| The Production Oriented Approach（POA for short）has shown promising applications in the development of written English expression skills.This paper explores the effects of a POA-based Chinese speaking course on learners’ speaking skills through a case study.Based on four months of classroom observation and transcription and analysis of students’ various types of spoken output materials,this paper depicts the changes in complexity,accuracy and fluency of two prospective intermediate second language learners.Based on this,the study combined textual analysis of the speaking output materials and teacher interviews to explore the effects of each aspect of POA on different dimensions of students’ speaking ability.The study found that learners’ development in fluency,complexity,and accuracy was not consistent,with the most significant improvement in fluency and faster progress in vocabulary,syntactic complexity,and phonological accuracy,but insignificant changes in vocabulary difficulty and syntactic accuracy.Specific to each language micro-skill:in phonetics,learners’ phonological profile improved greatly,and their own monitoring and adjustment of tone,vowel and flow sound changes were more active;in vocabulary,the ability to memorize and organize vocabulary according to topics improved,and the frequency of use and correctness of key target words in each lesson were maintained at a high level;in syntax,syntactic depth improved,but some habitual grammatical errors In terms of syntax,the syntactic depth has improved,but the adjustment of some habitual grammatical errors is still slow;in terms of discourse,the awareness and ability of discourse coherence has increased,and there is a sense of top-down organization of oral expressions,and they can match the corresponding linguistic formal framework for the logical-semantic relations they want to express according to their needs.Combining classroom observations and teacher interviews,the study concludes with a summary of the necessary adjustments that need to be made when applying POA to teaching spoken Chinese at the quasi-intermediate level.First,in the previous POA experiments,the"driving","facilitation",and "evaluation" sessions focused on the semantic and chapter levels,but for the quasi-intermediate level Chinese Therefore,it is necessary for instructors to include phonetic content in the "evaluation" part of each teaching cycle to improve students’ phonetic recognition ability and phonetic monitoring awareness;secondly,the"facilitation" part of POA is very important for the development of students’ oral fluency and accuracy,as well as the development of Chinese listening.Secondly,in the process of"enabling",in the process of "output goals",the intermediate mini-cycles should enable students to establish connections between the logical-semantic relations and articulatory forms of sentences,otherwise,they can really have a better understanding of vocabulary and syntactic complexity,sentence accuracy when expressing the relevant topics in the class.Otherwise,they can effectively improve their vocabulary,syntactic complexity,and sentence accuracy in expressing the relevant topics in class,but they lack the development of transfer ability,and they tend to focus on the chapter articulation form and ignore the actual coherence between sentences when expressing parallel topics.Third,the choice of"evaluation focus" should take into account the learning objectives of the lesson and the common types of errors of international students,especially the types of articulation and sentence changes related to chapter organization,which should appear in the "evaluation”on a rolling basis.If the "evaluation focus" is limited to the key learning points of the lesson and lacks continuous stimulation of basic syntax and chapter knowledge,it will easily cause the solidification of students’ basic grammatical errors and affect the improvement of students’ correctness. |
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