This study explores the application of Production-Oriented Approach(POA)in teaching German to nursing students in colleges and universities.Focusing on the requirements of the German B1 exam,the study takes the themat...This study explores the application of Production-Oriented Approach(POA)in teaching German to nursing students in colleges and universities.Focusing on the requirements of the German B1 exam,the study takes the thematic unit of“Movement”as an example,and designs the teaching through the links of“drive-enable-evaluate”.The results show that POA effectively improves students’speaking and writing output,but there are still deficiencies in reading and listening.Accordingly,this study has proposed the strategies of“vocabulary in-depth facilitation”and“accurate matching of listening and writing”to optimize the input materials and skills training,achieve the goal of“learning and using”,and provide a practical path for teaching German for Special Purposes.This provides a practical path for the teaching of German for special purposes.展开更多
In recent years,the production-oriented approach has been applied in the field of teaching Chinese as a foreign language,providing a new perspective for language and cultural instruction.Currently,several issues exist...In recent years,the production-oriented approach has been applied in the field of teaching Chinese as a foreign language,providing a new perspective for language and cultural instruction.Currently,several issues exist in cultural teaching,such as the lack of in-depth cultural input,insufficient training in cross-cultural communication skills,and the over-stylization of cultural teaching in the classroom.The production-oriented approach offers a solution to these challenges.This paper seeks to introduce the production-oriented method into the teaching of Chinese culture as a foreign language,using silk culture as a case study for teaching design.The aim is to implement cultural teaching through a new instructional model and to promote the spread of Chinese silk culture.展开更多
In response to the common problems in college English writing teaching,such as the separation of learning and application,students’low interest in writing,and difficulties in expression,this paper,based on the theore...In response to the common problems in college English writing teaching,such as the separation of learning and application,students’low interest in writing,and difficulties in expression,this paper,based on the theoretical framework of the production-oriented approach(POA)proposed by Professor Wen Qiufang,designed and implemented a set of IELTS writing teaching plan.This plan takes“motivating,enabling,and assessing”as the core teaching process,and selects typical IELTS argumentative essay topics(such as food diversity)to create real communication scenarios.In the motivating stage,diverse inputs are used to stimulate students’interest and expose their language weaknesses;in the enabling stage,language knowledge,viewpoint generation,and text structure are focused on for targeted input and training;in the assessing stage,a combination of teacher-student cooperation and peer evaluation is adopted to guide students to identify and correct deficiencies in language use.The research results show that the POA model can effectively enhance students’writing interest,active learning awareness,and writing ability,particularly in overcoming vocabulary poverty and material shortages,as well as improving language accuracy and expression richness.This provides an operational theoretical basis and practical path for improving the teaching effect of IELTS writing.展开更多
This study investigated the influence of the production-oriented approach on English speaking anxiety among non-English major college students.A quasi-experimental design was implemented over one semester with two par...This study investigated the influence of the production-oriented approach on English speaking anxiety among non-English major college students.A quasi-experimental design was implemented over one semester with two parallel classes of junior students at a university in northwestern China.Data collected before and after the intervention using a validated Foreign Language Classroom Anxiety Scale indicated that students experiencing POA instruction showed a discernible decrease in overall speaking anxiety,particularly concerning communication apprehension and fear of negative evaluation,relative to peers instructed via the audio-lingual method.Analysis highlighted task-driven learning,scaffolded input facilitation,and formative process evaluation within the POA framework as contributing factors.Findings imply POA represents a potential pedagogical framework for addressing affective challenges in the development of EFL oral skills.展开更多
Social development puts forward higher requirements for students’English application ability and cultural literacy.This study proposes an innovative“3+2+1”blended teaching model integrating the production-oriented ...Social development puts forward higher requirements for students’English application ability and cultural literacy.This study proposes an innovative“3+2+1”blended teaching model integrating the production-oriented approach(POA)to address key challenges in college English cultural courses at application-oriented universities.The model combines three phases(pre-class,in-class,and post-class),two dimensions(online resources and offline interaction),and one overarching goal(all-round education).Through experimental implementation at three universities,results demonstrated significant improvements in student satisfaction,autonomous learning engagement,and crosscultural competence.This research provides a replicable template for enhancing both linguistic proficiency and cultural confidence in EFL contexts.展开更多
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
With the rapid development of artificial intelligence(AI)technology,its applications in education have become increasingly widespread.As an effective foreign language teaching theory,the Production-Oriented Approach(P...With the rapid development of artificial intelligence(AI)technology,its applications in education have become increasingly widespread.As an effective foreign language teaching theory,the Production-Oriented Approach(POA)emphasizes the organic integration of the three stages-motivating,enabling,and assessing,among which the motivating stage plays a crucial role in stimulating students’learning motivation and clarifying learning objectives with its implementation quality directly determining overall teaching effectiveness.Taking Unit 1“The Kindness of Strangers”from New Century College English Integrated Course(Book 2)as a pedagogical case study,this paper explores how AI technology can establish a multidimensional support system during this phase to significantly enhance teaching efficacy.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
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”,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
文摘This study explores the application of Production-Oriented Approach(POA)in teaching German to nursing students in colleges and universities.Focusing on the requirements of the German B1 exam,the study takes the thematic unit of“Movement”as an example,and designs the teaching through the links of“drive-enable-evaluate”.The results show that POA effectively improves students’speaking and writing output,but there are still deficiencies in reading and listening.Accordingly,this study has proposed the strategies of“vocabulary in-depth facilitation”and“accurate matching of listening and writing”to optimize the input materials and skills training,achieve the goal of“learning and using”,and provide a practical path for teaching German for Special Purposes.This provides a practical path for the teaching of German for special purposes.
