The Application Of Production-oriented Approach In English Grammar Teaching In Senior High School

Grammar teaching is an important part of English teaching.The New Curriculum Standard requires that English teachers should cultivate students’ communicative competence in grammar teaching.However,in the teaching of passive voice,many teachers tend to explain the grammatical structure of passive voice,but ignore its use in real contexts,resulting in the phenomenon of separation of learning and application.The theory of Production-oriented Approach advocates integration of learning and application just to solve this problem.Meanwhile,although students have already learned the passive voice structure in junior high school,passive voice is often used in compound and complex sentences in senior high school,and most students’ understanding of passive voice is still at the stage of simple sentence structures.Therefore,based on the guidance of relevant theories of Production-oriented Approach,this research combined the theory with the passive voice of Unit 3 in Book 1 of Beijing Normal University Press(2019version)to explore the application of Production-oriented Approach in passive voice teaching in senior high school.The author discussed the following questions:1)What are the effects of Production-oriented Approach on senior high school students’ learning effects of passive voice?2)What are the changes of students’ attitudes to grammar learning after the Production-oriented Approach teaching?This research took test papers and questionnaires as the research instruments.The experiment lasted ten weeks.The subjects are 80 students from Class 2 and Class 3 of Grade 1 in a senior high school in Longnan,Gansu Province.Class 2(40 students),as the experimental class(EC),adopted the Production-oriented Approach in passive voice teaching.Class 3(40 students),as the control class(CC),adopted the traditional teaching method(3P teaching method)in passive voice teaching.All experimental results were analyzed with SPSS 25.0.The result shows that,after the experiment,the achievements of EC are significantly better than those of CC,which indicates that Production-oriented Approach has a more promoting effect than traditional teaching method on passive voice learning effects of students.At the same time,comparative analysis of questionnaires claims that adopting Production-oriented Approach in teaching improves students’ interest in grammar learning and makes them more autonomous and self-confident in grammar learning.Most students recognize Production-oriented Approach.Here are four enlightenments for further research.Firstly,only reasonable design of motivating tasks can arouse students’ interest in grammar learning.Secondly,teachers should well play the role of scaffolding and provide output tasks suitable for students at different levels to stimulate their potentials.Thirdly,assessing should be combined with immediate and delayed methods.Teachers and students should cooperate to assess in order to promote both grammar teaching and learning.Fourthly,teachers should make progress in learning and explore more in teaching,so that Production-oriented Approach can achieve better teaching effects.