Design And Evaluation Of Motivating Phase In Production-oriented Chinese Teaching

Learning motivation is one of the important emotional factors in second language acquisition,which has a profound influence on learning effect.How to stimulate learning motivation to achieve better teaching effect?How to solve the disadvantages of the disjointed input and output in the traditional teaching mode?Production-oriented Approach(POA)focuses on "output drive",which provides the direction for these questions.POA is a foreign language teaching theory with Chinese characteristics created by Professor Wen Qiufang and her team of Beijing Foreign Studies University,which aims to solve the problem of "learning-using divide" in foreign language teaching.The theoretical system includes three parts:teaching idea,teaching hypothesis and teaching process,among which the teaching process includes three phases:"motivating","enabling" and "assessing".In the "motivating" of POA,students are made aware of their lack of self in their attempts to communicate by presenting communicative scenes before class,and then they have a desire to learn.Under the guidance of POA,this paper investigates the teaching experiment of Chinese quasi-advanced oral English,collects and collates the data such as classroom observation,teacher interview and student interview with qualitative research method,and emphatically analyzes the design and driving effect of "motivating" of POA,aiming at studying the following problems:(1)What is the actual design of "motivating",and what are the teaching steps,the use of driving materials and the teaching methods of teachers involved in "motivating"?(2)What is the evaluation of "motivating",and whether POA driving can make students produce "hunger" to learn in actual teaching?In the process of "motivating",what is the students’ learning motivation,and does the"motivating"in teaching experiment conform to the three standards put forward by Wen Qiufang(2018)and the related concepts of output scene?(3)What are the factors affecting the "motivating" and the problems in the "motivating"?What optimization suggestions can be put forward for the "motivating"?The main findings are as follows:(1)In the design of the "motivating",the differences in the form and content of driving materials have an impact on students’attraction.Compared with single written materials,video materials make students easier to understand and more impressed,while materials related to cross-cultural communication can stimulate students’ interest and desire to express more than materials related to single culture.At the same time,materials related to cross-cultural communication are closer to learners in identity distance,which makes it easier for learners to establish their ideal second language self and stimulate their learning motivation in L2MSS.(2)On the whole,the evaluation of "motivating" has reached the three standards of communicative authenticity,cognitive challenge and appropriateness of output goals put forward by Wen Qiufang(2018),which basically accords with the related concepts of output scenes.Emotional motivating is easier to enhance students’intrinsic motivation,and students can produce "hunger" in the "motivating";At the same time,social and cultural drive is also a factor that affects students’ learning motivation.(3)In view of some problems in the"motivating",this paper puts forward four optimization suggestions:increasing emotional items of motivating materials,setting up brackets to form circular motivating,strengthening the interpretation of goals and adding cross-cultural goals,and guiding students to self-evaluate output tasks.