文摘In recent years,the production-oriented approach has been applied in the field of teaching Chinese as a foreign language,providing a new perspective for language and cultural instruction.Currently,several issues exist in cultural teaching,such as the lack of in-depth cultural input,insufficient training in cross-cultural communication skills,and the over-stylization of cultural teaching in the classroom.The production-oriented approach offers a solution to these challenges.This paper seeks to introduce the production-oriented method into the teaching of Chinese culture as a foreign language,using silk culture as a case study for teaching design.The aim is to implement cultural teaching through a new instructional model and to promote the spread of Chinese silk culture.
文摘In response to the common problems in college English writing teaching,such as the separation of learning and application,students’low interest in writing,and difficulties in expression,this paper,based on the theoretical framework of the production-oriented approach(POA)proposed by Professor Wen Qiufang,designed and implemented a set of IELTS writing teaching plan.This plan takes“motivating,enabling,and assessing”as the core teaching process,and selects typical IELTS argumentative essay topics(such as food diversity)to create real communication scenarios.In the motivating stage,diverse inputs are used to stimulate students’interest and expose their language weaknesses;in the enabling stage,language knowledge,viewpoint generation,and text structure are focused on for targeted input and training;in the assessing stage,a combination of teacher-student cooperation and peer evaluation is adopted to guide students to identify and correct deficiencies in language use.The research results show that the POA model can effectively enhance students’writing interest,active learning awareness,and writing ability,particularly in overcoming vocabulary poverty and material shortages,as well as improving language accuracy and expression richness.This provides an operational theoretical basis and practical path for improving the teaching effect of IELTS writing.
文摘This study investigated the influence of the production-oriented approach on English speaking anxiety among non-English major college students.A quasi-experimental design was implemented over one semester with two parallel classes of junior students at a university in northwestern China.Data collected before and after the intervention using a validated Foreign Language Classroom Anxiety Scale indicated that students experiencing POA instruction showed a discernible decrease in overall speaking anxiety,particularly concerning communication apprehension and fear of negative evaluation,relative to peers instructed via the audio-lingual method.Analysis highlighted task-driven learning,scaffolded input facilitation,and formative process evaluation within the POA framework as contributing factors.Findings imply POA represents a potential pedagogical framework for addressing affective challenges in the development of EFL oral skills.
基金The 2024 Ministry of Education Industry-University Cooperation Collaborative Education Project:“Intelligent-Driven Innovation in College English Intercultural Talent Cultivation Models from a New Liberal Arts Perspective”(2412112116)The 2025 Ministry of Education Supply-Demand Matching Employment Education Program(Phase IV):“Research on the Cultivation Model of‘English+Artificial Intelligence’Interdisciplinary Talents Based on Industry Demand”(2025032560246)The 2025 Ministry of Education Industry-University Cooperation Collaborative Education Project:“Research on the Cultivation Path of Craftsmanship Spirit among University Teachers in the Context of Industry-University Collaboration”(2505164755)。
文摘Social development puts forward higher requirements for students’English application ability and cultural literacy.This study proposes an innovative“3+2+1”blended teaching model integrating the production-oriented approach(POA)to address key challenges in college English cultural courses at application-oriented universities.The model combines three phases(pre-class,in-class,and post-class),two dimensions(online resources and offline interaction),and one overarching goal(all-round education).Through experimental implementation at three universities,results demonstrated significant improvements in student satisfaction,autonomous learning engagement,and crosscultural competence.This research provides a replicable template for enhancing both linguistic proficiency and cultural confidence in EFL contexts.
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With the rapid development of artificial intelligence(AI)technology,its applications in education have become increasingly widespread.As an effective foreign language teaching theory,the Production-Oriented Approach(POA)emphasizes the organic integration of the three stages-motivating,enabling,and assessing,among which the motivating stage plays a crucial role in stimulating students’learning motivation and clarifying learning objectives with its implementation quality directly determining overall teaching effectiveness.Taking Unit 1“The Kindness of Strangers”from New Century College English Integrated Course(Book 2)as a pedagogical case study,this paper explores how AI technology can establish a multidimensional support system during this phase to significantly enhance teaching efficacy.
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”,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.
