Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carrie...Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.展开更多
The Production-Oriented Approach(POA)has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China.T...The Production-Oriented Approach(POA)has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China.This two-week quasi-experimental study investigated the effect of the POA,compared with the traditional text-centered Intensive Reading Approach(IRA),on college students’L2 writing performance in terms of overall quality of the writing and its components of language,idea,and discourse structure.Data included writing samples of both experimental and control groups before and after classroom instruction and the results of a language achievement test on mastery of target language forms predicating students’language use in writing.The results showed that:1)no significant difference was found between the two groups either in the overall quality or in the“idea”and“structure”of the written texts;2)the experimental group outperformed the control group with respect to language use,in terms of both language quality and the frequency of target language use.These results indicated that the POA might have an advantage over the IRA in facilitating learners’writing development.展开更多
More than a decade has passed since Wen Qiufang(2007)first proposed that foreign language teaching could benefit from output-driven practices in the classroom.Her original ideas were reformulated and further elaborate...More than a decade has passed since Wen Qiufang(2007)first proposed that foreign language teaching could benefit from output-driven practices in the classroom.Her original ideas were reformulated and further elaborated in the Production-Oriented Approach(POA),which aims to deal with the input-output separation in foreign language teaching in Chinese universities and colleges to optimize students’learning(Wen,2015,2016b).Integrating the strengths of Chinese traditional pedagogy and Western instructional approaches,this approach engages learners with production,merging the learning and use of language to enhance the efficiency of language teaching(Illes,2018,p.242)in a Chinese context.This introduction to the special issues includes three major sections.It starts out with an overview of what the POA system includes and how it works with a focus on its teaching procedures.The second section is about dialectical research(DR),a new research paradigm specifically designed for instructed second language acquisition(Wen,2017b)with“dialectical materialism as its philosophical basis”(Wen,2019,p.385).Finally,seven papers collected in this issue are introduced.We hope that this special issue sets a research agenda towards a better understanding of the POA.展开更多
The Production-oriented Approach is a theoretical system of foreign language teaching created by ChineseProfessor Wen Qiufang. This article uses literature research as a clue to sort out the relevant domestic literatu...The Production-oriented Approach is a theoretical system of foreign language teaching created by ChineseProfessor Wen Qiufang. This article uses literature research as a clue to sort out the relevant domestic literatures of“Production-oriented Approach” from 2015 to 2020, and summarize the domestic research results of“Production-oriented Approach” on the basis of statistical analysis, and points out the existing problems. At thesame time, it also made some prospects for the future development of the “Production-oriented Approach”.展开更多
Production-Oriented Approach(POA)is a new concept of foreign language teaching proposed by Professor Wen Qiufang of Bejing Foreign Studies University.Initially designed for teaching foreign languages in lower grades i...Production-Oriented Approach(POA)is a new concept of foreign language teaching proposed by Professor Wen Qiufang of Bejing Foreign Studies University.Initially designed for teaching foreign languages in lower grades in domestic universities,its application has now been gradually expanded to more subjects and has been repeatedly proven to be effective after active experiments by some university teachers.In this paper,the author attempts to apply the production-oriented method to the teaching of intemational business contracts,and take one of the units as an example to demonstrate the teaching design and teaching process.展开更多
“Production-oriented approach”,proposed by professor Wen Qiufang in recent years,is an effectiveforeign language teaching method.It can effectively solve the problem of the separation of theory and practice in colle...“Production-oriented approach”,proposed by professor Wen Qiufang in recent years,is an effectiveforeign language teaching method.It can effectively solve the problem of the separation of theory and practice in college English education.The application of production-oriented approachinmilitary English classroom teaching will improve students’language use and proficiency to achieve the goals of producing what they’ve just learned and language output through classroom teaching demonstration including the“output motivating”,“inputenabling”and“assessing”.展开更多
Aiming at solving the problems of outdated mode and single method of English teaching for sergeant students,as well as the separation of learning and applying in traditional English classes,this paper proposes a blend...Aiming at solving the problems of outdated mode and single method of English teaching for sergeant students,as well as the separation of learning and applying in traditional English classes,this paper proposes a blended teaching mode guided by the production-oriented approach,carries out feasibility analysis,designs teaching activities according to the output-driven hypothesis,and tests the effectiveness of this teaching mode in Sergeant English class through practice.It has proved that this teaching mode can effectively stimulate students’motivation and interest in learning English,improve their English output and enhance their learning confidence,and significantly improve the teaching effectiveness.展开更多
Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes t...Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.展开更多
It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an ...It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an academic English writing course is badly needed.The author conducted onesemester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach(POA).This research demonstrated how to apply POA,specifically,the enabling procedure to the teaching of nominalization.By triangulating the data of students’interviews,learning journals and written output,and the data of 4 teachers’class observations and interviews,this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.展开更多
Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical...Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.展开更多
文摘Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.
