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分类号密级UDC编号硕士研究生学位论文论文题目：AStudyontheTeachingModelofEnglishReadinginVocationalCollegeBasedonProduction-orientedApproach基于“产出导向法”的高职英语阅读教学模式研究学院外国语学院专业名称外国语言学及应用语言学研究生姓名谢珺学号1523050006导师姓名冯智文职称教授2018年6月8日 AStudyontheTeachingModelofEnglishReadinginVocationalCollegeBasedonProduction-orientedApproachWrittenByXieJunSupervisedByProfessorFengZhiwenADissertationSubmittedinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsinForeignLinguisticsandAppliedLinguisticsSchoolofForeignLanguagesandLiteratureYunnanNormalUniversityKunming,YunnanP.R.ChinaJune,2018 独创性声明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除文中已经标明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名：．裙如／名年；ｒ月扣日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权云南师范大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。学位论文作者签名：省ｉｔ指导教师签名：和広年立月奶日年月日ｔ＾ ＳＴＡＴＥＭＥＮＴＯＦＡＵＴＨＯＲＳＨＩＰＥＫＣ£ｐｔｗｈｅｒｅｒｅｆｅｒｅｎｃｅｉｓｍａｄｅｉｎｔｈｅｔｅｘｔｏｆｔｈｅｔｈｅｓｉｓ，ｔｈｉｓｔｈｅｓｉｓｃｏｎｔａｉｎｓｎｏｍａｔｅｒｉａｌｐｕｂｌｉｓｈｅｄｅｌｓｅｗｈｅｒｅｏｒｅｘｔｒａｃｔｅｄｉａｗｈｏｌｅｏｒｐａｒｔ－ｆｒｏｍａｔｈｅｓｉｓｐｒｅｓｅｎｔｅｄｂｙｍｅｆｏｒａｎｏｔｈｅｉｄｅｇｒｅｅｏｒｄｌｐｔｏｍａ，＇Ｎｏｏｔｈｅｒｅｒｓｏｎｓｗｏｒｋｈａｓｂｅｅｎｕｓｅｄｗｉｔｈｏｕｔｄｕｅａｃｋｎｏｗｌｅｄｍｅｎｔｉｎｐｇｔｈｅｉｔｔｆｔｈｔｈｉ．ｍａｎｅｘａｅｅｓｓＴｈｉｓｔｈｅｓｉｓｈａｓｎｏｔｂｅｅｎｓｕｂｍｉｔｔｅｄｆｏｒｔｈｅａｗａｒｄｏｆａｎｏｔｈｅｒｄｅｒｅｅｏｒｙｇｄｉｌｏｍａｉｎｍｔｅｒｒｉａｒｉｎｓｔｉｔｕｔｉｏｎ．ｐｙｙｉｎｅＳｄｇ＾Ｄａｔｅｄ＾ｇ AcknowledgementsAcknowledgementsMyenormousgratitudegoestoProfessorFengZhiwenwhohasbeenthereasmysupervisorforthewholethreeyearsandhasexpertlyguidedmethroughmypostgraduateeducation.Inaddition,hisunwaveringenthusiasmforworkandlifehasalwaysledmeinpositivedirections,andhischarmingandhumorouspersonalityhashelpedmystudylifeenjoyable.Myappreciationalsoextendstomyteacherswhohaveinspiredandinstructedmeinotherfields,ProfessorHuangYing,ProfessorDaiZhijunandProfessorLiPeng.SpecialthanksgotoProfessorLiLishengwhointroducedtheinnovativetheorytomeduringhiscourseanddrewgreatinspirationformyresearchideas.Finally,Iowemysincerethanksandlovetomyfamilyandmydearfriends,whosegenuinesupportandlovehavealwaysaccompaniedmeandencouragedmetoovercomeallmydifficulties.I AbstractAbstractSinceProfessorWenQiufangproposedthetheoryofProduction-basedApproach(POA)onforeignlanguageteaching,Chinesescholarshaveactivelyexploredthefeasibilityandpracticalityofitsapplicationinforeignlanguageteaching,andsomescholarshaveacquiredcertainteachingachievementsincollegeEFLclassroomthroughitspracticalapplication.EnglishreadingteachingisofgreatsignificanceinEnglisheducationofvocationalcolleges.However,guidedbythetraditionalteachingmodel,Englishreadingteachinginvocationalcollegesvaluesinputoveroutputinateacher-centeredmode,whichseverelyhinderstherealizationofvocationalEnglishteachingobjectiveofcultivatingappliedtalentswithcomprehensivequalities.Therefore,thisstudyaimstoprobefourresearchquestions:1)DoestheimplementationofPOAinreadingteachingimprovestudents’readingproficiency?2)DoestheimplementationofPOAinreadingteachingstimulatestudents’readinginterests?3)Willstudents’autonomouslearningabilitybeenhancedbytheimplementationofPOAinreadingteaching?4)Whatarestudents’attitudestowardstheimplementationofPOAinreadingteaching?ThisstudyconductedacomparativeexperimentofEnglishreadingteachingfortwelveweeksintwofreshmanclassesofaccountingmajorfromavocationalcollegeinYunnanprovince.Class1701wasthecontrolclasstaughtbythetraditionalreadingteachingmodel,whereasclass1703wastheexperimentalclassguidedbythePOAreadingteachingmodel.Thisstudyadoptedacombinationofqualitativeandquantitativeresearchmethods.Itsresearchinstrumentsconsistedofreadingpre-testandpost-test,questionnaireandinterview.ThecollecteddatawereanalyzedbymeansofExcelandSPSS23.0.TheresultsfromdataanalysisindicatethatthePOAteachingmodelofEnglishreadinginvocationalcollegehasexertedapositiveinfluenceonstudents’readinglearning,whichismainlyembodiedinfouraspects:students’readingproficiency,readinginterests,autonomouslearningandtheirattitudestowardstheteachingmodel.II AbstractFirst,POAteachingmodelofEnglishreadinghaseffectivelyimprovedstudents’readingproficiency.Second,POAemphasizestheteachingdesignofcommunicativeoutputtasksofreading,whichsignificantlystimulatesstudents’interestsinreading.Third,students’independentthinkingabilityandautonomouslearningabilityhavebeencultivatedthroughcompletingcommunicativeoutputtasksofreading.Fourth,studentsholdpositiveattitudestowardsthePOAteachingmodelofEnglishreadinganddeemthattheirlanguageoutputcompetenceandcriticalthinkingabilityhavebeenenhanced.Accordingtothemajorfindings,thisstudyprovidessomesuggestionsandenlightenmentforEnglishreadingteachinginvocationalcollege:1)Theteachershoulddesigncommunicativeandpracticalreadingoutputtaskssoastostimulatestudents’readinginterestsandimprovetheirEnglishcommunicativecompetence.2)TheteachershouldbringthescaffoldingroleintofullplayinEnglishteachingandprovidestudentswithprofessionalguidanceinordertomaximizetheteachingefficiency.3)Studentsshouldimprovetheirautonomouslearningabilitythroughcompletingreadingoutputtasksratherthanpassivelyreceivetheknowledgeimpartedbytheteacher.FromtheperspectiveoftheteachingmodelofEnglishreadinginvocationalcollege,thisstudyhasprovidedempiricalsupportforthePOAteachingmodel,andmeanwhileexpectsmorevaluableteachingresearchresultsfromfuturescholarstoenrichandperfectthePOAteachingdesigncontinually.Keywords:Production-basedApproach(POA);Vocationalcollege;EnglishreadingteachingIII 摘要摘要自文秋芳教授创建“产出导向法”这一外语教学理论以来，中国学者积极地探讨将其应用在外语教学中的可能性和实践性，并已经有学者通过将其应用在大学外语课堂上取得了一定的教学成效。在高职院校的英语教育中，英语阅读教学占据着重要的地位。而高职英语阅读教学在传统教学模式的指导下，重输入轻产出，以教师为中心，极大地阻碍了高职英语教学培养具备综合素质的应用型人才这一目标的实现。因此，本文旨在探究四个研究问题：1）在阅读教学中“产出导向法”的实施是否能提高学生的阅读成绩？2）在阅读教学中“产出导向法”的实施是否能激发学生的阅读兴趣？3）在阅读教学中学生的自主学习能力是否会通过“产出导向法”的实施得到提高？4）学生对于“产出导向法”在阅读教学中的实施是什么态度？本研究以云南省某职校会计专业的两个大一班级为研究对象，进行为期12周的英语阅读教学对比实验。其中，会计1701班为控制组，实行传统英语阅读教学；会计1703班为实验组，采用“产出导向法”指导下的英语阅读教学模式。本研究采取定量研究和定性研究相结合的研究方法，研究工具包括阅读前测和后测，问卷调查和个人访谈，并使用Excel和SPSS23.0软件对收集的数据进行统计分析。研究结果表明，以“产出导向法”为指导的高职英语阅读教学对学生的英语阅读学习产生了积极的影响，主要表现在学生的阅读成绩、阅读兴趣、自主学习能力和对教学模式的态度这四个方面。首先，基于“产出导向法”的英语阅读教学有效地提高了学生的阅读成绩。其次，“产出导向法”强调具有交际意义的阅读产出任务的教学设计，极大地激发了学生的阅读兴趣。再次，学生通过完成有交际意义的阅读产出任务，培养了其独立思考能力和自主学习能力。最后，学生对“产出导向法”指导下的英语阅读教学模式较为认可，认为其英语产出能力和批判性思维能力得到了提高。根据本研究的主要发现，本文为高职英语阅读教学提出以下几点建议和启示：1）教师应设计具有交际意义和实用的阅读产出任务，以此激发学生阅读兴趣，提高其英语交际能力。2）教师应充分发挥其在英语教学中的支架作用，为IV 摘要学生提供专业指引，使教学成效最大化。3）学生应在完成阅读产出任务的过程中提高自主学习能力，而非被动地接收教师传授的知识。本研究从高职英语阅读教学的角度，为“产出导向法”的教学模式研究提供了实证支撑，同时也期望未来有更多的学者贡献有价值的教学研究成果，以此不断丰富和完善该理论指导下的教学设计。关键词：产出导向法；高职院校；英语阅读教学V ContentsContentsAcknowledgements........................................................................................................IAbstract.........................................................................................................................II摘要.............................................................................................................................IVListofFiguresandTables............................................................................................IXListofAbbreviations.....................................................................................................XChapterOneIntroduction..............................................................................................11.1BackgroundoftheStudy..................................................................................11.2PurposeoftheStudy.........................................................................................21.3SignificanceoftheStudy..................................................................................41.4ResearchQuestions...........................................................................................41.5OrganizationoftheThesis................................................................................5ChapterTwoLiteratureReview.....................................................................................72.1ChapterOverview.............................................................................................72.2TheoreticalSystemofProduction-orientedApproach......................................72.2.1TeachingConcept....................................................................................82.2.1.1Learning-centeredPrinciple..........................................................92.2.1.2Learning-usingIntegratedPrinciple.............................................92.2.1.3Whole-personEducationPrinciple.............................................102.2.2TeachingHypothesis.............................................................................112.2.2.1Output-drivenHypothesis...........................................................112.2.2.2Input-enabledHypothesis...........................................................122.2.2.3SelectiveLearningHypothesis...................................................122.2.3TeachingProcess...................................................................................13VI