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The Production-Oriented Approach(POA)originated from Professor WenQiufang's output-focused hypothesis and integrates insights from Krashen's inputhypothesis,Swain's output hypothesis,and Long's interaction hypothesis.Characterizedas an innovative Chinese foreign language pedagogy,the POA has evolved over adecade to address issues of disconnection between learning and usage,as well as lowefficiency in Chinese university English teaching.It advocates for'output-driven,''input-enabled,'and'selective learning'approaches to formulate its theoreticalframework and enhance classroom effectiveness(Wen,2008).

In 2015,the POA's theoretical structure was formalized,consisting of teachingprinciples,hypotheses,and procedures.These principles encompass learner centrality,integration of input-output,and holistic education.The hypotheses pertain to teachingdynamics,while the procedures involve motivating,facilitating,and assessing.In 2016,Wen Qiufang refined the assessment component,proposing'Teacher-StudentCollaborative Assessment'(TSCA),a progression from traditional methods,aiming tooptimize the application of POA principles and promote diverse evaluative strategies(Wen,2016).

Despite its novelty,the POA's experimental and practical applications are still intheir infancy,necessitating further exploration through future research.

2.2 Previous Studies

Theoretical system of production-oriented approach POA teaching method is anEnglish teaching method with Chinese characteristics created by Professor WenQiufang in the'post-method era'to solve the problem of the separation of languagelearning and language use.The theoretical system of POA was formed in 2015,andafter three years of improvement and development.The theoretical system of POAteaching mainly consists of three parts:teaching concept,teaching process and teachinghypothesis.Specifically,the teaching concept is learning center,integration of learningand application,cultural exchange,and key competence.The teaching process includes'Motivating','Enabling'and'Assessing'.The teaching hypothesis includes outputdriving,input promoting,evaluation promoting learning.

2.2.1 The Theoretical Studies

The'Output-Driven Hypothesis'was initially put forth by Wen Qiufang in 2007,2008,and 2013,evolving into the'Output-Driven plus Input-Enabled Hypothesis'thatemphasized the role of relevant inputs in expediting task completion(Wen Qiufang,2013).This concept was officially labeled as Process-Oriented Approach(POA)in2014 at an international English Language Teaching(ELT)conference(Wen Qiufang,2014).Since then,numerous scholars have continuously refined its theoreticalfoundation.In 2016,Wen Qiufang introduced the Task-Sequential ComprehensiveAssessment(TSCA)to diversify POA assessments(Wen Qiufang,2016).A year later,she addressed the distinctive Chinese characteristics within the POA,introducing the'Assessment for Learning Hypothesis'for evaluation guidance(Wen Qiufang,2017a),and formulated a framework for material employment and assessment in teaching(WenQiufang,2017b),guiding educators in selecting supportive input resources.

Chapter 3 Methodology.........................................18

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