【摘要】從2013年P(guān)OA理論開始推廣到大學(xué)英語教學(xué)之后，很多相關(guān)研究撲面而來。在本文中筆者則考慮POA是否可以用于指導(dǎo)ESP課程的教學(xué)。

【關(guān)鍵詞】產(chǎn)出導(dǎo)向法;輸出驅(qū)動;輸入促成;評價

【Abstract】The POA theory has been widely accepted by college English education since 2013 and followed by massive related studies. This thesis focuses on how to utilize POA to guide ESP course teaching.

【Key words】Output-oriented method; Output-driven; Input facilitation; Evaluation

【作者簡介】韋俊，廣西科技大學(xué)鹿山學(xué)院。

【基金項目】2017年廣西高等教育本科教學(xué)改革工程重點項目“產(chǎn)出導(dǎo)向法在獨立學(xué)院特殊用途英語教學(xué)中的實踐與應(yīng)用研究”（項目編號：2017JGZ173）的階段性成果。

Former POA researches focus on how POA facilitate students in their L2 acquisition， how POA help teachers’ to refine their teaching methods， POA’s effectiveness and feasibility in college English course. Researchers perceive its positive and obvious effectiveness on teaching English to L2 speakers. The author wonder whether POA is feasible for ESP course. For this research， it has two research questions： Whether the students’ listening & speaking skills are improved？ What do the students think about POA in class？

120 sophomores major in Food Science participated in the study， 56 in experimental group （A）， 64 in control one （B）. They have similar English test scores and equivalent oral expression ability. The whole experiment lasted for 8 period. Both groups need to take pretest & after-test dictation（speaking skill）， questionnaire （S’s feedback on POA）. Also， students’ in-class performance were recorded （S’s output performance and in-class involvement）.

The pretest is dictation of 39 （9 are harder ones） ordinary food-related words. After-test is 15-word dictation of what they had met in these 8 periods.

Seen from the result （Table 1）， the learners’ listening skill were not enhanced， which is different from former empirical research. Possible reason maybe the teacher’s failed words reinforcement in class and learners’ lack of after-class review.

The questionnaire result （Group A） is highlighted in Table 2.

The possible reason for Group A’s conflict response （71.4% & 73.2%） may be the students’ uncertainty about the possibility of production. But they have confidence in following teachers’ instruction as they have learned something in process. Also they do not have standards of what should the “production” look like. Thus， they lack confidence in their production. Students’ belief in their ability improvement （48.2% & 51.8%） is opposite to the fact in Table 1. The author believes it is due to the students’ simplification of learning. They may simply equal more understanding and engagement in class to knowledge acquisition.

Comparing the records， the author perceive that both class discussion are heating but with slight difference. There are more engaged learners in Group A （5～6/8） while more onlookers in Group B （5～6/8）.

Concerning the production， the one from Group A was original and logical while Group B copied more fragments from Internet.

In summary， POA could enhance learners’ speaking in ESP course， and students get more involved in POA class， but due to their former poor English ability， they need more scaffolding in input-enabling process to make sure they quicker get used to POA. Concerning listening skill improvement， maybe longer time is needed.

References：

[1]王琳.The Design and Implementation of New English Reading Teaching Model Under the Guidance of POA Theory[J].海外英語，2018（10）：243-246.

[2]文秋芳.產(chǎn)出導(dǎo)向法的中國特色[J].現(xiàn)代外語，2017（03）：348-438.

[3]楊楓，孫凌.關(guān)于大學(xué)英語教學(xué)ESP論的一點思考[J].外語教學(xué)理論與實踐，2013（03）：1-6+87+94.