80年代 bottom-up
words first
teach the text paragraph by pragraph
90年代 Text-based instruction
TOP-DOWN and global meaning-focused
skimming and scanning-structure analysis-foucus on some expressions and sentences-do some theme-related communicative tasks.
criticism: dumb English, passive
production=product+producing
1.production不等于output
production=product+producing
2.text-based instruction
two stages
before 1990s : bottom-up method
(1)new words
(2)linguistic forms & comprehension
(3)exercise in text books & extended exercise
(4) dictation+retelling+exercise
1990s to present: top-down method
(1)text as input
(2)skimming & scanning
(3)structure analysis & reading comprehension
(4)expressions & sentences
(5)theme related communicative tasks
POA proposed to challenge the current text-based instruction
1.老师为中心和学生为中心都不对，应该是学习为中心
2.（1）产出驱动：
创造有效情景&迁移性 创造学生饥饿感
（2）输入：
分析和选择（与之前的材料相关但不等同）
联系互动（与之前一步有循环性）
（3）产出：
低水平：将之前小任务组合成大任务
高水平：做相似的新任务
所有步骤都有老师引导
POA与其他几种教学法的对比：
同：aims to let students produce
异：CP、TBL ，PBA 产出low level, 有时候不符合学生认知水平，无实际交际价值， student-centered，不合理，教师应发挥其中心作用
POA：强调产出价值，强调教师作用，以学习为中心和导向，let learning happen
通过这次学习，我更加全面了解了POA的核心理念，了解了其以学习为核心，以评促学的理念。通过授课范例，了解了POA三个阶段的实际操作，受益匪浅。
成人需求
目标驱动和问题驱动
poa
poa理据
产出导向法是符合大学生认知水平的，有潜在交际价值的，有利于中外文化交流的，有利于个人发展的
教学法不应该以学生为中心，
POA的不同：
1.强调大学生范围内
2.强调教师发挥主导作用，使有限的教学时间发挥最大的效率
3.强调教学不能仅仅止步于内容输入，并且产出要基于理解输入的基础上
bottom-up text-based instruction(1900s)
Text-based instruction(Top-down and global meaning-focused)
speaking,writing, translating（production-driven)---input-enabled--production assessed)
teacher-mediated
describle scenaries, specify requirements,--have a trial--Notice the gap--Analyze,select-practice,perform--accomplish ab old activity as a whole , perform a new actity
，production≠output （translation interpreting）
1. 课文教学方法？
bottom-up T:（1. words，paragraph，exercises，extension，dictation+retelling+exercises）S: *(new words, read, reading comprehension, memorize)
top-down (text-based） T: （skiming&scanning，structure anaylisis，some expressions& sentences， extension——POA
Production -oriented approach to teaching Chinese adult L2 learners
what does EFL look lide in mainland China?
What is Production-priented approach?
To what extent can
1. what ：
speaking + writing+translation
production driven——input-enabled——production assessed
***** Teacher mediated
设计交际情景的任务（有潜在的交际价值，有迁移性）
初步尝试（创造产出驱动，激发去做）
输入（听，看，主要目的是让学生找到能用的东西，）
大任务分解小任务，每一个任务都对应一个输入以及练*
评估产出（1. 完成小的组合大的任务
2. 做一个相似的新任务）
Teacher-mediated *****
如何选择input？speaking
language knowledge discourse structure
translation：
understanding the text
target skills
target language discourse structure
Production-oriented approach to teaching Chinese adult L2 learners
WEN Qiufang
outline:
what does EFL look like in Mnland China?
What is Produciton-oriented appoach?
To what extent can POA be justified?
How is PoA implemented?
How is POA different from other approaches?
part one
text-based instruction
two stages:before 1990s:Botton-up method(由下而上）
From 1990s to present: Top-down method(由上而下）
What is going on in class？
teaching new word--- teaching paragraph by paragraphy
do exercises in the text-book
dictaton +retelling_exercises
criticisms on bottom-up text-based instruction
intensive reading contributes nothing to the development of Englishi language teaching and English language learning in China.
the intensive reading apprpach tends to increase stuent depencdency on the teacher and the dictionary. this is bad in general educational terms.
精读课有价值。
讨论结果：Intensive Reading is a suitable course to the Chinese context. Although it needs improvement, it should not be thrown away.
Critical comments on the traditional text-based instruction
50s', 60s' and 70s' graduates
xuguozhang's textbooks
Yu Dayin's textbooks
Zhang Hanxi's textbook
80's graduates
new concept English(1-4)
为什么传统的教学也很有效？All the texts are of high quality linguistically and cognitively.
Rich input was not available at all.
L2 learners were willing to do seemingly borning work such as reading aloud and memorize the text since they did not have distractions from the outside and at the same time they did have strong concviction.
the less, the more.
If classroom teaching focuses on the limited but high quality input, L2 learners can gain more than a huge amount of input without a careful selection and without a teaching focus.
text-based instruction
text as input ---- skimming and scanning ----structure analysis and reading comprehension 还没看懂，搞什么struction?
------ Focus on some expressions and sentences-----Do some theme-related communicative tasks
缺点： 勇士多，效果差
（）
依据：
1. 成人学*：目标、问题驱动
有获得感
2. 社会需求： 用英语干什么？
为什么要学英语（产出能力是终极能力）
3. 理论需求（input H—— krashen 1985
Output H——Swain）
4. Izumi， 2003:187 OUtput and second language development
社会文化理论：mediation****（other—— self，more——less）
What is POA?
Listening reading ----speaking writing translating
说写译
产出驱动 输入 产出评估 教师指导下
文秋芳反对以教师为中心，也反对以学生为中心。应该以学习为中心。一节课中保证学习在进行着。
How？ Teacher——
before
①contextulized
② division
③ prepare relavant materials ****
④ reproduction and transferring
during
①make sure the understanding
② give materials
③ check and assess
Students：——
before
watch the materials
read the requirements
during：
share
accomplish the task
after：
homework：assess, recording profile
第一讲: POA提出的背景
1. Production 不等于output
更广: 说写译 产出+产出过程
2. Text-based instruction 精读课:
1990s前:由下而上
预习单词，课文
熟读课文
教词汇短语
一段一段教课文(语法 对内容的理解)
书本上的练习
拓展性的练习
学生复习
听写/复述/造句
价值: 文本质量高，无其他输入材料，学习动机强，熟读精思
问题:枯燥，教师中心，学生被动，增加了学生对老师的依赖，预习时间多，效率低，没有独立思考，不符合时代特点和学生需求
1990至今:由上而下
以文章的意义为中心
课文作为输入性材料
浏览式阅读
分析文章结构
讲重点单词和短语
拓展性的活动
问题:花时间多，学生没有获得很多知识，与交际无关，被动知识
