本文是一篇英语论文，本研究以沈阳某初中八年级两个班学生为研究对象，开展一个学期的教学实验，将该教学模式应用于初中英语阅读教学。用阅读考试来检测其对学生英语阅读能力、语言能力和思维品质的影响，用阅读动机问卷来检测其对于学生阅读动机的作用，用英语核心素养问卷来检测学生语言能力、学习能力、思维品质和文化意识的进步。
Chapter 1 Introduction
1.1 Background of the Study
In the last few years,English reading teaching has encountered many difficulties andchallenges.With the society developing at a fast speed,the subject position of students isstill not fully realized.They rely on teachers’text explanation,show insufficient interestin English reading,and do not actively use English reading strategies,which ultimatelyleads to students’insufficient English reading ability and unsatisfactory English readingperformance.In view of these situations,based on the latest research results ofproduction-oriented approach(POA),this study tries to reform the English readingteaching mode in junior high school,aiming to solve these problems and improvestudents’reading ability and reading motivation as well as develop their English corecompetencies.
1.1.1 Requirements of the New Curriculum Standards
The newly published The English Curriculum Standards for Compulsory Education(2022 Edition)(The Curriculum Standards 2022)has put forward specific requirements interms of students’English reading ability and English core competencies.
1.2 Purpose and Significance of the Study
This study combines POA with English core competencies to work out a newapproach for teachers’teaching and students’development,thus bears special purpose andsignificance.
1.2.1 Purpose of the Study
In order to improve the efficiency and effectiveness of English reading teaching,andrealize the goal of cultivating students’English core competencies,this study explores theapplication and effect of POA in junior high school English reading teaching from theperspective of English core competencies.On the basis of theoretical exploration andteaching experiments as well as scientific analysis of data,this study expects to achievethe following purposes:
First of all,this study aims to find out a proper teaching mode to utilize POA injunior high school English reading teaching from the perspective of English corecompetencies.The teaching mode takes English core competencies as its starting pointand guideline,uses POA as the main path of teaching,learning and assessment,and aimsto enhance students’English reading ability,stimulate their reading motivation,and raisetheir English core competencies including language ability,learning ability,thinkingquality and cultural awareness.POA was originally constructed for high-level Englishlearners,i.e.,college students,and its direct application to junior high school Englishteaching is bound to have a lot of inappropriateness.Therefore,this study executes thenew teaching mode in the specific learning situation of junior high school,and exploresthe new teaching mode so as to make teachers happy to teach and make students happy tolearn,and learn to gain.
Chapter 2 Literature Review
2.1 Production-oriented Approach(POA)
POA is a foreign language teaching theory raised and developed by Wen Qiufangfrom Beijing Foreign Studies University according to China’s education situation thuswith typical Chinese characteristics.
2.1.1 Definition of POA
POA was created in 2014 by Wen Qiufang in the background of the“post-methodera”,aiming at solving the two shortcomings of“learning-using separation”and“separation of culture and Taoism”in China’s foreign language teaching.POA insists onlanguage production as the starting point and the destination of teaching and learningactivities.In this process,the input materials play an important role as enablers andsupporters,helping students to accomplish various language productive tasks efficiently(Wen Qiufang,2015).
POA inherits the excellent educational tradition of ancient China,draws on essenceof foreign language teaching theories,embodies the basic concepts of materialisticdialectics,and emphasizes the use while learning and the perfection while using.
2.2 English Core Competencies
The cultivation of English core competencies was officially promulgated andpromoted in The Curriculum Standards 2017 issued by Ministry of Education.ThenEnglish core competencies were re-emphasized in The Curriculum Standards 2022 andhence a large number of explanations and implementation suggestions were made.
2.2.1 Definition of English Core Competencies
The Curriculum Standards 2022 emphasizes the overarching position of Englishcore competencies in curriculum reform.
English core competencies refers to the positive values,basic characters and coreskills that can be adapted to students’lifelong development and social development,which are gradually formed through systematic English learning(Ministry of Education,2022).
In English curriculum teaching,the cultivation of core competencies mainly focuseson four aspects:language ability,learning ability,thinking quality and cultural awareness.Among them,language ability is the foundation of English core competencies;culturalawareness reflects students’values,thinking quality reflects students’psychologicalcharacteristics,and learning ability is the key to cultivate students’English corecompetencies.These four aspects are interpenetrating,integrating and interacting with each other,and together they promote the overall development of students(Ministry ofEducation,2022).
Chapter 3 Methodology.....................................33
3.1 Research Questions.........................................33
3.2 Research Participants....................................34
3.3 Research Instruments......................................34
Chapter 4 Results and Discussion........................59
4.1 Results and Discussion of Tests................................59
4.1.1 Comparison of Scores in the Pre-test between EC and CC......................59
4.1.2 Comparison of Scores in the post-test between EC and CC.....................62
Chapter 5 Conclusion.................................93
5.1 Major Findings..........................................93
5.1.1 The Effect on Reading Ability.....................................93
5.1.2 The Impact on Reading Motivation............................94
Chapter 4 Results and Discussion
4.1 Results and Discussion of Tests
This study intends to find out whether the teaching mode can enhance students’reading ability.Generally,reading ability can be reflected by reading achievement.Therefore,this study executed a pre-test and post-test of reading in EC and CC to provideconvincing evidence for the experiment.
4.1.1 Comparison of Scores in the Pre-test between EC and CC
The pre-test was administered to the students of the two classes before theexperiment with the aim of determining whether or not there was a significant differencebetween the two classes.This was to determine whether the two classes can be used asexperimental participants.The students’scores were analyzed by SPSS for statisticalevidence.
(1)Overall results
The test paper was divided into multiple-choice and short-answer questions,totaling 40 points,and the overall pre-test results for both classes were as follows:
As is shown in Table 4.1,before the experiment,the average score of pre-test of ECwas 25.623,and that of CC was 25.681.The average scores of the two classes weresimilar,and EC was a little below CC with difference value of 0.058 which was less than0.1.It meant that there was no much difference of English reading levels between the twoclasses.Furthermore,the standard deviation of EC was 9.074 and that of CC was 9.101.The standard deviations of the two classes were basically equal,which meant that thedegree of discreteness of content between these two classes were rather similar.
Chapter 5 Conclusion
5.1 Major Findings
During a semester of research experiment,the teaching mode of POA from theperspective of English core competencies was applied to junior high school Englishreading teaching.After analyzing and discussing the results of tests,questionnaires andinterviews,the following findings have been finally obtained.
5.1.1 The Effect on Reading Ability
The teaching mode can improve students’English reading ability significantly.
The results of the teaching experiment showed that there was a significantimprovement in the English reading score of EC compared to that of CC.Meanwhile,thestatistics of the reading question types showed that the students in EC did not show amore obvious advantage in detailed comprehension ability compared with CC,butshowed significant differences in reasoning ability,analyzing and generalizing ability andlanguage use ability.Thus it is believed that students’reading ability have improvedsignificantly after one semester of the experiment.
These results were achieved not only due to the science and effectiveness of the newteaching method itself,but also due to the joint efforts of teachers and students.In theprocess of implementing the teaching method,the teacher first made a targeted teachingplan according to the actual level and needs of the students.By choosing suitable readingmaterials and designing diversified productive tasks,the teacher stimulated students’interest and enthusiasm in learning.At the same time,the teacher also focused on cultivating students’reading strategies and methods as well as helping them mastereffective reading skills and improve reading efficiency.
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