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The production-oriented approach to teaching university students English in China

  • Qiufang Wen (a1)
Abstract

The production-oriented approach (POA) has been developed over ten years to overcome the weaknesses in English instruction in tertiary education in Mainland China. The POA tries to integrate the strengths of Western instructional approaches with Chinese contextual features and consists of three components: (a) teaching principles; (b) teaching hypotheses; and (c) teacher-mediated teaching processes. The teaching principles include ‘learning-centered’, ‘learning-using integration’, and ‘whole-person education’, and the teaching hypotheses are ‘output-driven’, ‘input-enabled’, and ‘selective learning’. The teaching processes contain three phases, each mediated by the teacher: motivating, enabling, and assessing. The three principles set guidelines for the other two components; the three hypotheses serve as a theoretical basis for the teaching process; the three-phase teaching process reflects and illustrates the principles while testing the hypotheses.

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Footnotes
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Revision of plenary speech given at the international conference, Faces of English: Theory, Practice and Pedagogy, held at the Center for Applied English Studies of Hong Kong University from 11 to 13 June 2015.

Footnotes
References
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Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
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