Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit

Yin Zhuhui; Ouyang Yating

doi:doi:10.11648/j.ijll.20190705.12

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Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit

Yin Zhuhui, Ouyang Yating

Published in International Journal of Language and Linguistics (Volume 7, Issue 5)

Received: 17 June 2019 Accepted: 12 July 2019 Published: 7 August 2019

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Abstract

This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, enabling, and assessment” phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their “production” task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their “productions”. Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.

Published in	International Journal of Language and Linguistics (Volume 7, Issue 5)
DOI	10.11648/j.ijll.20190705.12
Page(s)	188-193
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

POA, Enabling, Mind Mapping, Advanced English

References

[1]	Wen, Q. F. (2016). The Production-Oriented Approach to Teaching University Students English in China. Language Teaching (4): 1-15.
[2]	Wen, Q. F. (2015). Establishing POA Theoretical System. Foreign Language Teaching & Research. (4): 547-558.
[3]	Wen, Q. F. (2017). Chinese Characteristics in POA. Modern Foreign Languages. (3): 348-358.
[4]	Qiu L. (2017). Process Design of A Language-Focused POA Enabling Phase. Modern Foreign Languages. (3): 386-396.
[5]	Sun S. G. (2017). Researching POA Teaching Material: Production Objective Design & Assessment. Foreign Language Education in China (2): 24-31.
[6]	Li J. (2014). Motivation Theory, Mind Mapping and College English Vocabulary Acquisition. Journal of SanXia University. (06): 212-213.
[7]	Liu X. (2019). Mind Mapping for College English Teaching from the Graphic-Textual Perspective. MA Thesis: Ocean University of China.
[8]	He L. J. (2017). Mind Mapping in China’s College English Education. Cultural and Educational Materials (26): 226-227.
[9]	Zhang. W. J. (2016). Teaching Practice of A College English Class Based on POA. Foreign Language Teaching & Research. (2): 106-114.
[10]	Yan S. X. (2016). Mind Mapping: A New Route to Optimizing Classroom Teaching. Education Science. (03): 24-28.
[11]	Zhang L. Y. (2016). An Experimental Study on Mind-Map-Based College English Reading Promotion. Library Research and Practice. (03): 13-17.
[12]	Wang J J. 2014. An Empirical Study on the Effectiveness of the Mind Mapping in English Majors’ Reading Comprehension. MA thesis. Shenyang: Shenyang Normal University.
[13]	Z. I. Abrams & D. R. Byrd. (2016). The Effects of Pre-task Planning on 21 Writing: Mind-mapping and Chronological Sequencing in a 1st-year German Class. System, 63: 1-12.
[14]	Fang. F., Zhang J., Zheng. A. S. (2018). Mind-Map-Based Critical Thinking Ability Cultivation in Postgraduate English Education. Journal of Mudanjiang University (02): 141-144.
[15]	Han Y. F. (2018). Reform & Exploration in Practical Teaching of English Major Based on POA. Journal of Jilin Radio and television University (6): 132-133.
[16]	Widdowson, H & Seidlhofer, B. (2018). POA and Issues of Pedagogic Principle. Chinese Journal of Applied Linguistics (41-2): 238-240.

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APA Style

Yin Zhuhui, Ouyang Yating. (2019). Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit. International Journal of Language and Linguistics, 7(5), 188-193. https://doi.org/10.11648/j.ijll.20190705.12

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ACS Style

Yin Zhuhui; Ouyang Yating. Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit. Int. J. Lang. Linguist. 2019, 7(5), 188-193. doi: 10.11648/j.ijll.20190705.12

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AMA Style

Yin Zhuhui, Ouyang Yating. Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit. Int J Lang Linguist. 2019;7(5):188-193. doi: 10.11648/j.ijll.20190705.12

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@article{10.11648/j.ijll.20190705.12,
  author = {Yin Zhuhui and Ouyang Yating},
  title = {Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {5},
  pages = {188-193},
  doi = {10.11648/j.ijll.20190705.12},
  url = {https://doi.org/10.11648/j.ijll.20190705.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190705.12},
  abstract = {This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, enabling, and assessment” phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their “production” task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their “productions”. Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.},
 year = {2019}
}

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TY  - JOUR
T1  - Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit
AU  - Yin Zhuhui
AU  - Ouyang Yating
Y1  - 2019/08/07
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190705.12
DO  - 10.11648/j.ijll.20190705.12
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 188
EP  - 193
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190705.12
AB  - This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, enabling, and assessment” phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their “production” task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their “productions”. Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.
VL  - 7
IS  - 5
ER  -

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Author Information

Yin Zhuhui

School of Foreign Studies, Beijing Information Science & Technology University, Beijing, China
Ouyang Yating

School of Foreign Studies, Beijing Information Science & Technology University, Beijing, China

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Plain Text BibTeX RIS

APA Style

Yin Zhuhui, Ouyang Yating. (2019). Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit. International Journal of Language and Linguistics, 7(5), 188-193. https://doi.org/10.11648/j.ijll.20190705.12

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ACS Style

Yin Zhuhui; Ouyang Yating. Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit. Int. J. Lang. Linguist. 2019, 7(5), 188-193. doi: 10.11648/j.ijll.20190705.12

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AMA Style

Yin Zhuhui, Ouyang Yating. Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit. Int J Lang Linguist. 2019;7(5):188-193. doi: 10.11648/j.ijll.20190705.12

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@article{10.11648/j.ijll.20190705.12,
  author = {Yin Zhuhui and Ouyang Yating},
  title = {Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {5},
  pages = {188-193},
  doi = {10.11648/j.ijll.20190705.12},
  url = {https://doi.org/10.11648/j.ijll.20190705.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190705.12},
  abstract = {This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, enabling, and assessment” phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their “production” task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their “productions”. Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit
AU  - Yin Zhuhui
AU  - Ouyang Yating
Y1  - 2019/08/07
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190705.12
DO  - 10.11648/j.ijll.20190705.12
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 188
EP  - 193
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190705.12
AB  - This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, enabling, and assessment” phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their “production” task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their “productions”. Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.
VL  - 7
IS  - 5
ER  -

Copy | Download