Research on Strategies for High School English Reading and Writing Instruction from the Perspective of Production-Oriented Approach

Abstract

In high school English teaching, reading and writing are key skills for improving students' pragmatic competencies. However, current high school English reading and writing instruction suffers from issues such as “the separation of reading and writing” and “the segregation of learning and application”, which hold much sway over the effectiveness of teaching and the enhancement of students' abilities. To address these issues, this paper introduces the Production-Oriented Approach (POA) with the aim of optimizing high school English reading and writing instruction through its theoretical framework and teaching strategies. Firstly, the paper analyzes the shortcomings of traditional teaching models, pointing out that “the separation of reading and writing” leads to a lack of effective input support for students, while “the segregation of learning and application” makes it difficult for students to apply their knowledge to real-life situations. The paper then elaborates on the theoretical connotations of the POA, including its core teaching processes and four teaching hypotheses, emphasizing the use of output tasks as a driving force to achieve a close integration of input and output. Based on this, the paper proposes specific application strategies, such as creating real-life contexts to stimulate students' interest, clarifying output tasks to guide students to read purposefully, providing targeted input to build a "scaffolding" for reading and writing, and enhancing students' reading and writing quality through diverse evaluation methods.