Contents2.2.3.1Motivating...................................................................................132.2.3.2Enabling......................................................................................142.2.3.3Assessing.....................................................................................152.3DistinguishingCharacteristicsofPOA...........................................................182.4RelatedStudiesontheApplicationofPOAtoEnglishTeaching...................182.5Summary.........................................................................................................20ChapterThreeMethodology........................................................................................223.1ChapterOverview...........................................................................................223.2SubjectsoftheStudy......................................................................................223.3Instruments......................................................................................................233.4ResearchProcedures.......................................................................................243.4.1ExperimentalProcess............................................................................243.4.2ExperimentalImplementation...............................................................253.4.2.1TraditionalReadingTeachingModelintheControlClass.........253.4.2.2POAReadingTeachingModelintheExperimentalClass.........263.5Summary.........................................................................................................28ChapterFourResultsandDiscussions.........................................................................294.1ChapterOverview...........................................................................................294.2AnalysisonEnglishReadingTests.................................................................294.2.1AnalysisonPre-test..............................................................................294.2.2AnalysisonPost-test.............................................................................304.2.3ComparativeAnalysisbetweenPre-testandPost-test..........................314.3AnalysisonQuestionnaire..............................................................................334.3.1Students’InterestsinEnglishReading.................................................344.3.2Students’AutonomousLearninginReading........................................354.3.3Students’AttitudestowardstheImplementationofTeachingModel...37VII Contents4.4AnalysisonFeedbackfromStudents’Interview............................................404.5Discussions.....................................................................................................434.6Summary.........................................................................................................44ChapterFiveConclusion.............................................................................................465.1ChapterOverview...........................................................................................465.2MajorFindings................................................................................................465.3PedagogicalImplications................................................................................475.4LimitationsoftheStudy.................................................................................485.5SuggestionsforFutureStudy..........................................................................485.6SummaryoftheStudy....................................................................................49References....................................................................................................................50AppendixⅠ..................................................................................................................53AppendixⅡ................................................................................................................58AppendixⅢ................................................................................................................63AppendixⅣ................................................................................................................64PublishedPapers..........................................................................................................66VIII ListofFiguresandTablesListofFiguresandTablesFigure2.1TheoreticalsystemofPOA..........................................................................8Figure2.2ImplementationproceduresandrequirementsofTSCA............................17Table2.1TeachingproceduresandrequirementsofMotivating.................................14Table2.2TeachingproceduresandrequirementsofEnabling....................................15Table4.1GroupStatisticsforPre-testbeforetheExperiment....................................29Table4.2IndependentSampleTestforPre-testbeforetheExperiment......................30Table4.3GroupStatisticsforPost-testaftertheExperiment......................................31Table4.4IndependentSampleTestforPost-testaftertheExperiment.......................31Table4.5PairedSamplesStatisticsforPre-testandPost-testintheControlClassandtheExperimentalclass.................................................................................32Table4.6PairedSamplesTestforPre-testandPost-testintheControlClassandtheExperimentalclass.......................................................................................33Table4.7DifferencesinStudents’ReadingInterestsbetweentheControlClassandtheExperimentalClass................................................................................35Table4.8DifferencesinStudents’AutonomousLearninginReadingbetweentheControlClassandtheExperimentalClass...................................................37Table4.9DifferencesinStudents’AttitudestowardstheImplementationofTeachingModelbetweentheControlClassandtheExperimentalClass...................39IX ListofAbbreviationsListofAbbreviationsPOA:Production-orientedApproachEFL:EnglishasaForeignLanguageESL:EnglishasaSecondLanguageTSCA:Teacher-StudentCollaborativeAssessmentCNKI:ChinaNationalKnowledgeInternetPRETCO-B:PracticalEnglishTestforColleges-BlevelEC:ExperimentalClassCC:ControlClassSPSS:StatisticalProductandServiceSolutionsX ChapterOneIntroductionChapterOneIntroduction1.1BackgroundoftheStudyAsoneoftheworld’smostwidelyusedlanguages,Englishhasbecomeanessentialtoolforinternationalcross-culturalandscientificexchanges.InChina,Englishisarequiredcourseforcollegestudents,whichhasdramaticallyinfluencedthedevelopmentofsociety.Englishteachinghasmainlyfocusedonreadingwithlistening,speakingandwritinginsupportformorethanhalfacenturysincethefoundationofnewChina.Nowadays,althoughsomescholarsadvocatethatlisteningandspeakingcomefirstwithreadingandwritingfollowed,orlisteningandreadingcomefirstwithspeakingandwritingfollowed(Liu,2002;Xiao,2006),readingstilloccupiesasignificantpositioninEnglishteaching.AsEnglishteachingisEFL(EnglishasaForeignLanguage)teachinginChinainsteadofESL(EnglishasaSecondLanguage)teaching(Dong,2003),readingisapracticalskillwhichisfrequentlydemandedandutilizedinChina.Consequently,formostChinesecollegestudents,readingskillplaysadecisiveroleinthefouressentialskillsofEnglish,namelylistening,speaking,readingandwriting.HigherEducationDivisionofMinistryofEducation(2000)announcedthebasicrequirementsofEnglishteachinginhighervocationaleducationandhighlightedtheteachingprincipleofcultivatingstudents’practicalcompetencebasedontheirvocationalrequirementsanddevelopment.Therefore,vocationalcollegeEnglishteachingaimstoorientthecultivationofinter-disciplinarytalentstotheneedsofproduction,construction,service,andmanagement.StudentswhoarecapableoforalcommunicationandwritteninformationexchangeinEnglishwillenhancetheiremploymentcompetitivenessinthefutureworkingandsocialcommunication.However,traditionalEnglishreadingteachingattachesgreatimportancetoanalysisofvocabularyandsyntaxaswellasimpartationofreadingskills,whichoveremphasizeslinguisticinputbutignoresthecultivationofstudents’problem-solvingcompetenceanddiscourseanalysiscompetence.Guidedbythe1 ChapterOneIntroductiontraditionalEnglishreadingteaching,studentsarepassivetoreceiveavastamountofknowledgeinputandcannotgraspthethemeandstructureofreadingmaterialsonthewhole.Furthermore,vocationalcollegestudentsgenerallydonothaveasolidbaseofEnglishknowledgeandthushavevariousproblemsinEnglishreading,suchasslowreadingspeed,rarestorageofvocabulary,andpoordiscourseanalysiscompetence.Thesedeficienciesseverelyhindertheimprovementofstudents’readingproficiency,whichresultsintheirpoorreadingcompetenceandlowlearninginterest.What’smorecrucialisseverely-shortenedEnglishteachingtimeincolleges.CollegeEnglishteachershavetoaskstudentstocompletethereadingtaskswithinthelimitedtime.InsuchEnglishreadingclasses,highervocationalcollegestudentstendtofeelmoredepressedandarenotwillingtocommunicateandinteractwiththeteachers.Forcollegestudents,Englishreadingteachingturnsintoadispensableandboringcourse.VocationalcollegeEnglishreadingteachinghaslongbeenbewilderedbytime-consumingworkwithloweffectivenesssincethefundamentalcauseliesintheimbalanceofstressinginputandrestrainingoutput.Theinputknowledgecannotbeinternalizedwithoutthestimulusofacertainamountofoutput,althoughoutputisadmittedlytheprincipalwaytoacquirereadingknowledge.Therefore,itisnecessarytoimprovestudents’readingproficiencyinaneffectiveway.Guidedbytheproduction-orientedapproach(POA),thispaperexploreshowoutputandinputcanbecombinedinEnglishreadingteaching,andhowteachersfacilitatestudentstoactivatetheirinnerknowledgeandimprovetheirlearningautonomyaswellasreadingproficiency.1.2PurposeoftheStudyVocationalcollegestudentsgenerallyvaluetheessentialcomponentsofEnglishcompetence,namelylistening,speaking,reading,translatingandcross-culturalcommunicationcompetence.However,suchhighattentionisassociatedwithlowsatisfaction,forvocationalcollegestudentshaveperformedbelowexpectations.Exceptthattheirsatisfactionwithreadingproficiencyslightlyexceedsthemeanvalue(2.5/5),students’satisfactionwithotherabilitiessignificantlyfallsshortofthemean2 