本文是一篇英语论文，本研究通过研究“产出导向法”的基础理论和相关文献，提出3个研究问题：（1）目前高中生的读后续写写作现状如何？（2）“产出导向法”对高中生的读后续写成绩有何影响？
Chapter 1 Introduction
1.1 Background of the study
Since the implementation of the reform of college entrance examination in Liaoningprovince 2018,there have been many changes in(National Matriculation Entrance Test)NMET.The writing section score was increased from 25 points to 40 points.the exampattern ranges from practical writing to CWT,which places higher demands for thestudents.Students are under great pressure and don’t know how to deal with the newwriting type.The main issue is that the separation of the CWT writing plots from theformer passage.Apart from this,some improper uses of words and phrases are veryobvious.(WU Jihua,2019&Fang Qiaoqin,2020)Thus,the teaching effect of CWT isdiscouraging and students’competence of CWT is insufficient.In addition,some teacherscan’t keep up with the transformation of the writing part,and they still keep to theprevious teaching methods and don’t pay more attention to the development of the plotsin CWT.What’s more,the feedback of the CWT writing is not punctual,which leads tothe tiredness of writing for the students.
The purpose of this study is to survey the effectiveness of the POA approach inimproving English writing skills in senior high school students.By implementing thePOA method in the classroom,teachers can help students to connect their learning withreal-life writing tasks,promoting a more practical and engaging learning experience.Through this study,we aim to explore the impact of POA on students,motivation,andoverall learning experience.By gathering data through observation,surveys,andassessments,we can analyze the difference in student performance before and afteradopting the POA approach.
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1.2 Purpose and Significance of the study
This section demonstrates the purpose and significance of the study,which accountsfor the thesis’s core values.
1.2.1 Purpose of the study
In recent years,students’scoring rate of writing in the middle entrance exam andhigh school entrance exam is low,especially since Liaoning Province has participated inthe reform of the new college entrance exams in 2018,the part of English writing CWT,which has been the weak point of students’English,causing students a great deal ofheadache and discouraged high school students’motivation to learn English.In 2018,theGeneral High School English Curriculum Standard(2017)was precisely promulgated,emphasizing that students should have the ability to do things in English,especially toread and write in authentic contexts.Hence,it is especially important to employ a suitableteaching method for students’writing.Taking Chaoyang Borui Senior High School’sapplication of POA theory and practice to English CWT teaching as an example,it adoptsa variety of research methods such as tests,questionnaires,interviews,classroomobservation,etc.,to explore methods suitable for improving students’English CWTwriting level and ability,so as to offer references for the research and practice of Englishwriting teaching in senior high schools.
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Chapter 2 Literature Review
2.1 Introduction of POA
“The Production-Oriented Approach”(POA),formerly known as the“Output-Driven Assumption”(Wen Qiu fang,2008),was proposed by Prof.Wen Qiufang,an expert in foreign language education,on the basis of Swain’s(1985)outputassumption,and is a theory of foreign language teaching based on the learningcharacteristics of Chinese students.
2.1.1 Definition of Production-Oriented Approach(POA)
POA stands for Production-Oriented Approach,which emphasizes the importance ofboth language learning and language use in the classroom.According to Wen Qiufang(2015),traditional language teaching methods often focus too much on linguisticknowledge and fail to connect this knowledge with the real-world communicationsituations.In the POA methodology,learners are encouraged to actively produce languagefrom the beginning of their learning journey,rather than simply memorizing vocabularyand grammar rules.
Furthermore,POA also focuses on the role of feedback in language production.Teachers should provide constructive feedback to students on their language output,helping them to improve their accuracy and fluency.This feedback can be given in theform of corrections,suggestions,and encouragement,all aimed at guiding studentstowards better language production.
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2.2 Theoretical Basis
The theoretical basis of POA theory research is made up of two aspects:the inputhypothesis and the output hypothesis.Since the focus of this study is the new theory ofapplying POA to English CWT proposed by Prof.Wen based on the Input hypothesis andOutput hypothesis.therefore,it forms the theoretical basis of this paper.
