A Comparative Study Of The Effecacy Of POA And TBIL In Senior High School English Continuation Writing

Continuation writing is a very good way to test and promote students’ English core literacy,which combines content creation with language imitation,making itself one of the most difficult and hot topics in English teaching today.According to previous research,the Production-oriented Approach（POA）plays a positive role in improving English learning and teaching,which combines language input with output.In this way,students can know their needs before learning,and do appropriate selection in learning as well as imitate and use what they have learned immediately.Thus,researchers began to compare and contrast the Production-oriented Approach（POA）with the Task Based Language Teaching（TBLT）.There are comparisons of their teaching philosophies,instructional designs and teaching outcomes in English classroom in high schools,but few experimental studies have been conducted comparing POA and TBLT for English continuation writing.Therefore,the thesis aims to conduct a comparative study of the application of POA and TBLT in high school English continuation writing teaching,specifically to explore their effects on the output of students’ continuation writing.Based on the aims mentioned above,this thesis focuses on the following two questions: 1.What are the different effects on Production-oriented Approach（POA）and Task Based Language Teaching（TBLT）on Senior High School English Continuation Writing? 2.What are the differences between the effects of Production-oriented Approach（POA）and Task Based Language Teaching（TBLT）on Senior High School English Continuation Writing in terms of content,language and structure?Based on two models of POA and TBLT,the study conducts 10 weeks of experiment on the POA Group and TBLT Group in English continuation writing.In order to ensure that students’ English writing ability is at the same level,a pre-test of continuation writing is given before the experiment.During the experiment,the teacher teaches the two groups of students with POA and TBLT respectively.At the end of the experiment,all students are asked to complete a post-test,a follow-up continuation writing test.Then,the data are analyzed with SPSS 21.0.Pre-test results show that there is no significant difference between the POA and TBLT groups（Sig=0.602）.The post-test results show that both group improves their scores,but there is a significant difference（Sig=0.037）,POA Group improves an average of 3.88 point and TBLT Group improves only 2.01 points,that is,the results of the pre-test and post-test both show that POA Group increases more than TBLT Group.These results show that both POA and TBLT have a positive effect on high school students’ English continuation writing,but the effect of POA is stronger than that of TBLT.But the details of the result tell that both POA and TBLT have different effects on the output of content,language and structure in English continuation writing.TBLT is better in content richness,while POA is better in logical coherence,linguistic richness and articulation,and structure of discourse content.Based on relevant theoretical analysis,the reason may lie in the different philosophies and teaching design.Therefore,in practical teaching,the teacher can make combination of them when necessary.