A Study On The Application Of Production-oriented Approach On English Narrative Writing Teaching In Junior High School

English writing is one of the important language output skills in English learning.English Curriculum Standard for Compulsory Education(2022 Edition)also clearly shows the standard that students should meet in writing.Narrative,as a common genre in writing,is also common in junior high school English writing teaching.At present,there are still a lot of problems in the teaching of English composition in junior high school,such as the separation of learning and using and the emptiness of narrative writing content.Production-oriented approach(POA)is proposed by Professor Wen Qiufang in view of the current situation of Chinese education and intended to solve this educational dilemma.Therefore,this study applies POA to the teaching of English narrative writing in junior high school to study the effect of POA on junior high school students’ narrative writing achievements and writing motivation.There are two research questions in this study: Compared with process approach(PA),1)What effects does POA have on junior high school students’ English narrative writing achievements? 2)What effects does POA have on junior high school students’ English narrative writing motivation? As for research subjects of this study,they are from two parallel classes of a junior high school in Xi’an,with thirty-eight students in each class.POA is used in the writing class of the experimental class(EC),PA is used in the control class(CC).Then ten-weeks’ teaching experiment is conducted with the same teaching progress in the two classes,and students’ writing achievements and motivation are tested before and after the experiment.Then Data will be collected according to certain English composition scoring standards and motivation scale.Finally,the data obtained is analyzed and compared by SPSS 24.0.And the final results show that both PA and POA can improve students’ English narrative writing achievements and writing motivation,but compared with PA,POA has more positive effect on students’ English narrative writing achievements,especially in content,vocabulary and language use.And it has more positive effect on students’ writing motivation.Through the narrative writing teaching experiment guided by POA theory,the following pedagogical implications have been obtained: firstly,POA can well adapt to the current learning situation,make up for the separation between learning and using,and stimulate students’ subjective initiative in learning.In the future writing teaching,teachers can teach according to the strengths of POA in combination with other teaching methods.Secondly,POA can well mobilize students’ subjective feelings and writing intentions in narrative writing,so in the future writing teaching,teachers can set up communication scenarios and teaching activities close to students’ life according to the characteristics of narrative writing.In addition,there are still a few deficiencies in this study.For example,the number of subjects and the experimental period are limited,and some teaching activities based on POA is not set properly.