ChapterOneIntroductionvalue,especiallytheoutputabilityandautonomouslearningability(Cheng&Wu,2017).Thetraditionalcollegeteachinghaslongencounteredacommonphenomenonofseparatinglearningandusing,forinstance,eitheritoveremphasizesthetextknowledgeorthetaskachievement(Zhang,2015).Regardingvocationalcollegereadingteaching,studentsshouldbeappropriatelyguidedandsupportedbytheteachersasascaffoldingrole,andthusselectivelydrawusefulinformationfromalargenumberofinputmaterialsinordertocompleteoutputtaskssuccessfully.ThePOAteachingmodelisdifferentfromthetraditionalteachingapproach.Thelatterlaysmuchemphasisonthetextbooks,undertheguidanceofwhichstudentsarepushedtoacceptaimlessinput,lackingtheopportunityofthinkingandparticipatinginreadingclasses.Incontrast,theteachingsequenceofPOAadvocatesthatoutputcomesfirst,inputfollowsbehind,andfinallyoutputproduces(Wen,2015).Suchsequencecouldactivatethestudents’priorknowledgeandenhancetheirinitiativeoflanguageoutput(Huang,2015).UndertheilluminationofPOA,thepresentstudyonreadingteachingmodelinthevocationalcollegeaimstoaddressthelearning-centeredprinciple,selectivelearningandteachers’leadingroleintheteachingprocess,whichthetraditionalteachingapproachneglectsandevendeparturesfrom.InordertoimplementPOA,teachersshouldnotonlydeterminewhetheroutputtasksareappropriateforthetargetofreadingteaching,butalsodesignoutputscenesaccordingtotheobjectivessoastostimulatestudents’learningmotivation,whichisentirelydifferentfromthetraditionalapproachdesignedteachingprocessaroundthereadingtexts.Besides,teachersprovidedifferentoutputtasksandreadingmaterialsbasedontheEnglishlevelofstudentstostimulatetheirpotentials.Allthedesignofreadingteachingprocessistotakefulladvantageofteachingmaterialsandfindtheoptimalconnectionbetweeninputandoutputforbetterimplementationofreadingteachingcombinedwithspeakingandwriting.ThisstudyappliesPOAtothedesignandpracticeofreadingteachinginthevocationalcollegewiththeguidanceoflearningandusingcombinedprinciple,andexplorestheproperEnglishreadingteachingmodelforvocationalcollegestudents.ThroughanelaboratetheoreticalstudyonPOA,theauthorhasscrupulouslydesigned3 ChapterOneIntroductioneverystepofreadingteachingbasedonthePOAteachingmodelsoastotestifythepositiveinfluenceofsuchteachingmodelonstudents’readinginterests,proficiencyaswellasautonomouslearningability.Besides,itishopedthatsomepedagogicalrecommendationsandenlightenmentcanbebeneficialforfutureEnglishreadingteachinginvocationalcolleges.1.3SignificanceoftheStudyFormanyyearstheemployersandvocationalcollegegraduateshavebeendissatisfiedwiththequalityofEnglishteaching,althoughEnglishisanimportantcompulsorybasiccourseforvocationalcollegestudentsofvariousmajors.Therefore,howtocultivatehigh-qualitytalentswithpracticalEnglishcompetenceinaccordancetotherapidcourseofindustrializationandmodernizationremainsaprimarytaskfortheeducationalreforminChina’svocationalcolleges.AsthetheoreticalsystemofPOAhascomeintobeingsincerecentfewyears,mostresearchersconcentrateontheoverviewandimplicationsofPOAordiscussthefeasibilityofpartteachingprocessbasedonPOA.ThepapersofempiricalstudiesonPOAarerare,especiallyinreadingteaching.Consequently,thesignificanceandimplicationsofthepresentstudyaresubstantialinthefollowingaspects:First,theimplementationofPOAinreadingteachingmakesupforthegapinthisfield.Second,thePOAteachingmodelfeaturesdistinctChinesecharacteristics,whichthrowsnewlightontheeducationalreforminChina’svocationalcolleges.Third,guidedbythePOAteachingmodel,studentsarestimulatedtooutputandselectusefulinformationfromallsortsofinputmaterials,andthustheywillbeproactiveratherthanpassivetoEnglishlearning.1.4ResearchQuestionsThisstudyexploresthepositiveimpactofapplyingPOAtoEnglishreadingteachingontheimprovementofcollegeEnglishreadingteaching.Therefore,researchquestionstobediscussedinthisstudyareasfollows:4 ChapterOneIntroduction1)DoestheimplementationofPOAinreadingteachingimprovestudents’readingproficiency?2)DoestheimplementationofPOAinreadingteachingstimulatestudents’readinginterests?3)Willstudents’autonomouslearningabilitybeenhancedbytheimplementationofPOAinreadingteaching?4)Whatarestudents’attitudestowardstheimplementationofPOAinreadingteaching?1.5OrganizationoftheThesisChapterOnemakesabriefintroductiontothisstudy,consistingofthebackgroundofthestudy,thepurposeofthestudy,thesignificanceofthestudy,researchquestionsofthestudyandtheoverallorganizationofthisthesis.ChapterTwoistheliteraturereview,whichpresentsanelaborateoverviewofthetheoreticalsystemofPOAwiththreefundamentalcomponentsasteachingconcept,teachinghypothesis,andteachingprocess.Inaddition,distinguishingcharacteristicsofPOAandrelatedempiricalstudiesontheapplicationofPOAtoEnglishteachingaresummarizedandhighlightedinthischapter.ChapterThreeoutlinestheresearchmethodology,coveringsubjectsofthestudy,instrumentsandresearchprocedures.ItshouldbestressedthatbothqualitativeandquantitativedatacollectionmethodsarecarefullyutilizedtotestifywhethertheimplementationofPOAinEnglishreadingteachingexertsapositiveinfluenceonstudents’readingproficiency,interests,andstrategies.ChapterFourdemonstratestheresultsanddiscussionsofthestudy.First,itanalyzesthedatacollectedfromthepre-testandpost-testsoastocomparethereadingproficiencybeforeandaftertheexperimentinboththeexperimentalclassandthecontrolclass.Second,thedataofquestionnaireandthefeedbackoffollow-upinterviewarecollectedandsummarizedtodiscusstheimpactofPOAteachingmodelonstudent’sreadinginterests,attitudes,andautonomouslearning.ChapterFiveconcludesthemajorfindingsandpedagogicalimplicationsbased5 ChapterOneIntroductionontheresultsanddiscussionoftheexperiment.Simultaneously,itpointsoutthelimitationsoftheexperimentsandputsforwardsomesuggestionsonhowtoeffectivelyapplythePOAteachingmodeltovocationalcollegeEnglishreadingteachinginthefuturestudy.6 ChapterTwoLiteratureReviewChapterTwoLiteratureReview2.1ChapterOverviewAfternearlytenyearsofdevelopmentandmodification,Production-orientedapproach(POA)hasgraduallyformedarelativelyperfecttheoreticalsystem,whichprovidesstrongtheoreticalsupportandpracticalguidancefortheEnglishteachingreforminChina.ThischaptermakesareviewofthetheoreticalsystemofPOAwhichmainlyconsistsofteachingconcept,teachinghypothesisandteachingprocess,thenhighlightsitsdistinguishingcharacteristics,andfinallysummarizestherelatedstudiesonitsimplementationinEnglishteaching.2.2TheoreticalSystemofProduction-orientedApproachTheoutput-drivenhypothesisproposedbyWenQiufangin2007,advocatingthatlanguageteachingstartswithoutputandendswithoutput,istheprototypeofproduction-orientedapproach(POA).Attheoutset,theoutput-drivenhypothesistargetedatthereformofEnglishmajorcurriculum(Wen,2008)andlaterexpandedtocollegeEnglishteaching(Wen,2013).ThenWenreviseditinto“output-drivenandinput-enabledhypothesis”in2014andclearlydefinedtherelationshipbetweenoutputandinput(Wen,2014b).IntheSeventhInternationalConferenceonEnglishLanguageTeachinginChina,POA,aforeignlanguageteachingmethodfeaturingChinesecharacteristics,officiallycameintobeing(Wen,2014).Production-orientedapproachincludesthreeparts:teachingconcept,teachinghypothesis,andteachingprocess.Theteachingconceptcomprisesthreebasicparts,namely“Learning-centeredPrinciple”,“Learning-usingIntegratedPrinciple”and“Whole-personEducationPrinciple”.Theteachinghypothesisconsistsof“Output-drivenHypothesis”,“Input-enabledHypothesis”and“SelectiveLearningHypothesis”.Theteachingprocessincludesthreestages,from“motivating”,7 ChapterTwoLiteratureReview“enabling”to“assessing”.AmongthethreeprincipalpartsofPOA,teachingconceptfunctionsastheleadingideologyoftheothertwoparts,teachinghypothesisprovidesthetheoreticalsupportforteachingprocess,andteachingprocessisthepracticalformofteachingconceptandteachingassumptions.Meanwhile,theteacherplaysasignificantroleasanintermediaryineachprocedureoftheteachingprocess(Wen,2015).ThesethreebasicprinciplessuggestthatPOAbreaksthelong-termteachingpatternwhichisteacher-centeredorlearner-centeredandadvocatesthatlanguageteachingshouldachieveteachinggoalsandfacilitateeffectivelearning(Wen,2015).Figure2.1showsthetheoreticalsystemofPOAanditsinter-relations.TeachingconceptTeachinghypothesis1.Learning-centeredPrinciple1.Output-drivenHypothesis2.Learning-usingIntegratedPrinciple2.Input-enabledHypothesis3.Whole-personEducationPrinciple3.SelectiveLearningHypothesisTeachingprocessMotivatingEnablingAssessingTeacherasanintermediaryFigure2.1TheoreticalsystemofPOAWen(2015)hasstressedtwothingswhicharecrucialfortheimplementationofPOAinlanguageteaching.First,POAmainlytargetsatintermediateoradvancedEnglishlearners,whoshouldreachthelevelofA2atleastaccordingtotheCommonEuropeanFrameworkofReferenceforLanguages(2009)(Wen,2015).Second,themeaningofproductionisdifferentfromthatofoutput(Wen,2015).Productionnotonlyincludesoutput,namelyspeakingandwriting,butalsocomprisesoraltranslationandwrittentranslation.Morespecifically,productionputsgreatemphasisonproducingaswellasproduction.2.2.1TeachingConcept8 