| In order to overcome the long-standing drawback of “separation of learning and using” in foreign language teaching in China,Professor Wen Qiufang put forward a theory of foreign language teaching with Chinese characteristics named Production-oriented Approach,which is mainly composed of three parts: teaching principles,teaching hypotheses and the teacher-led teaching procedures.Since the approach was put forward,many Chinese scholars have carried out the exploration of college English teaching based on the Production-oriented Approach from the theoretical and practical level,and it has formed a certain scale and influence.However,there are few studies that take senior high school students as research subjects and focus on English writing teaching.In view of this,this study takes the Production-oriented Approach as guidance and tries to apply it to teaching English writing in senior high school with the purpose of improving their English writing achievements and attitudes toward English writing.This research aims to answer the following two questions:(1)What are the effects of the application of POA on senior high school students’ English writing achievements?(2)What are the effects of the application of POA on senior high school students’ attitudes toward English writing?Using English writing tests,questionnaires and interview as the research tools,this research takes two classes of senior one in a high school from Gansu Province as the research subjects and it lasts sixteen weeks.The students in the experimental class are instructed with the Production-oriented Approach,while the students in the control class are instructed with the product approach.During the experiment,the students are required to write English compositions eight times in total,including pre-test and post-test.The results of the experiment are collected and analyzed statistically by SPSS25.0 software.The following conclusions are drawn in this research: First of all,compared with product approach,English writing teaching based on the Production-oriented Approach in senior high school has a significant effect on improving students’ English writing achievements.Secondly,the results of questionnaires and interview show that English writing teaching based on the Production-oriented Approach in senior high school can effectively improve students’ attitudes toward English writing.The following implications are listed based on this research.Firstly,English writing teaching based on the Production-oriented Approach is not only effective in middle and advanced foreign language learners such as college students but also applicable to high school students with a certain English language foundation.Secondly,when designing the writing tasks,the English teacher should ensure that the tasks are communicative as well as cognitively challenging to students.And if the task is too difficult,the teacher can consider dividing the main task into several sub-tasks.In addition,when the teacher plays the leading role in the teaching process,the relationship between the teacher’s scaffolding role and the students’ autonomy should be balanced.Lastly,when organizing the students to carry out Teacher-Student Collaborative Assessment,the teacher should determine the focus to asses in advance before class because selective assessment is more effective than comprehensive assessment in limited class time. |
