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ults in poor learning effect.Therefore, to a certain extent, the traditional teaching method in Business English readingteaching seems unable to move. Therefore, it has a positive effect and significance tointroduce the teaching mode based on the theory of the 'Production-Oriented Approach' intothe business English reading course.

Chapter 2 Literature Review

2.1. Composition of Production-Oriented Approach

The production-oriented teaching method is the first English classroom teaching conceptcombining the Chinese characteristics (Wen Qiufang). It is based on the current Chinesesituation. The production-oriented method is based on the prototype of the 'production-drivenhypothesis,' which has been extended from the courses of English professional skills to theteaching of college English teaching, and has been transformed into the 'production-drivenand investment promotion hypothesis'. 'Production' and 'output' are two different concepts.'production' includes not only the speech and writing referred to 'output', but also theinterpretation and translation. The 'production' emphasizes both the production process andthe production result (Wen, 2014).

The production-oriented teaching approach is composed of three aspects. The first is thebasic concepts, for example, the learning center, holistic education, learning theory, and so on.The second aspect includes a production-driven approach in teaching mode and investment topromote selective learning. The third part of the teaching process mainly includes drivingmethod, promotion and evaluation (Wen, 2007). All of them are the guidance to our presentstudy. According to the previous works and famous theory, we depend on the teachinghypothesis applied to our research. So the teaching hypothesis should not miss the criticalrole(Wen, 2008). Teachers play an important role in each step of the 'teaching process' .

2.2.Theory System of Production-Oriented Approach

2.2.1Teaching Idea

2.2.1.1Learning Centered Principle

The production-oriented teaching method admitted the principle of 'learning center'.The teacher’s task during the class is to use different ways to have a special course forstudents. So the teachers’ role is different. The relative teaching activities must be suitable forall the students. The challenge is that the teacher has to carry out the concept of 'student-centered'during the class. This concept has been playing a very active role inbreaking the 'teacher centered principle' which has long dominated foreign language teachingin China, avoiding the phonomenon of focusing on the teaching material only and neglectingstudents’ need (Cheng, 2017). However, the expression of the concept of 'student-centered' isprone to different. On the one hand, the “student-centered” concept is only suitable for theteachers in the classroom. In addition, it is extended to the role of students. Although teachersare given a large number of new titles such as promoting scholars, helpers and consultants,and their most important duties have not been fully realized. In teaching goals, content, andteaching progress, students are decision-makers and leaders of classroom discourse. Maybeteachers could provide chances for students to communicate with each other. Students couldmaster and build new information by interaction. Whether the teaching goal of each class isachieved is not the focus d本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。