ChapterTwoLiteratureReview2.2.1.1Learning-centeredPrincipleLearning-centeredprincipleismuchdifferentfromlearner-centeredprinciple.Thelattertendstomarginalizetheroleofteachersinclassandinappropriatelyoveremphasizethestudents’function.However,learning-centeredprinciplechallengessuchviewbyadvocatingthatallactivitiesinclassroomteachingshouldservetheeffectivelearning(Wen,2015).POAdemandsthatlanguageteachingshouldpaymoreattentiontostudents’learningefficiencyintheclassandthefulfillmentofteachingobjectives.Thein-classactivitiescanbevariedinmanyforms,suchaspairwork,groupdiscussion,individualpresentation,andgrouppresentation.Differentformsservedifferentteachingobjectives,andthereforethekeyliesinchoosingtheoptimalformtoachievetheteachingobjectivesbyteachers.AsBao(2005)pointedout,teachersshouldmakethemostoftimetoimprovestudents’learningefficiency,sincetheclassroomteachingtimeisinsufficientandevenisseverelyreducedinthecurrentcollegeEFLteaching.Fromtheperspectiveofeffectivelearning,theprimaryconcernofteachingdesignbasedonPOAiswhatstudentscanlearnfromthecourseratherthanmakeasimpleevaluationofwhocanspeakorplayaleadingroleintheclassroom(Mercer&Dawes,2014).2.2.1.2Learning-usingIntegratedPrincipleLearning-usingIntegratedPrincipleisopposedtothetext-centeredprinciplewhichseparateslearningandusingduringlanguageteaching.FirthandWagner(2007)maintainedthat“insituatedsocialpractices,useandlearningareinseparablepartsoftheinteraction”(p.812).Accordingly,Learning-usingIntegratedPrinciplestressestheclosecombinationofinputlearningandoutputapplication.Inputlearningconsistsoflisteningandreading;outputapplicationmeansspeaking,writing,oraltranslationandwrittentranslation(Wen,2015).Wen(2014a)proposedthatteachersshouldtakegoodadvantageofteachingmaterials,nomatterwhatkindofteachingapproaches,inordertohelpstudentsinternalizetheirreceptiveknowledgeorovercome“theinertknowledgeproblem”(Larsen-Freeman,2005)andthusdeveloptheiroutputcompetenceindaily9 ChapterTwoLiteratureReviewcommunication.Inotherwords,studentsshouldusethetextmaterialstocompletetheproductivetasksratherthanmerelylearnthelinguisticknowledgefromthetexts.2.2.1.3Whole-personEducationPrincipleAccordingtoWhole-personEducationPrinciple,languageeducationaimsathumanbeingswithemotionandthoughtratherthanlearningrobots.Wen(2015)assertedthateducationshouldservetheoveralldevelopmentofhumanbeing(e.g.,human’sintelligence,emotion,andmorality).Tobespecific,foreignlanguagecurriculumshouldnotmerelyreachtheinstrumentalgoalofimprovingstudents’comprehensivecompetenceofEnglish,butalsoaccomplishthehumanisticgoalofhighereducation(e.g.,enhancingstudents’criticalthinkingability,autonomouslearningability,andcomprehensiveculturalquality)(HigherEducationDivisionofMinistryofEducation,2007).Thedebateaboutwhetherforeignlanguagecurriculumshouldkeeptothewhole-personprinciplehasbeenheatedforalongtime.Somescholarsarguethattheinstrumentalobjectivesofforeignlanguagecurriculumshouldbedominant.Forinstance,CaiJigang(2012)proposedthatcollegeEnglishisnotprimarilyacourseofhumanisticqualityeducation,andthusimprovingstudents’comprehensivecapacityandhumanisticqualityshouldnotbetheprincipalpurposeofcollegeEnglishteaching.However,morescholarsadvocatewhole-personeducationprincipleandfavorthattheinstrumentalandhumanistictoolsshouldbeofequalimportance(Yang,2007;Wang,2011,2013).Itshouldbeaddressedthatthewhole-personeducationprincipledoesnottakemuchtimeintheclassroomtofulfillitshumanisticgoal(Wen,2014a).Infact,thehumanisticgoalofforeignlanguagecurriculumcanbeachievedthroughthefollowingthreeapproaches.First,teachersshouldcarefullychooseoutputtasktopics.Therearetwokindsoftopicspropitiousforthefulfillmentofhumanisticgoal:1)Thetopicsconcernabouthowtofacilitatestudents’personalhealthydevelopment.2)ThetopicsconcernabouthowtohelpstudentstakethesocialresponsibilityforthespreadandexchangeofChineseandforeigncultures.10 ChapterTwoLiteratureReviewSecond,teachersshouldseriouslyselecttheinputmaterialswhichservetheoutputtasks.Theinputmaterialsshouldpossessahighideologicallevelandpromotethepositivespirit,whichhelpsnurturestudents’mindandbuildtheircorrectideologicalvalue.Inaddition,theinputmaterialsaresupposedtoreflectcurrentsocialandpoliticaltopicsathomeandabroad,whichhelpscultivatestudents’patrioticfeelingsandbroadentheirinternationalperspectives.Third,teachersshouldsubtlydesigntheteachingactivities.Forinstance,teacherscancultivatestudents’cooperativespiritthroughpairworkorgroupwork.Thepeer-assessmentcanimprovestudents’capacityinassessingothers’strengthsandweaknesses(Wen,2015).2.2.2TeachingHypothesis2.2.2.1Output-drivenHypothesisOutputservesasthedrivingforceoflanguagelearningaswellasthegoaloflanguagelearning(Wen,2015).Outputisbetteratstimulatingstudents’learningdesireandpassiontoachievebetterlearningefficiencythaninputlearningdoes.Inotherwords,languageteachingstartswithoutputtasks,andthenstudentstrytheirbesttocompleteoutputtasks.Duringthisprocess,studentswillnotonlyrealizethepracticalvalueofoutputtasksinimprovingtheirculturalliteracyandcommunicativecompetence,butalsorecognizetheirdeficiencyoflinguisticcapacity.Wen(2014b)proposedthatoncestudentshavemadesureaboutthesignificanceofoutputtasksandtheirlinguisticdeficiencies,theywillbemoreproactivetoinputlearningforcompletingoutputtasksandthustocompensatetheirweaknesses.AccordingtoKrashen’sInputHypothesis(1985),theinputplayedadecisiveroleinthesecondlanguageacquisitionsince“humansacquirelanguageinonlyoneway--byunderstandingmessages,orbyreceiving‘comprehensibleinput’”(Krashen,1985,p.2),whichseverelyignoredtheroleofoutput.Swain(1995),whoputforwardtheOutputHypothesis,approvedtheinfluentialroleofinputandaddedthattheoutputwasindispensablewiththefourmajorfunctions:1)toenhancethelanguagefluency;2)toverifythelanguagehypothesis;3)toimprovetheawarenessoflanguagegap;4)todevelopstudents’metacognitionability.However,Swaindidnot11 ChapterTwoLiteratureReviewexplicitlymentionthatoutputshoulddriveinputatdifferentstages.Long(1983)venturedthatinteractionalconversationfacilitatedtomakeinputcomprehensibleandlaterhe(1996)complementedthatcorrectivefeedbackfunctionedtofocuslearners’attentiononlinguisticform.Nevertheless,hedidnotrevealthecounteractionofoutputoninput.Output-DrivenHypothesisrefinespreviousstudiesintheeffectofoutputandinputonsecondlanguageacquisitionandadvocatesthatoutputcomesfirst,inputfollowsbehindandfinallyoutputproduces,whichoverthrowsthenormalteachingsequencethatinputcomesfirstandoutputfollows.2.2.2.2Input-enabledHypothesisInput-enabledHypothesisadvancesthatsupplyingproperinputthatcanstimulateoutputwillachievebetterlearningeffectthannotunderoutput-drivenconditions(Wen,2015).Basedonmassobservationofclassroomteaching,Wendiscoversthatstudentscanstimulatetheirknowledgebaseandalsolearnfromtheirpeersthroughcompletingoutputtasksinvariedforms.However,students’learningefficiencyisobviouslyrestrictedduetothedifferencebetweenindividuals.Therefore,teachersshouldprovideappropriateinputmaterialsforstudentsbasedontheirinteraction,whichfacilitatesbettereffectivelearning.Simultaneouslytheinputmaterialsareofgreatimportancetoguidestudentsintheirlearningprocess,whichcaneffectivelyenrichtheirexistingknowledgeandlanguagesystem(Wen,2015).2.2.2.3SelectiveLearningHypothesisHantenetal.(2007)heldthat“academicsuccesswoulddependinpartontheabilitytoselectivelylearnthemoreimportantfactsfromamonglessimportantfacts”(p.586).IncloseagreementwithHantenetal.