2.2.1 The Input Hypothesis
Krashen(1985)put forward the famous five major hypotheses of second languageacquisition theory in the early 1980s,of which he considered the Input hypothesis as themost significant concept in the whole process of second language acquisition.It isbecause it tries to answer the major question of how language is produced and what kindof exposure to language is the most effective way to promote language acquisition.Fromthis,we can see that“Input”plays an important role in English language learning,and ifwe detach from the link of“Input”,foreign language learning will be as unfeasible aswater without a source and wood without a root.Based on Krashen,the ideal languageinput should have the following four properties:comprehensibility,interestingness and relevance,non-grammatical program arrangement,and sufficient input.
Krashen’s comprehensible Input hypothesis holds that the necessary condition andkey for people to acquire language is to receive“Comprehensible input”,which isexpressed by the formula“i+1”.“I”indicates the learner’s current level of languageknowledge or competence,and“1”indicates that the form or function of the input shouldbe slightly higher than the learner's current level.If learners are exposed to a largenumber of“i+1”inputs that suit their level in the process of language learning,they willunknowingly acquire new linguistic knowledge points and make progress continuously
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Chapter 3 Research Design................................32
3.1 Research Questions...................................32
3.2 Research Subjects.................................................33
3.3 Research Instruments..................33
Chapter 4 Results and Discussion.................................46
4.1 Results of the Research................................................46
4.1.1Test......................................46
4.1.2 Questionnaires................................51
Chapter 5 Conclusion.........................66
5.1 Main Findings..............................66
5.1.1 The current situation of senior high school students’CWT writing...........66
5.1.2 The impact of POA on senior high school students’CWT writingproficiency........................................67
Chapter 4 Results and Discussion
4.1 Results of the Research
In this section,the findings from various research instruments in this study will bepresented using tables and figures for clarity.A detailed analysis of two main researchquestions will follow,incorporating explanations based on observed data patterns.Thissystematic approach allows for a comprehensive exploration of the research inquiries,providing valuable insights from the gathered empirical evidence.
4.1.1 Test
For this section,it will consists of two tests:the pre-test and the post-test.By analyzingthe different figures,we can draw some conclusions on students’progress in CWTwriting.
4.1.1.1 Pre-test
To assess significant differences in students’CWT English writing proficiencybefore and after the teaching experiment,pre-tests were conducted in the control class(CC)and the experiment class(EC)to prove the experiment’s effectiveness.Followingthe evaluation of pre-test papers based on college entrance examination criteria,scoresfrom both classes were recorded.The resulting statistical results are presented in Table4.1.The table shows that the mean values for CC and EC are 12.8667 and 12.7333,respectively,suggesting a possible similarity in writing proficiency between the twoclasses.
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Chapter 5 Conclusion
5.1 Main Findings
For this section,it demonstrates the findings of this thesis,which includes three aspectsof the outcomes.
5.1.1 The current situation of senior high school students’CWT writing
The survey targeted 90 students in grade two Chaoyang Borui High School,withroughly equal proportions of males and females.The results of questionnaires andinterviews showed that nearly 50 students participated in CWT activities,and among theparticipants,about 30%said they read more than one book a month and planned to CWTpractices.However,70%of the participants believed that the difficulties in writing mainlylie in the areas of unclear thinking,lack of fluency in expression,and grammatical errors.
Take December examination as an example,first of all,the low-level studentsvocabulary is too small,the original text can not read,application essay can write a fewsentences are based on the information prompts“hard to translate”out of a large numberof grammatical errors in the sentence,they are daunted by the continuation of the writing,which copied a lot of information from the original text,not a word of the students arealso a lot of students;intermediate-level students,that is,most of the average levelstudents understand the original text more or less fuzzy,the continuation of thevocabulary is also limited.Most of the average level students have more or less vagueunderstanding of the original text,and their vocabulary is limited when they continue towrite.In addition,the main problems appeared in the narrative storyline:firstly,they couldnot make use of the plot of the original text,nor could they follow the information in the first sentence of each paragraph of the continuation of the prompt sentence,which led tomore cases of out-of-context deviation.Meanwhile,errors in tenses were common,and itwas common to see the original form of verbs appearing from time to time in the middleof the text.
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