A Study On The Effects Of The Production-Oriented Approach On Senior-High-School Students’ English Summary Writing

English summary writing is a writing teaching practice combining reading and writing,which is vital for facilitating students’ writing ability.However,the normal teaching method cannot meet the needs of classroom teaching,some problems existed in students’ writing process,such as insufficient interest,weak discourse awareness,weak language expression ability,and inadequate effective writing assistance.This study attempts to apply the production-oriented approach(POA)to English summary writing in senior high schools to conduct a teaching experiment,aiming to address the above problems and improve students’ summary writing ability.It mainly answers the following three questions:(1)Does POA improve senior-high-school students’ English summary writing?(2)What are the effects of the POA on students’ English summary writing ability with different language levels?(3)What effects does POA have on the fidelity to source texts,linguistic accuracy,consistency,and linguistic independence in students’ English summary writing?In this study,66 students from two intact classes of grade three in a certain senior high school in Qingdao were selected as the research subjects,using instruments of summary writing tests and interviews to carry out a 4-week experiment.During the experiment,summary writing teaching was conducted in the experimental class(EC)that adopted the POA and the control class(CC)which maintained the normal teaching method respectively.Before the experiment,the pre-test was carried out for the two classes.In the process of the experiment,four summary writing lessons have proceeded in EC and CC separately.After the experiment,the post-test was carried out for the two classes.The pre-test and posttest results were compared to detect the development of students’ English summary writing ability.After each summary writing lesson,an interview was conducted with 5 students in each of the two classes randomly selected,aiming to further investigate the teaching effect of summary writing lessons and students’ attitudes and suggestions towards summary writing lessons.Finally,the relevant data collected during the experiment were statistically analyzed with SPSS 25.0 to obtain the experimental results.The principal findings were as follows: First of all,compared with the normal teaching method,the POA significantly facilitated senior-high-school students’ English summary writing.Secondly,the POA positively impacted senior-highschool students’ summary writing ability with different language levels,especially significantly facilitating higher-level students.Finally,the POA significantly improved students’ abilities of fidelity to source texts and consistency but had no significant impact on their abilities of linguistic accuracy and linguistic independence.Taken together,these findings suggest a role for POA in promoting English summary writing teaching in senior high schools.It can address the existing problems in students’ summary writing and facilitate their writing ability.This study broads the application scope of the POA and enrich the empirical research on the POA in English summary writing teaching in senior high schools.Meanwhile,it provides reference and enlightenment for front-line teachers to explore an effective teaching method and optimize the summary writing teaching process: When teachers apply the POA to English summary writing teaching,it is necessary to design appropriate scenarios and output tasks to ensure the effectiveness of the motivating stage first.In the process of teaching,the teacher should conduct guidance through questions to help students build the summary writing framework,strengthen the interpretation of the genre,and cultivate their discourse awareness.In the assessing stage,teachers should first carry out assessing demonstration to enhance the effectiveness of students’ self-assessing and mutual assessing,to achieve the purpose of promoting learning through assessing.Finally,in the process of classroom teaching,teachers should design a variety of output exercises and gradually increase their difficulty,to ensure the classroom participation of students with different language levels.