Author(s)

Ami Hao ¹

Affiliation(s)

¹ School of Translation Studies, Xi'an Fanyi University, Xi'an, China

Corresponding Author

Ami Hao

ABSTRACT

This paper explores the application of the Production-Oriented Approach (POA) in the teaching of Viewing listening and speaking courses at undergraduate level. Traditional English teaching methods often lack interactivity, diversity in resources, and timely feedback. To address these shortcomings, this study emphasizes the need for innovative teaching models that bridge the gap between language knowledge and practical application. By implementing the POA framework, which integrates Motivating, Enabling, and Assessing, this study illustrates a case from New College English to demonstrate how POA enhances student engagement and language proficiency. The study highlights how authentic tasks, interactive exercises, and formative assessments contribute to effective language skill internalization and output. The findings suggest that adopting POA in English listening and speaking courses significantly improves students' practical language abilities, making it an essential approach for meeting the demands of higher education in a global context.

KEYWORDS

Production-Oriented Approach, English Listening and Speaking, Teaching Innovation

CITE THIS PAPER

Ami Hao, Application of POA in English Listening and Speaking Instruction: A Case Study. Lecture Notes on Language and Literature (2024) Vol. 7: 105-109. DOI: http://dx.doi.org/10.23977/langl.2024.070617.

REFERENCES

[1] Ministry of Education of the People's Republic of China, Committee on College Foreign Language Teaching. (2020). Guidelines for college English teaching (2020 edition). Higher Education Press.
[2] Wen, Q. (2018). Output-oriented approach and teaching Chinese as a foreign language. World Chinese Teaching, 3, 387-400.
[3] Larsen-Freeman, D. (2018). Technology in language teaching: Revisiting the basics. Language Teaching Research, 22(3), 317-332. 
[4] Kane, J., & Kesselman, M. (2022). Assessment diversity in language teaching: Moving beyond traditional methods. Journal of Language Testing, 39(1), 45-62. 
[5] Wen, Q. F. (2015). Constructing the theoretical system of the "Production-Oriented Approach." Foreign Language Teaching and Research, 47(4), 547-558.
[6] Nassaji, H. (2016). The role of feedback and interaction in the development of language proficiency. In Language Learning (Vol. 66, pp. 33-52). Wiley-Blackwell.
[7] Chou, P. N. (2018). Enhancing language learning through interactive teaching methods: A review of current practices. TESOL Quarterly, 52(2), 347-366. 
[8] Ministry of Education of the People's Republic of China. (2007). College English curriculum requirements. Beijing: Higher Education Press.

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