(2007),Wen(2015)maintainedthatstudentsaresupposedtoselecttheusefulpartfrominputmaterialsinaccordancewiththeoutputdemands,thenpracticeandmemorizeit.AccordingtoSelectiveLearningHypothesis,selectivelearningcanbetteroptimizelearningefficiencythannon-selectiveonedoes(Hantenetal.,2007).Humanbeings’attentionandmemoryduringacertainperiodarelimited,and12 ChapterTwoLiteratureReviewthereforestudentscannotachievehigherlearningefficiencyiftheyplacetheirlimitedattentiononmultipletasks.Asstudentsconfrontwithlargenumbersoflearningprojectsintime-limitedclassroomteaching,itisnecessaryforthemtolearnselectively.Besides,studentsalwayschoosetheusefulinformationthatcanservethemwhentheyareprovidedwithavarietyofreferencematerials.2.2.3TeachingProcessTheteachingprocessofPOAcomprisesthreestages,frommotivating,enablingtoassessing,duringwhichteachersshouldproperlyplaytheroleofamediator.2.2.3.1MotivatingTraditionalEnglishreadingcourseusuallystartswithwarm-uporlead-inactivities,whichmakespreparationforthesubsequentinputofknowledge,insteadofstimulatinglearners’desireforoutput.Incontrast,POAsetsmotivatingofoutputasthefirststepofeachnewunit,whichincludesthreeparts(seeTable2.1):1)teacherspresentthecommunicativescenes;2)studentstrytocompletecommunicativeactivities;3)teachersexpoundteachingobjectivesaswellasoutputtasks.First,teacherspresentthecommunicativescenes(Wen,2015).Beforestartingthelearningofanewunit,teachersaresupposedtoprovidestudentswithcommunicativescenesanddiscussiontopicsthatmightoccurintheirfuturelearningorworking.Eventhoughtheyhaveneverencounteredthesescenes,studentscanstillhavestrongfeelingsaboutthepossibilityofitsexistenceandexperiencethechallengeofdiscussiontopicstotheircognition.Second,studentstrytocompletethecommunicativeactivities(Wen,2015).Theycancheckwhethertheiroutputmatchesthecommunicativeobjectivesduringtheprocessofgrammaticalencoding,whichenablesthemto“assessthepossibilitiesandlimitationsofwhattheycanorcannotexpressintheTL”(Izumi,2003,p.191).Personalexperienceoffinishingtheseeminglyeasyandusualtaskswillhelpstudentstreateverytaskwithcommonheartinthefutureandthenpursueprogressstepbystep.Therefore,teacherspurposelymakeastateofbeingstarvingforstudents(Wen,2015),whichstimulatesstudents’motivationtolearnandimprovetheirreadingproficiency.13 ChapterTwoLiteratureReviewThird,teachersexpoundteachingobjectivesaswellasoutputtasks(Wen,2015).Teachingobjectivescanbecategorizedintotwo:1)communicativeobjectives,whichmeanstocompletethespecificcommunicativetask;2)languageobjective,whichmeanstoacquiresetwords,phrasesorgrammar.Thelatterobjectiveshouldservetheformerone.Morespecifically,newwords,phrasesorgrammarpatternsfrominputmaterialscannotbestressedinlanguageobjectivesiftheyareirrelevanttocommunicativeobjectivesofthisunit,whichispreciselytherequirementofselectivelearning.AccordingtoPOA,teachersarerequiredtosetappropriateoutputobjectiveswithcorrespondingoutputtasks.Meanwhile,theyshoulddesignoutputscenesaroundthetargetsandtasksinordertostimulatestudents’learningmotivation.Table2.1TeachingproceduresandrequirementsforMotivatingTeachingproceduresTeachingrequirementsTeacherspresentcommunicativescenestoThescenesarecommunicative,andmeanwhilethe1students.topicsarecognitivelychallenging.StudentstrytocompletecommunicativeMakestudentsawareoftheirlimitsoflanguageso2activities.astostimulatetheirdesireforknowledge.MakestudentsclearaboutcommunicativeandTeachersexpoundteachingobjectivesaslanguageobjectives.3wellasoutputtasks.Makestudentsknowthetypeandcontentofoutputtasks.2.2.3.2EnablingEnablingstageconsistsofthreemainparts:1)teachersdescribeoutputtasks;2)studentsdotheselectivelearningunderthesupervisionandinspectionfromteachers;3)studentspracticeproducingunderthesupervisionandinspectionfromteachers.Table2.2demonstratesthethreepartsofenablingindetail.First,teachersdescribeoutputtasks.Alargeoutputtaskisdividedintoseveralsub-tasksbyteacherssoastoreducethedifficultyofoutputtasksaswellasthedistancebetweeninputlearningandproducing.Second,Studentsdotheselectivelearningunderthesupervisionandinspection14 ChapterTwoLiteratureReviewfromteachers.Successfullycompletinganoutputtaskrequirestocompriseideas,languageanddiscoursestructure(Wen,2015).Studentsaresupposedtoselectusefulinformationfrominputmaterialsthatserveoutput.Regardlessofwhatstudentsselecttoproduce,teachersshouldgivestudentsimmediateinspectiontoknowtheirefficiencyofselectivelearning.Third,Studentspracticeproducingunderthesupervisionandinspectionfromteachers.AccordingtotheteachingrequirementsofPOA,outputpracticeshouldbecarriedoutstepbystepundertheguidanceofteachers.Onceitisfinished,outputpracticeshouldbeevaluatedinstantlyforthepurposeofknowingwhetherstudentshaveacquiredthecompetencetofulfilloutputtasks.Duringenablingprocess,thescaffoldingroleofteachersispalpable.AttheoutsetofimplementingPOA,studentsareinexperiencedinextractingusefulinformationfrominputmaterialsthatserveoutput;thereforeteachersundertaketheprincipalscaffoldingrole.However,mismanagementusuallyputsteachersinadilemma.Offeringtoomuchhelpwillnotfavorcultivatingstudents’learningautonomy;offeringinadequatehelpwillhindertheirlearningefficiency.Consequently,thesupportfromteachersshouldbe“fadedovertimewith,asaresult,increasedstudentresponsibilityforthetaskathand”(JannekevandePoletal.,2010,p.275).Forinstance,oncesomeexpertstudentshavemasteredthemethodofselectivelearning,teacherscanaskthemtotaketheresponsibilityofthistask.Table2.2TeachingproceduresandrequirementsforEnablingTeachingproceduresTeachingrequirementsMakestudentsclearlyknowtheproceduresfor1Teachersdescribeoutputtasks.completingoutputtasksaswellasthespecificrequirementforeachstep.StudentsdotheselectivelearningunderMakestudentscapableofselectingappropriate2thesupervisionandinspectionfromcontent,languageformsordiscoursestructuresfromteachers.inputmaterials.StudentspracticeproducingundertheMakestudentscapableofapplyingtheselective3supervisionandinspectionfromteachers.learningresultstooutputtasks.2.2.3.3Assessing15 ChapterTwoLiteratureReviewAssessmentfallsintotwocategories:instantassessmentanddelayedassessment.Instantassessmentistoassessstudents’learningefficiencyduringtheirprocessofselectivelearningandoutputpracticingbytheteacher,whichhelpstheteacheradjusttheteachingprocessaccordingly.Delayedassessmentdemandsthatstudentspracticetheoutputtasksafterclassaccordingtoteachers’requirements,andthensubmittheiroutputresultstoteachersforassessment(Wen,2015).Wen(2016)thenputforwardTeacher-StudentCollaborativeAssessment(TSCA),anewlyrefinedmethodofassessmenttoorganizeandbalanceteachers’assessmentandothertypesofassessments.ItisworthmentioningthatTSCAhighlightstheimportanceoftheteacher’slevelofEnglishexpertise,whichmeansthattheteacher’sprofessionalassessmentguidespeerassessment.Althoughsomestudentsspendmuchtimereviewingpeer’sperformanceortheirownperformance,theycannotproducehigh-valuedassessmentsincetheirknowledgeandexpertiselevelarelimited.Consequently,theassessmentwillendupwithfutilityattheexpenseoftime.Inaddition,studentsmaytaketheassessmenttasksforgrantedandevenmaynotparticipate,whichfinallygoesagainstthepresupposedteachingobjectives.Therefore,theteachershouldprovidestudentswithprofessionalguidanceonassessment.Forinstance,theteacherselectsatypicalsampleandthendemonstrateshowtoassessitsoastostimulatecooperativeassessingamongstudents.TSCA(seeFigure2.2)involvesthreephases,namelypre-class,in-classandpost-class.Beforeclass,teachersselectandassessrepresentativesamplesaccordingtoteachingobjectivesofthisunit.Duringclass,atfirststudentsthinkindependently,thendiscussandexchangethoughtinpairsorgroups,finallydiscussasaclassundertheguidanceofteachersandmeanwhileteacherstimelygivereviewadvicethatpreparedbeforeclass.Afterclass,basedonteachers’professionalguidanceinclass,studentsadoptself-assessmentorpeerassessmentforsupplement.16 ChapterTwoLiteratureReviewPre-classIn-classStudentsTeachers1.Completeoutputtasks.1.Standardizetherequirementsand2.Submitoutputresults.proceduresofassessmenttasks.2.Completein-classtaskofassessingrepresentativesamples.3.SupervisestudentstofinishtheTeachersexercises.1.Selectrepresentativesamples.2.Assessandrevisesamples.3.Determinetheemphasisandproceduresofin-classTSCAStudentsbasedonteachingobjectives.1.Thinkindependentlyfirstandthen4.Preparethematerialsfordiscussinpairs.students’in-classassessment.2.Discussasaclass.5.Designcorrespondingexercises3.Knowtheadvantagesanddisadvantagestohelpstudentssolvetheofdifferentreviseversions.outputproblemsduringclass.4.Completeexercisesoflanguageforms.After-classStudents1.Conductself-assessmentorpeerassessmentbasedonteachers’in-classrequirements.2.Submitrevisedoutputtothemachineforauto-assessment.Teachers1.Makeaplannedspot-checkonstudents’revisedoutput.2.Summarizestudents’revisionandproblemsthroughinternetinteraction,andrecommendworksofexcellence.Figure2.2ImplementationproceduresandrequirementsofTSCA17 ChapterTwoLiteratureReviewRegardlessofwhatkindofoutput,anyassessmentisbetterthannone;diversifiedformsofassessmentarebetterthanasingleform.Amongvariousassessments,theassessmentfromteachersissuperiortoothers,forChinesestudentsaremorepronetoacceptingteachers’assessmentfromtheviewofemotionandcognition(Wen,2016).Therefore,TSCArequiresteacherstoprovideprofessionalguidanceduringtheassessingprocessandtobringtheintermediaryroleintofullplay.2.3DistinguishingCharacteristicsofPOAFirst,POAputsforwardthehypothesisofassessmentforlearningintheformofTeacher-StudentCollaborativeAssessment(Wen,2016).Thishypothesisbreakstheboundarybetweenlearningandassessing,andregardsassessmentasanenforcementstageforlearning.Second,POAemphasizesthescaffoldingroleofteachersintheteachingprocessratherthansimplyregardsteachersasthefacilitator,consultant,andhelperinclass.Inaddition,teachersshouldbethedesigner,organizer,leader,anddirectorinclass(Wen,2017).Preliminaryresultsfrompracticalteachingexperimentsbasedonsuchteachingprocesshavebeenachieved,whichprovesthatteacherscanhelpmaximizethelearningefficiencybygivingfullplaytotheirexpertguidance(Yang,2015;Zhang,2015,2016,2017;Cao,2017;Qiu,2017;Sun,2017).Third,POAcombinesSLAtheoriesandlanguagepedagogy(Wen,2017).Intermsoflanguagepedagogy,allthethreestepsoftheteachingprocessbasedonPOAreflectthecourseobjectives,coursecontents,coursemeans,andcourseassessment.IntermsofSLAtheories,differentstageoftheteachingprocessrequiresthedifferentaspectofSLAtheories.Thatistosay,motivatingstageneedstheverificationofoutput-drivenhypothesis,enablingstagetheverificationofinput-enabledhypothesisandselective-learninghypothesis,andassessmentstagetheverificationofassessmentforlearninghypothesis.18 