Evaluating The Attainment Of Productive Objectives Through The Use Of Production-oriented Approach Teaching Materials

In order to solve the problem of "separation of learning and use" of college English in China,professor Wen Qiufang proposed the "Output-driven Hypothesis" and developed it into a "Production-oriented Approach(hereafter POA)" based on continuous teaching experiments.Many scholars later proved that POA could promote English teaching as a second language in through teaching experiments.Chinese teaching as a second language also has problem of "separation of learning and use" to some extent,which has hindered the realization of the Chinese "culture going global" strategy,resulting in most Chinese learners stopping at the junior-intermediate level.Questions are to be explored with practical research,such as whether the output-oriented approach is also applicable to Chinese second language teaching,how to implement it,etc.In 2017,Professor Wen Qiufang put forward three criteria for evaluating the effectiveness of POA teaching materials,namely,"appropriateness of output goals","effectiveness of effective activities" and "achievement of output goals"(Wen Qiufang 2017).According to these three standards,the determination of output goals is the starting point,and the achievement of output goals is the end point.The realization of output goals depends on the appropriateness of the determination of output goals and the effectiveness of the activities,and at the same time the achievement of output goals can also reflect the problems in the determination of goals and the promotion of activities.Therefore,whether output goals can be achieved and the improvement of students' output ability is the ultimate end-result of POA and also the starting point of the problem,which is thus,of great significance to conduct research on this issue.The achievement of POA teaching objectives takes students as the starting point and examines the impact of teaching on the three indicators of student participation,acquisition and product quality(Wen Qiufang 2017).On the basis of reviewing previous researches,this article starts with the effectiveness of POA teaching materials and focuses on the achievement of POA output goals,so as to solve POA's suitability for Chinese second language teaching and how to improve it.There are two main points of innovation in this study:first,the content of research is new.There is some empirical research in the domestic English second language teaching world in terms of POA.However,as a new teaching method with Chinese characteristics,little attention has been dedicated to it.There is only one research article on the effectiveness of POA teaching in the field of Chinese as a foreign language,and it is about the study of writing class.Therefore,the POA teaching materials and methods can be said to be a virgin land in the teaching of integrated Chinese as a foreign language,waiting for us to develop.Second,research methods are varied.This article adopts classroom observation method,interview method and output text analysis method to carry out the triangle argumentation.It examines the achievement of POA output goals and the effectiveness of the use of teaching materials from the perspective of teachers,students,and text output quality.Our research objects are Malaysian students studying in Beijing Foreign Studies University.They have studied Chinese for two years and belong to the intermediate level.Specifically,they come form two POA classes and a traditional class,totaling 50 people.The contents of the three classes are the same,being part of Lesson 7 "Joking the Chinese"of the "Bobby Chinese Language"(Middle Level).Traditional classes are taught by way of traditional methods,and the teaching materials of the POA classes are POA-ized "playing Chinese".One teacher in POA class is a novice teacher and the other is a skilled teacher.The traditional class teacher is a skilled teacher as well.In this way,it is convenient for comparison in many aspects.Based on the specific indicators of "achievement of output goals" in the use and evaluation framework of POA teaching materials,this thesis refines the research questions into three:(1)How are student participating in the POA class?(2)What are the students' achievements in the experimental class?(3)Has the student's product quality significantly improved?Based on the above three research questions,we evaluate the achievement of output goals of Malaysian students after the implementation of the POA teaching experiment.The results of the interviews reveal that students have positive feedback on their participation and sense of participation:the degree of participation shows an increase in student output practice,increased autonomy in learning,and greater concentration in class;the sense of achievement is expressed in language output and speculative ability.The promotion,broadening of knowledge,and better understanding of the content of the text.Product quality is mainly reflected in the improvement of communicative effects,high frequency and high accuracy of target language items.However,students still have some discomforts and concerns about POA,and they need to further improve and change the concept of students.This study has gained a lot of achievements and inspirations in POA Chinese teaching,but at the same time,due to limited research capabilities of the author,coupled with the limitations of objective conditions in all aspects,there are still some deficiencies.For example,the time of this study is short,and it is necessary to extend the teaching time in the future.At the same time,because of the research time,the investigation of product quality is limited to the use of the target language item.In the future,it will take a long time to follow up the study.The use of before and after the test and delay testing and other methods to comprehensively examine the changes in the quality of student text output is still in need.In addition,more diverse considerations of the countries of the research subject are also needed.