A Study Of Junior High School Students’ Oral English Learning From The Perspective Of Production-oriented Approach

On April 21st,2022,the English Curriculum Standards for Nine-Year Compulsory Education(2022 Edition)was revised completely.The curriculum standard requires students to be able to accumulate language experience in language practice activities,and finally to communicate meaningfully.However,according to the overall level of foreign language education in China,the disadvantage of“separation of learning and application” still exists.In order to solve this problem,Professor Wen Qiufang and her research team put forward a new foreign language teaching method with China characteristics—Production-oriented Approach(POA).POA was first used in college teaching practice,and and after remarkable teaching achievements were obtained,the theory has been extended to varying degrees in various teaching fields,including basic education,but the research on combining POA with junior high school students’ oral English learning is still rare.Appreciating the productive teaching effect of POA,the study attempts to apply POA,which emphasizes production,to daily oral English teaching,and focuses on the following three questions: 1.How is the current situation of junior middle school students’ oral English learning and what are the problems? 2.Whether POA-based oral English teaching in junior high schools can improve these problems,that is,have positive influences on junior high school students’ oral English learning? 3.What are the obvious aspects of these influences,and how are they manifested?In this study,83 students in three classes,C2203,C2204 and elective class,in grade one of the junior middle school in Hefei,Anhui Province,were taken as the research subjects,and a semester-long POA-guided oral teaching research was carried out in the class where the students were teaching—the elective class,using three combining qualitative and quantitative methods: classroom observation records,oral test and interview survey.In the post stage of teaching research,the results of classroom observation and records are statistically analyzed,and the results of interviews before and after teaching are compared and analyzed.At the same time,the results of students’ oral pre-test and post-test are examined and analyzed by SPSS26.0 software,so as to feedback the effectiveness of students’ oral English learning under the influence of POA.Based on the research results,the conclusions are obtained as follows: 1.There are mainly five problems in junior middle school students’ oral English learning:insufficient attention to oral English learning,incorrect oral English learning motivation,lack of self-confidence in speaking English,inappropriate oral English learning methods and weak oral English production ability.2.POA-based oral English teaching in junior high school can have a positive impact on junior high school students’ oral English learning by improving the above related problems.3.These influences are mainly manifested in the following aspects: students’ oral production ability is improved,they pay more attention to oral learning,their learning motivation is more correct,they have the confidence to speak English and find suitable oral learning methods.Although the study has achieved effective research results,there are still some shortcomings,such as less theoretical basis,limited number of research subjects and insufficient research time.It is hoped that POA will flourish in the field of basic education to speed up the process of solving the problem of “separation of learning and application”.