ChapterTwoLiteratureReview2.4RelatedStudiesontheApplicationofPOAtoEnglishTeachingPOA,featuringdistinctChinesecharacteristics,aimstoovercometheshortcomingsofseparatinglearningandusingincollegeEnglishlanguageteachinginChina.Asthelatesttheory,POAhasbeendevelopedrapidlyinthetheoreticalandempiricalresearchsinceitisproposed.ManyscholarshaveprobedintothefeasibilityofPOAinChina’slanguageteachinginrecentyears,whichsignificantlycontributestotheeducationalreforminChina.ZhangWenjuanisrelativelyproductiveinempiricalstudiesonPOA,whohaspublishedthreeessaysonthecoreeducationaljournalsbasedonthestatisticsfromCNKI(ChinaNationalKnowledgeInternet).GuidedbythelearningandusingcombinedteachingprincipleofPOA,she(2015)designedpracticaloutputtasksaroundtheunittheme“reservationorabolitionofdeathpenalty”andstressedtheenablingteachingprocess,whichevidencedthatthePOAteachingmodelgreatlystimulatedstudents’learninginterestsandstrengthenedtheirunderstandingofinputmaterials.Later,she(2016)conductedathree-weekclassroomexperimentwiththefocusonSino-AmericaculturalconflictsbasedonPOA,andthenputforwardsomepedagogicalimplicationsfromtheteacher’sperspective.Continuously,she(2017)implementedthePOAteachingmodelincollegewritingclassandpromotedlearningandusingcombinedprinciple,whichseverelychallengedthetext-centeredintensiveteachingmodelandconfirmedthepositiveinfluenceofPOAonstudents’writingproficiency.Wen(2017)proposedthetheoreticalframeworkforusingandevaluatingPOA-basedteachingmaterials,andalsosetthreeevaluatingcriteria(targeting,gradualness,andvariety)fortheeffectivenessofPOA-basedteachingmaterials.WithregardtotheuseofPOA-basedteachingmaterials,ZhangLingli(2017)andQiuLin(2017)contributedtheirempiricalresearchfindings.Zhang(2017)exploredhowtoimplementtheteachingpracticewithPOA-basedteachingmaterialsaccordingtodifferentEnglishproficiencylevels.Throughtheretrospectiveevaluationfromteachersandstudents,sheadvancedthatteacheragencywascriticaltotheeffectivenessofteachingmaterialsuse,forteachersshouldcreativelyusetheteachingmaterialsanddesigntheenablingactivitiesonthebasisofstudents’differentEnglishproficiencylevels.Qiu(2017)focusedonhowtoselectandtransformteaching19 ChapterTwoLiteratureReviewmaterialsintoenablingactivitiesandutilizedusefulstrategiesforenablingdesigntoobservethethreecriteria,suchasincreasingthecognitiveload,decreasingteachers’scaffolding,andvaryinginputmodesaswellasproductiontypes.BesidestheseresearchesonPOA-basedteachingmaterials,Zhang(2017)andQiu(2017)alsoconductedempiricalresearchontheeffectivenessofPOA-basedteachingandthedesignoflanguageenablingprocessrespectively,whichbothmadeaconstructiveattempttothedevelopmentandmodificationofthetheoreticalsystemofPOA.Inaddition,otherscholarsputforwardtheirviewsonPOAfromdifferentangles.Forinstance,YangLifang(2015)designedamicro-lectureforthemotivatingphaseofPOAteachingprocessandprovidedadetaileddescriptionofthedesigningandmodifyingprocess.CaoQiaozhen(2017)proposedtwodimensionsofteachers’scaffoldingunderPOAtheoreticalframework,onebeingverticalscaffoldingandtheotherhorizontalscaffolding.SunShuguang(2017)exploredtheviableguidelinesofTSCA(teacher-studentcollaborativeassessment)andthepossiblewaysofrealizingTSCAandstudents’feedbacktoTSCA.IntermsofacademicpapersonthetheoryofPOA,LiJun(2016)andQuSida(2017)contributedtheirfindingsandinsightstotheimplementationofPOAinoralEnglishteachingandEnglishwritingteachingincollegesrespectively.However,theresearchesontheimplementationofPOAincollegeEnglishreadingteachingarerare,mostofwhicharethetheoreticaldesignofteachingprocess(Huang,2015;Gu,2015).AsforEnglishreadingteachinginvocationalcolleges,thereisnoessayfoundonCNKI.Therefore,theauthorattemptstodelveintowhatpositiveinfluencethePOAteachingmodelwillexertonreadingteachinginvocationalcolleges,andmeanwhileprovidessomepedagogicalrecommendationsfortheimprovementofvocationalcollegeEnglishteaching.2.5SummaryPOAintroducestheteachingprincipleofintegratinglearningandusing,andadvocatesaninnovativeteachingprocessincludingmotivating,enablingandassessing,whichrevolutionizesthetraditionalcollegeEnglishteachingmodeland20 ChapterTwoLiteratureReviewmeanwhilelocalizesitsteachingconceptsinEnglishlanguageteachinginChina.SincetheadventofPOA,itsimplementationinEnglishteachinghasbeengivenkeenattentionbyscholarsandteachersinChina.AlthoughsomecollegeteachershavemadepracticalandinstructivecontributionstothetheoreticalimprovementofPOA,theperspectiveofempiricalresearchshouldbemoreextensiveandcomprehensivesoastoenrichandperfecttheteachingdesignbasedonPOA.21 ChapterThreeMethodologyChapterThreeMethodology3.1ChapterOverviewThepreviouschaptershaveelaboratedthetheoreticalsystemofPOAanditspresentstudies.However,itisfarfromenoughtorelyonthetheoreticalstudytotestifythevalidityofPOAteachingmodel.ThepresentstudyaimstoexplorethesignificantfacilitatingrolethatthePOAwillplayinthevocationalcollegeteachingofEnglishreadingandtoseekoutaneffectiveandefficientteachingmodelofEnglishreadingthatwillimprovestudents’readingproficiency,stimulatetheirinterestsinreadingandmeanwhileenhancetheirautonomouslearningabilityinreading.Thischapterintroducestheoverallstructureofthisempiricalstudy,includingsubjectsofthestudy,instrumentsandresearchprocedures.3.2SubjectsoftheStudySubjectsinthisstudyaretwoparallelclassesofaccountingmajorfromYunnanJiaotongCollege,eachclassconsistingofforty-sixstudentswithfortygirlsandsixboys.Class1703wassetastheexperimentalclasstaughtbytheadoptionofProduction-orientedApproach,whileClass1701wasthecontrolclasstaughtbythetraditionalmethodwhichoveremphasizedthereadingskillsandlinguisticforms.Boththecontrolclassandtheexperimentalclassweretaughtbytheauthorofthispaper.EnglishproficiencyofstudentsfrombothclasseswasatleastA2levelbasedontheCommonEuropeanFrameworkofReferenceforLanguages(2009)fortheyhadbeenstudyingEnglishformorethansixyears.Inaddition,noneofthemhadeverbeeninstructedbythePOAteachingmodel,andthereforetheexperimentalclasswouldnotpurposefullybehaveduringEnglishreadingteaching.Theexperimentalclassandthecontrolclasswentthroughthesameteachingpace,eachhavingthereadingclassfortwelveweekswithtwolessonsperweekand22 ChapterThreeMethodologyeachlessonlastingeightyminutes.Beforetheexperiment,studentsfromthetwoclasseswereallrequiredtoparticipateinthepre-testforreading.Theresultsofreadingpre-testdemonstratedthatEnglishreadinglevelsbetweentheexperimentalclassandthecontrolclasswerevirtuallyidenticalbeforetheexperiment.3.3InstrumentsReadingmaterialswerepredominantlyfromDirectEnglish:AnIntegratedCourse1,publishedbyForeignLanguageTeachingandResearchPressin2015.Instrumentsemployedinthisexperimentincludedreadingtests,questionnaire,andinterview.Thereadingtestsincludedtwoparts.Onewaspre-test(seeAppendixⅠ)whichwasconductedinthefirstweek,whiletheotherwaspost-test(seeAppendixⅡ)whichwaslaidoutinthefinallesson.Allstudentsfromthetwoclassesmusttakethepre-testandpost-test,forthetestresultswouldbeapartofthefinalscoreofEnglishcourse.ThetestsaboutreadingcomprehensionwerestrictlymadebytheexpertEnglishteachersfromdepartmentteachingandresearchsection,whichmetthecriterionofPRETCO-B(PracticalEnglishTestforColleges-Blevel).Therefore,thevalidityandreliabilityoftheirresultscouldbeguaranteed.Besides,thestructureandquestionweightingofbothpre-testandpost-testwerethesame.Bothtestsconsistedoffivepassageswithatotalscoreof35points.Specifically,thefirsttwopassageshadaltogethertenmultiple-choicequestionswith2pointsperquestion,thethirdpassagehadfivefill-in-the-blankquestionswith1pointperquestion,thefourthpassagehadtenmatchingquestionswith0.5pointperquestion,andthelastpassagehadfiveshort-answerquestionswith1pointperquestion.Thescoresofpre-testandpost-testwerecollectedandanalyzedbymeansofSPSS23.0andExcel.Thequestionnaire(seeAppendixⅢ)concernedaboutstudents’interests,attitudesandautonomouslearninginEnglishreading.Therewerefifteenquestionswitheachgivenfivechoicesinaccordancewithfive-pointLikertscale:stronglydisagree,disagree,neutral,agreeandstronglyagree.Bothexperimentalclassandcontrolclassweresupervisedtofinishthequestionnaireduringtheclassbeforethe23 