The Application Of Production-Oriented Approach In Teaching English Writing In Senior High School

Writing ability is one of the five basic skills of English learners,which can fully reflect the learners’ comprehensive English ability.English writing is not only an important skill that high school students need to master,but also a difficult aspect in high school teaching.It has an irreplaceable position in Chinese high school English education and teaching.The Production-oriented Approach(POA)advocated by Wen’s team is a teaching theory with Chinese characteristics,which is based on solving the tendency of“emphasizing learning over application” in foreign language teaching in China.It inherits the good tradition of education in China,and at the same time draws on the theory and practical experience of foreign language teaching.Therefore,this research attempts to combine POA with high school English writing teaching to explore the effectiveness of POA in high school English writing teaching.A 16-week teaching experiment is conducted by the author with writing tests,questionnaires,and interviews as research instruments.The subjects of the research are senior two high school students in Xinyang,Henan Province.The experimental class uses POA to teach writing and the control class adopts process teaching method.The research questions are as follows:(1)What is the current state of English writing in high school?(2)How does POA affect high school students’ emotional cognition(including writing attitude,writing interest and writing confidence)?(3)What is the impact of POA on high school students’ English writing ability(including content,structure,vocabulary,language use and writing norms)?Through the comparison and analysis of all the data,the following conclusions are drawn from this research: First,high school students are able to grasp the topic of writing at present,but they also have problems such as difficulty in writing content,poor logic,and lack of interest and confidence in writing.Second,POA applied to high school English writing teaching improves students’ emotional cognition of writing,mainly in the following ways: students’ attitudes toward writing have changed positively,their interest in writing have improved significantly and their confidence in writing have increased.Finally,POA applied to high school English writing classes helps improve high school students’ English writing ability,mainly in terms of writing structure,vocabulary and language use,but the improvement in writing content and writing norms is not obvious.In conclusion,this research demonstrates the effectiveness of POA in teaching English writing in high school,and has some reference value for teaching English writing in high school.