| English Continuation Writing Task is a new of English writing item for the National College Entrance Examination.It integrates reading and writing and accounts for 25 points in the college entrance examination in English.In 2021,the Department of Education of Guizhou Province officially incorporated English continuation writing into the classroom teaching of English writing.This new type of writing test is of great significance to improving the core English literacy of senior high school students,and it also brings great challenges to English teaching in Guizhou.Production-oriented Approach（POA）is a new-born teaching method proposed by Wen Qiufang and her team in 2014 to solve the current situation of separation of learning and use in English learning in our country.At present,a large amount of literature has proved the effectiveness of POA in English writing teaching,but the research on the application of POA to English continuation writing ask is limited.On this basis,this research attempts to apply POA to carry out teaching experiments,and is committed to applying POA to high school English continuation writing teaching,aiming to explore the two questions:（1）What effect does POA have on the including cohesion,coherence,fluency,complexity and accuracy of high school students’ English continuation writing?（2）What effect does POA have on high school students’ emotional attitudes towards English continuation writing?This study carried out a sixteen-week experiment with a total of111 senior high school students from two classes in Yinjiang Senior High School in Guizhou Province.Two classes were randomly selected in the experiment,one was the experimental class and the other was the control class.The experimental class adopts POA to carry out teaching,and the control class adopts the Task-based Language Teaching method.This experiment mainly employs tests,questionnaires and interviews as research instruments.The collected data（including test scores and questionnaire results）were analyzed using SPSS 22.0.After the experiment,the main conclusions are as follows:First of all,the comparison of the scores of pre-and post-test of the experimental class and the control class,reveals that the application of POA can effectively improve the students’ overall English continuation writing scores.Secondly,through the evaluation of students’ compositions of pre-and post-test from three dimensions,this research found that POA has a significant effect on the cohesion,coherence,fluency and accuracy of students’ English continuation writing,but the influence on complexity is not obvious.Finally,the comparison of the results of the two questionnaires reveal that POA can significantly improve senior high school students’ emotional attitudes towards English continuation writing,and help to stimulate students’ interest and enthusiasm in the process of completing English continuation writing tasks.At the end of the study,the author expounds the implications of this research.However,due to the restrictions of the experimental period and experimental samples,this study has some limitations.In view of the limitations of the study,the author also puts forward suggestions for future research. |