ChapterThreeMethodologyfinalone.TheresultsofthequestionnairewerecollectedandanalyzedbymeansofExcelandSPSS23.0.Theinterview(seeAppendixⅣ)wasconductedinChineseafterclassduringthetwelfthweek.Fivestudentswereselectedatrandomineachclass,andwererequiredtoanswerfivesetquestionsbasedontheirtruefeelingsandreallearningsituation.Duringtheinterview,theconversationswererecordedbytheauthorforfurtheranalysis.Aftertheirinterview,studentswererequiredtowritedowntheirgeneralwordstoeachquestionfortherecord.3.4ResearchProcedures3.4.1ExperimentalProcessBeforetheexperiment,fortheexperimentalclasstaughtbythePOAteachingmodel,theauthordeliveredanintroductiontocollegeEnglishcourseandfurtherillustratedtheteachingdesignbasedonthetheoreticalsystemofPOA.Thus,studentsintheexperimentalclasswereclearaboutthecoursedesignandtooktheinitiativetoadjusttheirlearningattitudes.Inaddition,thereadingpre-testwasconductedforboththeexperimentalclassandthecontrolclassinthefirstweek.Thetestresultswerecollectedandanalyzedtomeasurethereadingproficiencyofstudentsineachclass.Duringtheexperimentalprocess,theexperimentalclassandthecontrolclassweretaughtdifferentlybytheauthorfromthesecondweektothetwelfthweek.Thecontrolclasswasinstructedbythetraditionalteachingmethod,whiletheexperimentalclassisguidedbythePOAteachingmodel.Specificclassroominstructionswereelaboratedinthefollowingsectionofexperimentalimplementation.Besides,theinterviewwasconductedthroughfiveopen-endedquestionsinthetwelfthweek.Aftertheexperiment,allstudentsfromthetwoclassesweresupervisedtocompletethequestionnaireduringtheclassbeforethefinalone.Inthefinalexaminationweek,allthestudentswererequiredtotakethesameclosed-bookexam.Theirscoresofthereadingcomprehensionweretakenasthepost-testdata,which24 ChapterThreeMethodologywereanalyzedtotestifythepositiveinfluenceofthePOAteachingmodelonstudents’readingproficiency.3.4.2ExperimentalImplementationStudentsfromtheexperimentalclassandthecontrolclassweretaughtbythesamecoursedesign,includingreadingclass,listeningandspeakingclass,writingclass,andrevisionclass.Thedifferenceexistedinthereadinglessonplansandactivities,forthetraditionalteachingmodelinthecontrolclasswasteacher-centered,whilethePOAteachingmodelintheexperimentalclasswaslearningandusingintegrated.Inordertoacquireauthenticresultsfromtheexperimentalclass,studentswereonlyinformedofthePOAteachingdesignwithoutbeingdeliberatelytoldtheessenceoftheexperiment.3.4.2.1TraditionalReadingTeachingModelintheControlClassInthecontrolclass,thetraditionalteachingmethodwasimplementedaroundthetextmaterialsandcorrespondingexercises.Studentsreceivedknowledgeinputmerelyfromtheteacherandthetexts,andcarriedoutlanguageoutputaroundthepost-readingactivities.Thetraditionalteachinginstructionswerecarriedoutasfollows:1)Beforethereading,theteacherguidedstudentstoreadandlearnthenewwordsorkeyphrasesofthereadingmaterials.Inaddition,theteachermadearoughintroductiontothebackgroundknowledge.2)Duringthewhile-readingprocess,studentswererequiredtoreadthewholepassageandthenfinishedthecorrespondingexercises.Ifpossible,studentsunderlinedthewordsorsentencesthattheydidnotunderstand,andconsultedtheteacherlater.3)Afterthereading,theteacherfirstexplainedthetextatlength,coveringtranslation,lexicalanalysis,anddiscourseanalysis.Thentheteachercheckedstudents’answerstothereadingexercises.Ifnecessary,questionsfromindividualstudentswereresolvedinclass.Studentstaughtbythetraditionalteachingmodelwerepassivetoreceive25 ChapterThreeMethodologylanguageinputandweremechanizedtocompletetheoutputtasks.Therefore,theycouldnotderivethepleasureandthesenseofaccomplishmentfromreading,evengotboredorfeltfearful,whichfurtherhinderedtheirreadinginterestsandlearningautonomy.Apparently,theteacherplayedadecisiveroleintheimpartationofknowledgeandtheorganizationofoutputtasks.Studentsreliedheavilyontheteacher’sinstructionandhardlyhadtheopportunitiestolearnautonomouslyanddidsomecriticalthinking.Inthelongterm,eventhoughtheteacherdevotedagreatdealofexpertisetothereadingteaching,theresultcouldbecounterproductive.Forstudents,theylearnedreadingwithdoubleeffortsbutonlyendedupwithhalfachievement.3.4.2.2POAReadingTeachingModelintheExperimentalClassDifferentfromtraditionaltext-centeredteachingmethod,thePOAteachingmodeladvocatesthatstudentslearntoapplywhattheyhavelearnedfromthetexts.Intermsoftheteachingprocess,POAconsistsofthreevitalcomponents,namelymotivating,enabling,andassessing.Theteacherplaysaleadingandscaffoldingroleasanintermediaryinthesethreephases.Duringthemotivatingphase,theteacherdesignsapracticalcontextandassignscommunicativetaskstostudents.Studentsareinspiredtocompletethechallengingtasks,andmeanwhilerealizetheirshortcomingsinlearning.Duringtheenablingphase,theteacherprovidesstudentswithnecessaryinputmaterialsandsupervisesthemtocompletetheoutputtasksthroughselectivelearning.Duringtheassessingphase,theteacherchecksstudents’readingresultsandimplementsteachinginviewoftheirreality,orgivefeedbacktargetingtheirafter-classperformance.Thetypesofassessmentarevaried,suchaspeerevaluation,inter-evaluationamonggroups,andteacher-studentco-evaluation.Intheexperimentalclass,thereadingteachingmodelwaslearning-centeredandoutput-orientedthroughpracticaltasks,whichstimulatedstudents’interestsinlearningandboostedtheirlearningautonomyaswellascollaborativelearning.Meanwhile,theteacherdulyassistedstudentsinimplementingandcompletingtheoutputtasks.Accordingly,theteachingprocessofPOAconstitutedthereadingcurriculumintheexperimentalclass,namelymotivating,enabling,andassessing.The26 ChapterThreeMethodologydetaileddesignofteachingprocesswasdefinedasfollows:Inthemotivatingphase,thereadingclassstartedwithoutputtasks.Theteacherfirstgraspedthegistandlanguagepointsofreadingtextsineachunit,andthenselectedarelatedtopicwithpotentialcommunicativevalue.Studentswererequiredtobedividedintosixgroupsintheintroductoryweeksincethereweresixunitstobetaughtinthissemester.Sixgroupstookturnstogiveafive-minuteoralpresentationinaccordancewiththetopicofeachunitprovidedbytheteacher.Theformoforalpresentationwasdecidedbygroupmembers,suchasindividualreportandconversation.Everygroupwasrequiredtohandinthescriptoforalpresentationinadvancefortheteachertorecordandgrade.Duringstudents’producingprocess,theteacherfocusedonwhethertheoutputcontentswererelevanttothetopicofreadingtexts.Ifstudents’outputperformancewasnotaccurateorcomplete,theteacherstressedthereadingobjectivesandremindedthemtocorrectandsupplementtheirproductionthroughfurtherreading.Therefore,studentscouldrealize“thegapintheirILknowledgeinanattempttoproducetheTL,whichthenpromptsthemtosolvetheirlinguisticdeficiencyinwaysthatareappropriateinagivencontext”(Izumi,2002,p.545-546).Intheenablingphase,theteacherplayedascaffoldingrolebyfacilitatingstudentstoprocessinputmaterials.First,theteacherprovidedstudentswithnecessaryreadingmaterialsrelevanttothetopicoftextsinthisunit,andthenrequiredthemtosharewhattheycouldlearnorthinkafterreadingwithgroupmembers.Therepresentativeofeachgrouppresentedandexchangedtheiropinionsinclass.Second,theteacherguidedstudentstoprocesstheinputmaterialsfromtexts,andmeanwhilespurredthemtocomprehendandselectusefulinputinformationsoastofulfillspecificoutputtasks.Third,theteacherselectedawritingtopicrelevanttothethemeoftextsinthisunitanddepictedapracticalcontextwhichisconducivetostudents’creativewriting.Studentscouldcompletethewritingtaskafterclass,forstudentsmightneedtogatherandselectrelevantreadingmaterialsforexpressingtheircriticalthinkinginwriting.Thus,studentsprocessedinputmaterialsefficientlythroughselectivelearningandimplementedtheLearning-usingIntegratedPrinciple.Intheassessingphase,Teacher-StudentCollaborativeAssessment(TSCA)was27 ChapterThreeMethodologyadvocated,targetingattheoutputpresentationinclassandaccomplishmentsafterclass.Duringtheclass,theteacherfirstaskedsomestudentstocommentontheoralpresentationortosupplementtheirownopinionsonthetopic,andthenprovidedremedialteachingafterdiscoveringtheirdeficienciesinreading(e.g.,cooperation,languagefluency,andlanguageaccuracy).Inaddition,theteacherjudgedstudents’readinglevelsandrequirementstatusontheiroutputproduction,anddulyadjustedthefollowingteachingplan.After-classoutputtasksweremainlywritingtaskswhichwererequiredtocompletewithinasetperiodoftime.Theteachercheckedandcommentedonstudents’writingpapers,andmeanwhilemaintainedarecordofresultsforroutineassessment.Studentswerealsoencouragedtocommentonrepresentativewritingpapersinclass,whichcouldkindletheirdesiretopursuebetteroutputperformancethroughin-depthreadingafterclass.Thesignificanceofassessingwastopromotestudents’learningautonomyandself-reflectionforfurtherprogressratherthancommentstudentswithdifferentscores.3.5SummaryInordertoverifythepositiveimpactofPOAteachingmodelofEnglishreadingonstudents’readingproficiency,interests,andautonomouslearning,thestudycarriedoutacomparativeexperimentintwoparallelclasses.ThetwoparallelclassesweretaughtbyaseparateteachingmodelofEnglishreading,thecontrolonebythetraditionalteachingmodelandtheexperimentalonebythePOAteachingmodel.Bothqualitativeandquantitativeresearchmethodswereadoptedinthestudyinordertoobtainobjectiveandauthenticdata.Specifically,thedataofquantitativeanalysiswerefrompre-test,post-testandquestionnaire,andthedataofqualitativeanalysisweremainlyfromthefeedbackofstudents’interview.DetailedResultsanddiscussionsoftheexperimentaretobeelaboratedinChapterFour.28 