Exploration and Application of a Blended English Teaching Mode in Military University Based on Production-Oriented Approach

Aiming at solving the problems of outdated mode and single method of English teaching for sergeant students,as well as the separation of learning and applying in traditional English classes,this paper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.

Optimizing Teacher-Student Collaborative Assessment in the Production-Oriented Approach:A Dialectical Research

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.

Effects of the Production-Oriented Approach on EFL Learners’Writing Performance in China’s Tertiary Education

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.

The Production-Oriented Approach Updated:Introduction to the Special Issue

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.

基于POA和FiF口语训练APP的高职英语口语教学效果研究

为了贯彻落实《高等职业学校英语课程标准(2021年版)》(以下简称《高职课标》),提高高职生听说技能,本研究针对延安职业技术学院20级高职学前教育(1)班实验班、(2)班对照班英语口语教学中存在的问题,通过测试法进行为期四个月的研究。实验班依据POA理论体系,借助FiF口语训练APP对学生英语口语教学的课前、课后进行辅助,而对照班不采用POA和FiF教学。实践验证,基于POA理论和FiF口语训练APP能有效提升实验班英语口语的产出效果,具体指口语产出的准确度、流利度效果。

A Review of Domestic Research on Production-oriented Approach

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”.

Teaching“International Business Contracts”Based on Production-Oriented Approach

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.

POA与tblt中“任务”的比较

近年来产出导向法和任务型教学法的研究鲜少关注“任务”这一核心要素。产出导向法与任务型教学法中的“任务”其相同点主要是两者都具备交际意义、有明确的交际目的且具有挑战性。而不同点主要体现为学习者提供的语言资源不同、教师开展的教学内容以及教学顺序不同。

Classroom Teaching Design of Military English Based on Production-oriented Approach

“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”.

基于POA的语法教学原则及教学设计示例

语法教学一直是外语教学领域的热点话题,采用何种教学方法开展教学与语法观密切相关。本研究秉持构式语法的语言观,提出了三个基于“产出导向法”的语法教学原则,包括以交际意义为出发点、注重归纳与产出、高频复现目标构式。本研究以复合名词短语教学为例,展示三个语法教学原则在实际教学中的运用。

智能技术赋能下基于POA理论的大学英语课程思政实施路径

随着大学英语课程思政建设逐步推进,大学英语课程思政实践路径已由思政元素融入教学的单一性、任意性向多维化、系统性转变。基于此,依据产出导向法(POA)理论,利用智能技术构建了“两系一体”的大学英语课程思政实施路径。“两系”分别指以“课堂教学”“师生共同体”为子系统的核心系统和由“实践活动、校园文化活动”等要素组成的支撑系统。两个系统相互影响,彼此作用,协调配合,共同提升学生的综合能力与素养。文章从理论依据、实施路径概述、研究设计与发现、研究总结等方面阐述与验证该实施路径的可行性,从而为实施外语课程思政提供可行性的系统化具体路径,以期实现大学英语课程育人育才目标。

基于“POA”的优学院平台大学英语四级写作教学研究

大学英语老师传统的作文批阅方式效率低下,学生写作能力提升缓慢。本文以“产出导向法”为理论基础,探讨了如何利用优学院教学平台进行大学英语四级写作的混合教学模式研究,快速提高学生英语四级写作能力。“产出导向法”突出了学用结合、以评促学,本课题以英语四级写作为目标和手段,让学生在英语写作的产出活动中提高写作水平。优学院教学平台的自动批阅、成绩记录、作文分享等功能提高了学生写作产出活动的效率,赋能写作产出活动,提高英语四级写作水平。

基于POA理论的大学英语课程思政创新研究

基于POA理论的大学英语课程思政教学旨在将产出导向法理论指导下的大学英语教学和课程思政有机融合,通过把思政元素渗透到“驱动、促成、评价”的教学过程,构建出全新的大学英语教学模式,以实现大学英语教学和思政教育同向同行,从而体现大学英语“学用一体”、立德树人的中国特色。

