A Study On The Application Of Production-oriented Approach To English Writing Teaching In Senior High School

As an output skill,writing can not only help students consolidate what they have learned,but also help them complete communication and express their own ideas.However,senior high school students are still faced with problems such as insufficient participation in English writing classes,unsatisfactory language development and writing anxiety.At the same time,it takes a long time for teachers to evaluate students’ compositions,and their inability to give students timely feedback is also a dilemma facing English writing teaching in senior high schools.The Production-Oriented Approach（POA）is a localized English teaching method proposed by Wen Qiufang to solve the “separation of learning and application” phenomenon in English classroom.It helps students practice by combining input and output so as to improve their language ability.This study attempts to apply “POA” to English writing teaching in senior high school,in order to improve the disadvantages of traditional writing teaching methods and promote the development of students’ writing ability.Based on the input hypothesis and output hypothesis,this study investigates the effectiveness of POA in the teaching of English writing in senior high school.This paper attempts to explore the following three issues through research:（1）What are the impacts of POA on senior high school students’ classroom participation?（2）What are the impacts of POA on senior high school students’ writing ability?（3）What are the impacts of POA on senior high school students’ writing anxiety?In this study,120 students from two parallel classes in grade one of Songji Senior High School in Xinyang City were selected as the research participants for a 16-week teaching experiment.Among them,Class 2 of is the experimental class,which adopts the POA for writing teaching and the traditional teaching method was adopted in Class 1.The experimental tools included questionnaires,tests,interviews,classroom observations,and SPSS25.0.Before the experiment,the author conducted a pre-test on the students of the experimental group and the control group to ensure that there was no significant difference in the English writing level of the two groups of students.After the experiment,SPSS25.0 was used to analyze the experimental data,and the following conclusions were drawn:（1）Both POA and the traditional teaching method improved students’ classroom participation,but the influence of POA was more significant.（2）Both POA and traditional teaching method can improve students’ writing ability,but POA is more significant,and POA has a significant effect on improving students’ syntactic complexity and fluency,but its accuracy is slightly reduced.A relationship model between writing ability and score can be established: Score =-15.061 + 0.606*fluency-0.104 * complexity + 65.206 * accuracy.（3）POA has no significant effect on students’ physical anxiety,but significant on students’ cognitive anxiety and avoidance anxiety.This study explored the influence of POA on English class participation,writing ability and writing anxiety of senior high school students and its specific performance,verified the effectiveness of POA in English teaching in senior high school,and provided ideas and methods for improving English teaching in senior high school.