A Comparative Study Of Production-oriented Approach And Task-based Language Teaching Method In Senior High School English Reading Teaching

According to the English Curriculum Standards for Senior High Schools(2017Edition),reading teaching is a very important part of English teaching,and also a preeminent component of cultivating students’ comprehensive language ability and language communication ability.That is to say,the cultivation of reading ability cannot exist in isolation,and attention should be paid to the relationship between reading teaching and the cultivation of other language ability.That is,the relationship between language input and output should be emphasized.Both production-oriented approach and task-based language teaching emphasize the different roles of “input” and “output”.Since their birth,both of them have been highly praised and concerned by many domestic scholars and teachers.There are many similarities between the two in terms of teaching concept,teaching hypothesis and teaching process.Many domestic scholars have conducted in-depth exploration on the comparison of the two from different perspectives in theory.Therefore,this study attempts to conduct a comparative study on the combination of production-oriented approach and task-based language teaching approach in high school English reading teaching in practice,and explore the differences between the two methods from their impact on students’ reading character and reading ability,as well as their advantages,disadvantages and applicability in cultivating students’ reading character and improving students’ reading ability,in order to provide reference for the majority of foreign language teachers who optimize teaching methods.This study adopts a hybrid research method combining quantity and quality,and mainly discusses the following questions: First,what is the impact of productionoriented approach and task-based language teaching approach on high school students’ English reading character? Second,what are the effects of production-oriented approach and task-based language approach on high school students’ English reading ability?After 16 weeks of teaching research,the main conclusions are as follows.The research shows that the English reading teaching under the productionoriented approach is beneficial to improve the reading character of senior high school students,and has a positive impact on the four dimensions of reading interest,reading attitude,self-regulation and reading habit.However,task-based English reading teaching only has a positive effect on reading interest and reading habit in reading character.Reading teaching under the production-oriented method and task-based language teaching approach both could facilitate the enhancement of high school students’ English reading ability to a certain extent,and have an impact on high school students’ English reading ability from different dimensions.In terms of cognitive ability,production-oriented English reading teaching is beneficial to improve students’ ability to locate details,construct coherent and unobstructed discourse,infer meaning and make reasoning judgments.However,task-based language teaching method is beneficial to improve students’ ability in locating details,mastering vocabulary and grammar,guessing meaning and extracting the main idea.In terms of reading strategies,production-oriented approach has significant effects on students’ comprehension of the logic of articles,their reading skills of skimming,scanning and skipping,and their strategies of using keywords or information to predict the meaning of new words.Taskbased language teaching approach has significant effects on students’ reading speed,reading skills,and the use of key words or information to predict the meaning of new words.