| Writing,as one of the four basic skills of English learning,fully reflects the comprehensive language ability of English learners.Good English writing ability requires learners to obtain comprehensive development in vocabulary,grammar,chapter organization,thinking logic,and other aspects.Studies have shown that English writing is the most difficult for many English learners.However,English writing has always been a weak item in high school English teaching.Writing ability is uneven.Most students are afraid of writing and there is a common phenomenon of low writing scores.At present,our foreign language writing teaching model still emphasizes “input and ignores output”,and writing tasks are often left in class to complete,leading to the status quo of “separation of learning and use”.This research attempts to explore the application of the production-oriented in high school English writing teaching.To deal with the separation of learning and application,Wen Qiufang,a famous scholar in China,proposed the production-oriented approach(POA).The theoretical system of the production-oriented method is divided into three parts: teaching principles,teaching hypothesis and teaching process.Based on output-driven,input-enabled and assessing in the teaching process,this study designs and implements the classroom activities of high school English writing teaching guided by the production-oriented method.It mainly discusses the following two questions: 1)What are the effect of the production-oriented approach on students’ writing ability? 2)What are the effects of the production-oriented approach on students’ interest in English writing?In this study,a class of 50 students from Grade 11 in a senior high school in Xuzhou were selected as the experimental subjects.The POA teaching model was applied to the teaching of English writing.The experiment lasted for nearly three months.The experiment adopted the method of pre-test and post-test.The collected data from the pre-test and post-test texts were quantified by online tools,like the Pigai network,and the data were analyzed by Excel.At the same time,the data obtained from the pre-test and post-test,the result of questionnaire and interview were compared and analyzed.The results show that: 1)The high school English writing teaching based on the POA teaching model has a positive impact on students’ writing ability,such as enriching the vocabulary diversity(the proportion of students w ith a vocabulary level of 4-5 has increased from 8% to 20% and the vocabulary level of 1-2 is eliminated)and the content of writing(the proportion of students with a score of 5-6 in the content aspect increased from 68% to 80% and the proportion of students with a score of 7-10 increased from 4% to 20%)and making the organization of the article more reasonable(the proportion of students with a score of 10-30 in the organization aspect increased from 60% to 74%).2)From the post-test,we can see that the students’ writing ability have improved in general.This study proves the effectiveness and feasibility of the production-oriented approach in English writing teaching.It helps teachers and students change their traditional writing teaching principles,improves teacher’s classroom teaching design students’ participation in the classroom.Therefore,applying the production-oriented approach to English writing teaching has practical significance. |
