junior high school graduates in China,and it suggests that junior high school students should be able to:(1)briefly explain the causes,processes,results,etc.of what happened around them,and the words they used are basically accurate;(2)use simple language to comment on familiar things and provide reasons and express basically fluency;(3)introduce daily activities in a structured manner through written forms such as emails and wechat;(4)collect useful words before writing,use connectives to link sentences,check and modify obvious grammatical errors.However,in practical teaching,writing is the most difficult one among junior high school students in the application of language comprehensive skills.In response to the current situation of Chinese English teaching,Professor Wen Qiufang from Beijing Foreign Studies University put forward the “Output-driven Hypothesis”,she advocates starting with output and ending with output.After continuous teaching and experimental research,it developed into“Production-oriented Approach”(POA)in 2014.In recent years,many scholars and frontline teachers have applied POA to classroom teaching practice,and have achieved certain teaching effects.This paper takes the “Production-oriented Approach” as the theoretical direction,combines “Social Constructionism”,and bases on teaching action research.It takes a parallel class(a total of 61 students)in the eighth grade of a middle school in Yudu County,Ganzhou City as the research object,through research methods such as writing tests,questionnaire,interviews,and teaching diaries,two rounds of 12-week teaching practice actions were implemented to explore the following two questions:(1)What is the English writing ability of junior high school students’ before the action research?(2)What impact does production-oriented approach have on the performance of junior high school students in the action writing research?Finally,by applying SPSS to statistical analysis of the research data,the following conclusions are drawn:First,the influence of writing teaching based on POA on junior high school students’ writing ability.Students’ ability in writing content,language expression,vocabulary use and writing structure has been effectively improved and promoted,and POA can effectively improve students’ writing ability.Second,the influence of writing teaching based on POA on junior high school students’ writing performance.The students corrected their writing attitude,formed writing interest,enriched emotional experience and developed writing participation.Therefore,in the teaching of English writing,it is recommended that teachers should have a correct and clear understanding of students’ current writing level and existing problems,formulate writing teaching plans for students according to their aptitude,and arrange appropriate writing tasks to improve students’ writing interest and confidence,aim at improving students’ interest and confidence in writing,promote the formation of students’ positive and benignant writing ability.