文摘The Production-Oriented Approach(POA)has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China.This two-week quasi-experimental study investigated the effect of the POA,compared with the traditional text-centered Intensive Reading Approach(IRA),on college students’L2 writing performance in terms of overall quality of the writing and its components of language,idea,and discourse structure.Data included writing samples of both experimental and control groups before and after classroom instruction and the results of a language achievement test on mastery of target language forms predicating students’language use in writing.The results showed that:1)no significant difference was found between the two groups either in the overall quality or in the“idea”and“structure”of the written texts;2)the experimental group outperformed the control group with respect to language use,in terms of both language quality and the frequency of target language use.These results indicated that the POA might have an advantage over the IRA in facilitating learners’writing development.
基金sponsored by the Humanities and Social Sciences Key Project at Key Research Centers of the Ministry of Education in China(16JJD740002)by the Tenth China’s Foreign Language Education Fund(ZGWYJYJJ10Z025).
文摘More than a decade has passed since Wen Qiufang(2007)first proposed that foreign language teaching could benefit from output-driven practices in the classroom.Her original ideas were reformulated and further elaborated in the Production-Oriented Approach(POA),which aims to deal with the input-output separation in foreign language teaching in Chinese universities and colleges to optimize students’learning(Wen,2015,2016b).Integrating the strengths of Chinese traditional pedagogy and Western instructional approaches,this approach engages learners with production,merging the learning and use of language to enhance the efficiency of language teaching(Illes,2018,p.242)in a Chinese context.This introduction to the special issues includes three major sections.It starts out with an overview of what the POA system includes and how it works with a focus on its teaching procedures.The second section is about dialectical research(DR),a new research paradigm specifically designed for instructed second language acquisition(Wen,2017b)with“dialectical materialism as its philosophical basis”(Wen,2019,p.385).Finally,seven papers collected in this issue are introduced.We hope that this special issue sets a research agenda towards a better understanding of the POA.
文摘The Production-oriented Approach is a theoretical system of foreign language teaching created by ChineseProfessor Wen Qiufang. This article uses literature research as a clue to sort out the relevant domestic literatures of“Production-oriented Approach” from 2015 to 2020, and summarize the domestic research results of“Production-oriented Approach” on the basis of statistical analysis, and points out the existing problems. At thesame time, it also made some prospects for the future development of the “Production-oriented Approach”.
文摘Production-Oriented Approach(POA)is a new concept of foreign language teaching proposed by Professor Wen Qiufang of Bejing Foreign Studies University.Initially designed for teaching foreign languages in lower grades in domestic universities,its application has now been gradually expanded to more subjects and has been repeatedly proven to be effective after active experiments by some university teachers.In this paper,the author attempts to apply the production-oriented method to the teaching of intemational business contracts,and take one of the units as an example to demonstrate the teaching design and teaching process.
文摘“Production-oriented approach”,proposed by professor Wen Qiufang in recent years,is an effectiveforeign language teaching method.It can effectively solve the problem of the separation of theory and practice in college English education.The application of production-oriented approachinmilitary English classroom teaching will improve students’language use and proficiency to achieve the goals of producing what they’ve just learned and language output through classroom teaching demonstration including the“output motivating”,“inputenabling”and“assessing”.
文摘Aiming at solving the problems of outdated mode and single method of English teaching for sergeant students,as well as the separation of learning and applying in traditional English classes,this paper proposes a blended teaching mode guided by the production-oriented approach,carries out feasibility analysis,designs teaching activities according to the output-driven hypothesis,and tests the effectiveness of this teaching mode in Sergeant English class through practice.It has proved that this teaching mode can effectively stimulate students’motivation and interest in learning English,improve their English output and enhance their learning confidence,and significantly improve the teaching effectiveness.
文摘Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.
文摘It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an academic English writing course is badly needed.The author conducted onesemester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach(POA).This research demonstrated how to apply POA,specifically,the enabling procedure to the teaching of nominalization.By triangulating the data of students’interviews,learning journals and written output,and the data of 4 teachers’class observations and interviews,this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.
文摘Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.
