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2.1 Research on English Writing Teaching at home and abroad

In this chapter,the author illuminates the concept of English writing teaching and thenreviews the previous studies on English writing teaching abroad and at home.

2.1.1 Definition of English Writing Teaching

Byrne(1979)argues from the perspective of teaching writing skills that writing is ateachable resource that covers a variety of writing styles and text types.Aertselaer(2013)defines writing teaching in terms of instructional modes and argues that writing should bescaffolded to help students master different genres of essays that express students’perspectives.Seviour(2015)argues that writing needs to be assessed using summativeassessments to form feedback and make students aware of the assessment criteria and followcertain steps in the writing process to include students’participation.Wang(2002)argues thatwriting facilitates students’critical thinking and expressive skills from the perspective ofEnglish writing instructional strategies.Liu(2007)argues that English writing teachingshould pay attention to cultural differences and rhetorical preferences,discourse interactionand reader awareness,and discourse competence and principles of communicativecomposition.

English writing is a process whereby students use their original language to expressthemselves in English.The output process of teaching English writing incorporates theteaching of teachers and the learning of students.The goal of instruction is to improvestudents’knowledge and skills while fostering their enthusiasm in writing.Teachersaccomplish this goal by motivating and guiding students via the use of a variety of teachingstrategies,resources,and methods.

2.2 Production-oriented Approach

Wen Qiufang created the Production-oriented Approach(POA),a theory for teachingforeign languages.The POA is a proposed alternative to the text-centered,intensive readingteaching method of English in China,which prioritizes speaking the text over language use.Inother words,it is a response to the blind learner-centered teaching paradigm,whichemphasizes students’independent language use,neglecting teacher-directed input learning byallowing students the chance to discuss and finish projects in class.

By merging the exceptional accomplishments of international teaching theories with thelearning environment of university English teaching in China,POA challenges the completeclassroom and learner-centered teaching method.Based on the outstanding results ofinternational teaching theories and the learning environment of China’s university Englishteaching,as well as the demanding workload and constrained class time,it promotes the ideathat all activities in the classroom should have learning as their primary objective(Wen,2014).Likewise,it is advocated that teaching should employ the output task as the startingpoint and end aim and use the teacher as the mediator in order to shift the status quo ofseparating learning from usage and marginalizing the teacher’s role in teaching practice.Wethink that in order to maximize the effectiveness of classroom instruction,instruction shouldbe based on output tasks as the focal point and endpoint,and input learning and evaluationmediated by teachers as a means of assisting students in learning to use,using to learn,andcombining learning and use.

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