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

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.

“产出导向法”促成环节的辩证研究

在“产出导向法”教学中,“促成”对产出质量发挥关键作用,如何提高促成有效性成为亟需解决的理论和实践难题。本研究以文秋芳提出的“促成有效性标准”为理论起点,采用“辩证研究范式”,在先导研究基础上陆续开展三轮研究流程,分别探讨了“渐进性”“精准性”和“多样性”促成的具体原则、实践方案和发生机制。笔者收集问卷、访谈、学生产出文本数据,并据此开展质性和量化分析。通过三轮理论与实践的互动,有效促成的理论框架不断优化,相应的实践手段持续完善,对促成发生机制的解释更加充分。