产出导向法中促成的理论原则与课堂实践

Enabling in the Production-Oriented Approach:Theoretical Principles and Classroom Implementation

促成是“产出导向法”教学流程中的关键环节,促成是否到位直接决定学生的产出质量。为了阐明如何应用促成理论指导促成实践,本文从促成的理论原则和教学实践两个方面展开。理论方面,本文深度剖析促成的概念内涵,解释促成与脚手架两个概念的本质区别,澄清促成理解中的常见误解。在此基础上深入解读“精准性”“渐进性”“多样性”三个促成有效性标准及其三个标准之间的相互制约关系。实践方面,本文基于《新一代大学英语综合教程》(发展篇)第7单元教学材料,展示如何以三个促成有效性标准指导促成活动的设计与实施,并评估促成教学的实际效果。

Enabling as the second phase of the Production-Oriented Approach(POA)instruction(Wen,2015),plays a vital role in determining the quality of productive performance of English language learners.To explore how to apply theoretical principles of enabling to practice,this paper interprets theoretical principles and reports the practice of the classroom implementation of enabling.The paper proposes a definition for enabling,clarifies the confusion between enabling and scaffolding,and clears up some misunderstandings about enabling.It explains three criteria for effective enabling,namely,alignment,gradualness,and variety,and elaborates on the relations among them.Based on the teaching material of Unit 7 of iEnglish,the paper demonstrates how to design and implement enabling activities under the guidance of these three criteria and evaluates the actual effectiveness of the enabling implemented in the classroom.