Abstract
This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, enabling, and assessment” phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their “production” task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their “productions”. Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.
Highlights
The education of college English for language majors, is relatively “monotonous”, where the exam is the main baton and the teacher is the center in the classroom
This paper is to focus on the POA enabling phase
This paper presents the design and actualization of a classroom practice guided by the POA theory
Summary
The education of college English for language majors, is relatively “monotonous”, where the exam is the main baton and the teacher is the center in the classroom. Most teachers of English majors favor theory over practice. Students have little practical application skills but substantial difficulty in speaking and writing. This has severely hindered the overall development of students. Problems in the teaching of English majors need to be addressed. There seems to be no overall design or necessary transition in between, and the curriculum design is not fully integrated with the characteristics of the development of the times and the actual situation of the students
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