Enabling in the Production-Oriented Approach: Theoretical Principles and Classroom Implementation
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Lin Qiu
Lin Qiu is an associate professor at the College of Humanities and Law, Beijing University of Chemical Technology. She holds a Ph.D. in applied linguistics from Beijing Foreign Studies University. Her research interests include second language acquisition and foreign language teaching.
Abstract
Enabling as the second phase of the Production-Oriented Approach (POA) instruction (Wen, 2015), plays a vital role in determining the quality of productive performance of English language learners. To explore how to apply theoretical principles of enabling to practice, this paper interprets theoretical principles and reports the practice of the classroom implementation of enabling. The paper proposes a definition for enabling, clarifies the confusion between enabling and scaffolding, and clears up some misunderstandings about enabling. It explains three criteria for effective enabling, namely, alignment, gradualness, and variety, and elaborates on the relations among them. Based on the teaching material of Unit 7 of iEnglish, the paper demonstrates how to design and implement enabling activities under the guidance of these three criteria and evaluates the actual effectiveness of the enabling implemented in the classroom.
About the author
Lin Qiu is an associate professor at the College of Humanities and Law, Beijing University of Chemical Technology. She holds a Ph.D. in applied linguistics from Beijing Foreign Studies University. Her research interests include second language acquisition and foreign language teaching.
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© 2020 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- The Production-Oriented Approach Updated: Introduction to the Special Issue
- Motivating in the Production-Oriented Approach: From Theory to Practice
- Enabling in the Production-Oriented Approach: Theoretical Principles and Classroom Implementation
- Optimizing Teacher-Student Collaborative Assessment in the Production-Oriented Approach: A Dialectical Research
- Effects of the Production-Oriented Approach on EFL Learners’ Writing Performance in China’s Tertiary Education
- Instruction of Nominalization by Applying Enabling of POA
- An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing
- A Case Study of an Experienced University EFL Teacher’s Use of POA Teaching Materials
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- The Production-Oriented Approach Updated: Introduction to the Special Issue
- Motivating in the Production-Oriented Approach: From Theory to Practice
- Enabling in the Production-Oriented Approach: Theoretical Principles and Classroom Implementation
- Optimizing Teacher-Student Collaborative Assessment in the Production-Oriented Approach: A Dialectical Research
- Effects of the Production-Oriented Approach on EFL Learners’ Writing Performance in China’s Tertiary Education
- Instruction of Nominalization by Applying Enabling of POA
- An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing
- A Case Study of an Experienced University EFL Teacher’s Use of POA Teaching Materials
- Chinese Abstracts
