The Application of Production-oriented Approach to English Reading-writing Integration Teaching in Senior High School
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i6.2223
Abstract
Both the Reading for Writing section in new textbooks of PEP and continuation task in NEMT integrate reading and writing closely to cultivate and test students’ comprehensive language skills. In fact, reading and writing are discrete in traditional English teaching. Production-oriented Approach is aimed to break the drawback of “separation of learning and using” in foreign language teaching in China, enables students to “use” in “learning” and “learn” in “using”, which fully embodies its advantages in promoting English teaching. Based on Wen Qiufang’s theory system of production-oriented approach, high school English teachers can design English writing courses in three stages: motivating,enabling and assessing, based on three practical teaching principles of production-oriented approach: real and effective motivating tasks, facilitating activities of teachers’ intermediary and evaluation methods of teachers and students. It provides a new solution to the phenomenon of “separation of learning and application” in current English teaching, so as to help students use appropriate language forms to effectively acquire and transfer information, help students improve their writing proficiency, and provide some suggestions on the implementation of reading-writing integration teaching for senior high school English teachers.
Keywords
production-oriented approach, senior high school English, reading-writing integration
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[3] Yang Yumei. (2022) An Experimental Study on the Application of Production-oriented Approach to English Continuation Writing Task Teaching in Senior High School [D]. Guangxi Normal University, Guilin.
[4] Wen Qiufang. Application of Out-driven Hypothesis in College English Teaching:Reflection and suggestion [J]. Foreign Language World. 2013; (06): 14-22.
[5] Wen Qiufang. Developing a Theoretical System of Production-oriented Approach in Foreign Language [J]. Foreign Language Teaching and Research(Bimonthly). 2015; 47(04): 547-558+640.
[6] Zhang Wenjuan. Applying Production-oriented Approach to College English Classrooms:A Teaching Experiment [J]. Foreign Languages and Their Teaching. 2016; (02): 106-114+147.
[7] Wen Qiufang. Production-oriented Approach in Teaching Chinese as a Second Language [J]. Chinese Teaching in the World. 2018; 32(03): 387-400.
[8] Krashen, S. The Input Hypothesis: Issues and Implications [M]. London: Longman; 1985.
[9] Swain, M. Communicative Competence: Some Roles of Comprehensible Input and Comprehensive Output in Its Development [A]. MA: Newbury House; 1985, 235-253.
[10] Long, M. H. Native Speaker/Non-native Speaker Conversation and The Negotiation of Comprehensible Input [J]. Applied Linguistics. 1983; 4(2): 126-141.
[11] Wen Qiufang. Out-driven Hypothesis and Reform of English-skill Courses [J]. Foreign Language World. 2008; (02): 2-9.
[12] Wen Qiufang. Output-driven Hypothesis: An Attempt to Construct a Theory of College Foreign Language Classroom Teaching [J]. Foreign Language Education in China (Quarterly). 2014; (2): 3-12.
[13] Wen Qiufang. Chinese Features Displayed in the Production-oriented Approach [J]. Modern Foreign Languages(Bimonthly). 2017a; 40 (03): 348-358.
[14] Wen Qiufang. Teacher-Student Collaborative Assessment: A Formative Assessment Created by Production-Oriented Approach [J]. Foreign Language World. 2016; (5): 37-43.
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