Motivating in the Production-Oriented Approach: From Theory to Practice
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Lingli Zhang
Lingli Zhang, Ph. D. in applied linguistics, is a professor of applied linguistics in the School of Foreign Languages at China University of Geosciences. Her research interests lie in the Production-Oriented Approach, critical thinking, and English as a lingua franca.
Abstract
Motivating is the most creative phase of the Production-Oriented Approach (POA), making it different from other teaching approaches from the outset. This study aims to introduce the theory of motivating and its application to College English teaching practice by adopting dialectal research (DR). First, it gives an overall introduction to motivating, including its function, steps, and categories. Then it demonstrates two rounds of motivating practice in teaching College English by using the POA-based textbook iEnglish. The first round of motivating practice mainly focuses on how to follow the three steps of motivating in a specific case, namely, the teacher providing scenarios, the students trying out the productive activity, and the teacher explaining the productive objectives. The second round attempts to apply the criteria of motivating effectiveness to practice, namely, authentic communication, cognitive challenges and appropriate productive objectives. Furthermore, the teaching effectiveness of the motivating practice is appraised by both the teacher’s and students’ retrospective evaluations. Finally, some suggestions for motivating design and future research are proposed.
About the author
Lingli Zhang, Ph. D. in applied linguistics, is a professor of applied linguistics in the School of Foreign Languages at China University of Geosciences. Her research interests lie in the Production-Oriented Approach, critical thinking, and English as a lingua franca.
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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
