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tivated to participate the activities. POA applied to reading teaching will improvethe subjectivity of students, and help to build harmonious relationship between theteacher and students.

Chapter Two Literature Review

2.1 Definition of Production-oriented Approach

Chinese scholar Wen Qiufang and his team created POA. At first, it wasproposed for English Majors' curriculum reform, and was named as output drivenhypothesis in 2008, mainly because at that time, English Majors' curriculum andrelated practical teaching always focused on the input of receptive knowledge andignored the output of productive knowledge. The role of output could not behighlighted, but output skills were exactly the skills that second language learnersshould pay attention to. Therefore, the output driven hypothesis adopts theintegrated-skill teaching method, which combines input and output, and creates a newway of English teaching. Then, the output-driven hypothesis was extended to Englishteaching of college students, then was revised as output driven and input facilitationhypothesis, and finally was officially named as 'Production-oriented Approach' in2014. The development track has been for many years to find more suitablecountermeasures to solve the problem of the separation of input and output. The'production' in the 'Production-oriented Approach' is different from the 'output',which not only refers to speaking and writing, but also includes translation, that is,interpretation and translation; at the same time, it emphasizes both output process andoutput result, and advocates paying equal attention to process and result. The POAconsists of three parts (see Figure 2.1). Teaching principle, as the guiding thought overother two parts, guides the overall goal and direction of teaching. And teaching procedures is the medium to implement educational principles and verify teachinghypothesis. These are the ways to achieve the teaching goals of the POA. After POAwas proposed, it has been applied to teaching by English teachers and found helpful toimprove foreign language teaching effect.

2.2 Theoretical System of Production-oriented Approach

There are three parts in the theoretical system of 'Production-oriented Approach':teaching hypothesis, teaching principle, and teaching procedure. The teachinghypothesis, driving the development and progress of the teaching, is considered as thetheoretical basis; the teaching principle guides the direction and overall goal ofteaching, functions as the guide of other two parts; the teaching process is helpful torealize the teaching hypothesis and teaching concept, and it is looked as the carrierthat makes the two effectively combine and put into practice, which is the way to realize the two.

2.2.1 Teaching Principles of Production-oriented Approach

The principles of “Production-oriented Approach” are: “learning-centeredprinciple”, “whole person education principle”, and “input-output integratedprinciple”.

Taking the occurrence of effective learning as the goal, all activities designed bythe teacher in teaching process are used to serve it, which embodies the'learning-centered principle'. It is considered teaching in classroom should not onlycomplete the teaching objectives, but also improve the efficiency of students’ learning.Therefore, the form of classroo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。