An Action Research Of Production-Oriented Approach In Senior High School English Listening Teaching

At present,middle school English classroom teaching mainly focuses on cultivating students’ basic skills such as listening,speaking,reading,and writing.In order to achieve China’s educational goal of cultivating international talents,it is increasingly important to cultivate students’ cross-cultural communication abilities such as English listening and speaking skills.However,according to the questionnaire of students conducted in this thesis,it is found that traditional English listening teaching mainly focuses on exam-oriented training,and students’ learning needs cannot be met.Therefore,this thesis aims to study how to improve students’ listening proficiency,stimulate their interest in listening learning,and improve the effectiveness of high school English listening teaching.The Production-Oriented Approach established by Professor Wen Qiufang is aimed at alleviating the phenomenon of“Emphasis on learning while neglecting using” and “Emphasis on text-teaching while neglecting further supplement” among students,providing specific and feasible solutions.The action research raised the following research questions: 1.How to apply the theory of Production-Oriented Approach to guide high school English listening teaching and design teaching? 2.How effective is the application of Production-Oriented Approach in high school English listening teaching?The author conducted two rounds of teaching action research in the first grade of a senior high school in Z City,F Province.The teaching material is the Listening and Speaking section of the People’s Education Press High School English Compulsory Volume I,from the second to the fifth units.The author,as the teacher,collected data in a three-dimensional subject way,using sampling interviews,questionnaires and tests for students,and observation and interviews for peer teachers.After that,the author used SPSS 26.0 to analyze the results.Based on the qualitative and quantitative analysis of the data,the following conclusions of this thesis are drawn: 1.The current situation of English listening teaching in senior high schools presents the following problems: the of using the textbooks is low,and the listening exercises matched with textbooks are not paid enough attention to;teachers focus on input rather than output with single activities,and the listening training mainly based on examination and mechanical practice;students do no prepare before listening,do not comment and explain after listening,and the listening training time cannot meet the learning needs,etc.2.Based on the Production-Oriented Approach,the design of English listening teaching in senior high school takes three teaching processes of“Motivating-Enabling-Assessing” as the main line,and takes the teaching assumptions and teaching concepts as the guidance,puts forward the model of listening to promote speaking,guides students to try to produce first,and then uses listening activities as input materials to form a visual mind map,and facilitates the final output task.3.POA to senior high school English listening teaching alleviates the conflict between “Exam-oriented” and“Production-oriented”,as well as the conflict between skills training and ideological and political education.It has a certain guiding role in senior high school English listening teaching design.Although it has increased the amount of lesson preparation for teachers and challenged teachers and students,in general,POA can increase students’ interest in listening learning,master more effective listening learning methods and improve the level of listening test.It is hoped that this thesis can provide some help and reference for senior high school English teachers to carry out listening teaching.