Titlebook: A Production-Oriented Approach to Teaching Foreign Languages; Does a Post-Method E Qiufang Wen Book 2024 The Editor(s) (if applicable) and

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Driving Forces and Theoretical Underpinnings,nguage (EFL) instruction in China. The chapter is divided into two main sections. The first section outlines the motives behind the creation of the POA, highlighting an evolution from initial emotional-driven motives to more rational, thought-driven ones. This shift underscores a transition from a p

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Motivating,ruction. It begins by clarifying the concepts of “scenario” and “situation”, emphasising the importance of scenarios in EFL classrooms where real-life practice opportunities are limited. A well-designed scenario should include four essential elements: topic (What), purpose (Why), participants (Who),

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Enabling,taphor of a child learning to walk. This chapter builds on the five criteria outlined in Chap. ., emphasising that alignment is crucial for both a child’s first steps and the Enabling phase in EFL instruction. Alignment refers to the seamless coordination of teaching activities with learning objecti

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Assessing,s (ABLH). This chapter emphasises that assessment and learning are intrinsically linked, revisiting concepts such as assessment of learning, assessment for learning, and assessment as learning. It highlights strategies for enhancing learning through targeted remediation, deliberate review, and timel

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Expanding Applications of the POA,e (GEC) for Chinese university students. This chapter highlights the adaptability of the POA and its sustained impact over more than 15 years across various educational contexts. The POA has been successfully applied to the teaching of non-English languages, such as Chinese (TCSOL) and German (TGSOL

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A Comparison of the POA with TBLT and PBL,ing (PBL), addressing common questions from Chinese English teachers and international researchers. The chapter begins by explaining why the distinction between the POA and TBLT is a primary concern for Chinese educators, given the widespread familiarity with TBLT since its introduction in the early

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Reconsidering the POA,apter begins by affirming the proven benefits of the POA in overcoming “dumb English” and enhancing teaching efficiency. However, it emphasises the dynamic and complex nature of foreign language teaching, which must evolve to meet the diverse needs of students and the rapid changes in society..The c

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https://doi.org/10.1007/978-3-031-65080-2instructed second language acquisition; modern foreign languages; English as a Foreign Language (EFL);