“产出导向法”应用于对外汉语教学的实证效果研究——基于POA化处理的中级汉语口语教学

本文以产出导向法(POA)为研究视角,将一篇中级口语课文POA化处理后,进行了POA课堂实践并得出系列数据。对数据及学生访谈结果分析后得出结论:POA教学法重视课堂参与度及产出效果,"初始产出""二次产出"与"延时产出",三阶段产出内容首尾贯通,更加适用于技能型、实践型课型,其优势在于对特定语言项目进行强化训练,激活惰性语言知识。师生互评阶段细致全面,但课堂时效性不强,因而本研究创设新的、高效的"典型样本"互评法进行有益补充。

英语报刊选读课的产出导向期末评价体系构建

由文秋芳提出的产出导向法(POA)是近几年中国外语教学研究中的热门教学法。其主张以“产出”为核心,通过“驱动-促成-评价”的教学步骤,让学生在课前有清晰的学习目标。但目前,产出导向法的研究仅限于以课堂为单位,其“产出”常发生在一节课的最后。基于此,其实可以把“产出”扩大到以学期为单位,更长期地通过“产出任务”激发学生整个学期的学习积极性,让学生在学期初便有清晰的学习目标。该文将尝试在英语报刊选读课程中构建基于产出导向法的产出导向的期末评价体系(POE model)。

POA中国文化输出能力培养模式研究与实践——以苏州市职业大学外语人才培养为例

基于产出导向法(POA)理论,构建提升大学生中国文化输出能力的培养模式。该模式的基本框架包括输出驱动、输入促成和产出评价三个环节,通过教材重构、留学生进课堂、教改项目建设、网络课程建设、英语技能竞赛、外事志愿服务团队实践等方式,在一个集传统课堂、实训基地、网络课堂及多元化区域经济文化环境于一体的多元化教学生态系统中培养兼备良好英语沟通能力和中国文化输出能力的复合型外语人才。

文明交流互鉴观下德语专业基础阶段双向文化教学的行动研究——以促成环节为例

为解决德语专业基础阶段教学中长期存在的“本土文化失语”问题,本研究在文明交流互鉴观的指导下,依托产出导向法的教学理念,在“综合德语”课程中实施了两轮行动研究,探究如何在促成环节将母语文化融入德语教学中,以实现双向文化教学。经过数据三角验证发现,学生用德语言说中德文化的产出能力得到明显提高,他们对中德文化的理解更深刻,也增强了本土文化自觉与文化自信。因此,本文可为致力于在高等外语教育基础阶段开展双向文化教学的一线外语教师提供借鉴。

二语教学语用体系与创新课型探索

语用学的学术研究是二语教学中语用教学的基础,但在实践中如何把相关的语用知识系统地落实到课堂、课型、语言活动和测试中,这是教师、学生和研究者都必须面对的问题。本文以国际中文教育中的创新课型(用中学)为例,探索课型背后所依托的相关理论,通过该课程的设计理念、课程内容、教学模式和学生反馈,描述并指出语用为纲的理念系统在二语教学中落地时我们所碰到的难题和应对方法。文中的讨论、阶段性成果介绍和观点基于过去20年来笔者和团队的实践和探索。在语用为纲理念的框架下,包括该创新课程的整个语言教学和科研项目多年来的正常运作(包括顺利的和曲折的),可以说明这一理念在教学和测试中落地的可行性。

基于教学云平台的POA大学英语写作教学模式探究

随着网络技术的不断发展,教学云平台已经被广泛地用于辅助大学英语教学,但目前大学生的英语书面表达能力依然薄弱,且写作教学中“学用分离”现象突出,为改变这种现状,该文尝试在产出导向法(POA)理论的指导下,依托教学云平台,探索和优化大学英语写作教学模式,以提高学生书面表达水平。

从理论到实践:课程思政在大学英语课程的实践路径

本文研究大学英语课程中实施课程思政的具体路径。首先分析当前英语教学课程思政有机融合现状,指出存在问题包括价值观塑造注重程度低、课程思政元素盲目增补以及教学设计中思政教育不够充分。基于布鲁姆教学目标分类法、产出导向法和混合式学习理论,以《综合教程4》(第3版)中A French Fourth教学实践为例,详细阐述如何设定高阶性教学目标、创新教学方法和评价形式,强调英语教学和课程思政的有机融合,为外语课程思政提供有价值的实践案例。