POA在实用情景英语口语中的教学应用  

A Study on Application of POA in Teaching of Practical Situational Oral English

作　　者：吕丽珊[1] LYU Lishan(School of Foreign Studies,South China Agricultural University,Guangzhou 510642,China)

机构地区：[1]华南农业大学外语学院,广东广州510640

出　　处：《宁波教育学院学报》2020年第5期21-26,共6页Journal of Ningbo Institute of Education

基　　金：第九批中国外语教育基金共建课题(ZGWYJYJJ2018A23);广东省哲学社会科学“十三五”规划外语信息化专项课题(GD18WXZ03)。

摘　　要：以“产出导向法”(POA)的教学理念为指导,采用驱动、促成、评价流程探究情景英语口语教学中的应用设计和具体应用效果,研究发现:POA倡导的驱动环节完全符合口语教学的情景创设,可有效激发语言交际的语境意识与内在动力;促成环节使用视频教学不仅为学生提供地道对话输入,也有助于在语境中提升语用意识;发放handout进行仿真对话也使对话具有操作性,促成活动的多样性能更好的激发交流的积极性;在教学评价方面,紧密联系促成环节,延时的评价有助于保护口语交流的积极性,驱动阶段与展示阶段的对比评价有显性纠错的效果。With the Production-oriented Approach(POA)as the guiding teaching principle,this study aims to examine the application effects of POA’s hypothesis of input-motivating,enabling and assessing to situational oral English teaching.The study finds out that the process of POA is completely right for our course-design:the motivating hypothesis helps to trigger students’context awareness and motive in communication;in the enabling process,the using of authentic videos in teaching enables students to learn more appropriate expressions and native way of speaking,therefore understanding the pragmatic functions of certain structures in different contexts;and handout-using betters the practicability of speaking tasks and the active participation of students in the tasks;in the assessing process,the delayed assessment is good to protect students’eagerness in communication,and the comparative evaluation of the outputs helps to improve students’learning.

关 键 词：产出导向法 情景英语口语教学 应用效果 

分 类 号：G642.1[文化科学—高等教育学]