ChapterFourResultsandDiscussionsChapterFourResultsandDiscussions4.1ChapterOverviewThischapterpresentstheresultsandprovidesthediscussionsofthepresentstudybasedontheanalysisofdatafromEnglishreadingtests,questionnaire,andinterview.Throughthecomparativeanalysisontheresultsfrombothqualitativeresearchandquantitativeresearch,thestudycanverifywhetherstudentsintheexperimentalclasshadachievedbetterreadingproficiency,showedmoreinterestsinreading,tookmoreinitiativeinreadinglearningandheldmorepositiveattitudestowardstheteachingmodelthanstudentsinthecontrolclass.4.2AnalysisonEnglishReadingTests4.2.1AnalysisonPre-testThesamereadingcomprehensiontestwasconductedinthefirstweekforbothexperimentalclassandcontrolclass,whichaimedtotestifywhethertheEnglishreadinglevelbetweenthesetwoclasseshadasignificantdifferencebeforetheexperiment.Thepre-testconsistedoffivepassageswithatotalscoreof35points.Thescoresofpre-testwerecollectedandanalyzedbymeansofExcelandSPSS23.0.Table4.1illustratesthatthemeanscoreofthecontrolclasswas23.24withStandardDeviation0.601,whilethemeanscoreoftheexperimentalclasswas23.26withStandardDeviation0.972.Itcanbediscoveredthattheaveragereadingscoresofthecontrolclassandtheexperimentalclasswereclosewithslightdifferenceof0.02.Table4.1GroupStatisticsforPre-testbeforetheExperimentClassNMeanStd.DeviationStd.ErrorMeanControlclass4623.244.0780.601Pre-testExperimentalclass4623.266.5940.97229 ChapterFourResultsandDiscussionsAccordingtothetableofIndependentSampleTest(Table4.2),thesignificantlevelofLevene'sTestforEqualityofVarianceswas0.033<0.05,whichimpliedthatthevariancesofthepre-testwerenotequalinthecontrolclassandtheexperimentalclass.Statisticsoftherow“Equalvariancesnotassumed”weretakentoanalyzeandexplainthedifferenceinreadinglevelbetweenthecontrolclassandtheexperimentalclass.Therewasnosignificantdifferencebetweenthepre-testscoresofthecontrolclassandtheexperimentalclass,sincet=-0.019,df=75.027,p=0.985whichwasmuchhigherthan0.05.Table4.2IndependentSampleTestforPre-testbeforetheExperimentSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceEqualvariances4.6760.033-0.01990.0000.985-0.0221.143assumedEqualvariances-0.01975.0270.985-0.0221.143notassumedTherefore,wecanconcludethatthecontrolclassandtheexperimentalclasswereparallelinEnglishreadinglevelbeforetheexperiment.Itwasfeasibleandreliabletoconducttheresearchbasedontheexperimentaldesignthatclass1701wasthecontrolclassandclass1703wastheexperimentalclass.4.2.2AnalysisonPost-testThereadingcomprehensionpartofthefinalexaminationinthetwelfthweekwastakenasthepost-testforbothcontrolclassandexperimentalclass,whichaimedtoprovewhethertheimplementationofPOAinEnglishreadingteachinghadapositiveinfluenceonstudents’readingproficiency.Thecompositionofthepost-testwassamewiththatofpre-test,includingfivepassageswithatotalscoreof35points.FromTable4.3,itcanbeknownthatthemeanscoreandStandardDeviationofthecontrolclasswere24.05and4.201respectively,whilethemeanscoreandStandardDeviationoftheexperimentalclasswere28.50and3.547respectively.Themeanscoreoftheexperimentalclasswasmuchhigherthanthatofthecontrolclass30 ChapterFourResultsandDiscussionswithadiscrepancyof4.45.Inaddition,thedifferenceinmeanscorebetweenthesetwoclassesaftertheexperimentwasremarkablecomparedwiththatbeforetheexperimentshowninTable4.1.ItindicatedthattheexperimentalclassguidedbythePOAteachingmodeloutperformedthecontrolclassinthepost-test.Tables4.4showsthatthevariancesofthepost-testinthecontrolclassandtheexperimentalclasswereequal,forthesignificantlevelofLevene'sTestforEqualityofVarianceswas0.263>0.05.Statisticsoftherow“Equalvariancesassumed”demonstratedthatt=-5.484,df=90.000,p=0.000<0.05,whichprovedthattherewasadistinctchangeofreadingproficiencybetweenthecontrolclassandtheexperimentalclassaftertheexperiment.Inotherwords,theexperimentalclassgreatlyimprovedtheirEnglishreadingscoresaftertheexperimentandtheimplementationofPOAinEnglishreadingteachinghadexertedapositiveinfluenceonstudents’readingproficiency.Table4.3GroupStatisticsforPost-testaftertheExperimentClassNMeanStd.DeviationStd.ErrorMeanControlclass4624.054.2010.619Post-testExperimentalclass4628.503.5470.523Table4.4IndependentSampleTestforPost-testaftertheExperimentSig.MeanStd.ErrorFSig.tdf(2-tailed)DifferenceDifferenceEqualvariances1.2680.263-5.48490.0000-4.4460.811assumedEqualvariances-5.48487.5380-4.4460.811notassumed4.2.3ComparativeAnalysisbetweenPre-testandPost-testTable4.5andTable4.6illustrateathoroughcomparisonofpre-testandpost-test.31 ChapterFourResultsandDiscussionsThereexistedagreatdiscrepancybetweenthetwoincreasingdegrees,althoughthemeanscoresofpost-testinthecontrolclassandtheexperimentalclasswerebothhigherthanthatofpre-test.Aftertwelveweeks’experimentofEnglishreadingcourse,themeanscoreofthecontrolclassraisedfrom23.24to24.05withthetinyincreasingchangeof0.81,whilethemeanscoreoftheexperimentalclassraisedfrom23.26to28.50withthedistinctincreasingchangeof5.24.Thechangeoftheexperimentalclassaftertheexperimentwas4.43pointshigherthanthatofthecontrolclass.Therefore,wecaneasilyderivethatEnglishreadingproficiencyoftheexperimentalclasshadbeenevidentlyimprovedwiththePOAteachingmodel.Incontrastwiththeexperimentalclass,thereadingproficiencywasnotamelioratedmuchinthecontrolclasstaughtbythetraditionalteachingmethod.Inaddition,thep-valueofPairedSamplesTestforpre-testandpost-testshowninTable4.6furtherattestedtothepositiveeffectoftheimplementationofPOAinEnglishreadingteaching.Intheexperimentalclass,t=7.392,df=45,p=0.000<0.05,whichillustratedthattherewasasignificantdifferencebetweenthepre-testandthepost-testofexperimentalclassafterseveralweeksofthePOAreadingteachingmodel.Conversely,therewasnonoticeabledifferencebetweenthepre-testandthepost-testofcontrolclasswitht=1.989,df=45,p=0.053,forthep-valuewashigherthan0.05.Therefore,wecanconcludethatthetraditionalteachingmethodcouldnoteffectivelyhelpstudentsinthecontrolclassimprovetheirEnglishreadingproficiency.Table4.5PairedSamplesStatisticsforPre-testandPost-testintheControlClassandtheExperimentalclassMeanNStd.DeviationStd.ErrorMeanPre-test23.24464.0780.601ControlclassPost-test24.05464.2010.619Pre-test23.26466.5940.972ExperimentalclassPost-test28.50463.5470.52332 ChapterFourResultsandDiscussionsTable4.6PairedSamplesTestforPre-testandPost-testintheControlClassandtheExperimentalclassStd.Std.ErrorSig.MeanDeviationMeantdf(2-tailed)ControlPre-test-0.8152.7800.4101.989450.053classPost-testExperimentalPre-test-5.2394.8070.7097.392450.000classPost-testTosumup,thecontrolclassandtheexperimentalclasswerecomparableintheEnglishreadingproficiencybeforetheexperiment,sincethep-valueforpre-testwasmuchhigherthan0.05(p=0.985).Aftertheexperiment,theresultsandanalysisofpost-testshowedthatthemeanscoreoftheexperimentalclasswasapparentlyhigherthanthatofthecontrolclasswiththedistinctscoregapof4.43.Inaddition,thereexistedasignificantdifferencebetweenthepre-testandthepost-testintheexperimentalclass(p=0.000<0.05),whiletherewasnoapparentdifferencebetweenthepre-testandthepost-testinthecontrolclass(p=0.053>0.05).Therefore,itwasevidentlyprovedthatthePOAreadingteachingmodelconductedintheexperimentalclasswasmoreeffectivethanthetraditionalteachingmethodappliedinthecontrolclass.TheimplementationofPOAinEnglishreadingteachingcouldfacilitatestudentstoimprovetheirreadingproficiency.4.3AnalysisonQuestionnaireThequestionnairewasdividedintothreedimensions,includingfifteenquestionsintotal,eachsetwithfivequestions.Specifically,question1to5weredesignedtoprobestudents’interestsinEnglishreadingafterawholeterm’slearning.Question6to10aimedtoexplorestudents’autonomouslearninginreadingduringsemester-longlearning.Question11to15weredesignedtoobtainstudents’attitudestowardstheteachingmodelwhichtheywereguidedbyinthissemesterrespectively.Studentsweresupervisedtofinishthequestionnaireduringtheclassinorderto33 ChapterFourResultsandDiscussionsguaranteethevalidityofresults.Ninety-twoquestionnairesweredistributedtothetwoclasses,buteighty-sixquestionnaireswerereturnedandutilizedinthedataanalysissincethereweresixstudentsabsentintotal.TheresultswerecollectedandanalyzedbymeansofExcelandSPSS23.0.4.3.1Students’InterestsinEnglishReadingTable4.7demonstratesdifferencesinreadinginterestsbetweenthecontrolclassandtheexperimentalclassafteronesemester.Asforquestion1,itwasclearlyseenthat70.1%studentsintheexperimentalclasslikedEnglishreadingcourseinthissemester,whileonly23.4%studentsinthecontrolclasssharedthesameopinion.Besides,itshouldnotbeignoredthatmorethanhalfofstudentsinthecontrolclass(52.4%)didnotlikethereadingcourseinthissemester.Thepercentagesofstudentsintheexperimentalclasswhocompletedreadingtasksoutofinterestswere23.2%(stronglyagree)and36.8%(agree)forquestion2,whereasonly7.1%studentsinthecontrolclassstronglyagreedor13.7%studentsagreedonthisviewpoint.Asforquestion3,34.4%studentsintheexperimentalclassagreedor32.7%ofthestudentsstronglyagreedthattheycouldderivepleasurefromreadinglearninginthissemester.However,nearlyhalfofthestudentsinthecontrolclass(11.4%stronglydisagree,and39.3%disagree)deniedthisopinion.Theresponsetoquestion4indicatedthatthePOAreadingteachingmodelwasproveneffectiveatstimulatingstudents’interestsinreadinglearningintheexperimentalclasswiththeresultsthat32.9%studentsstronglyagreedor34.6%studentsagreedonthisopinion.Incontrast,thepercentagesofstudentsinthecontrolclasswhoagreedthatreadingclassstimulatedtheirinterestsinEnglishreadinginthissemesterwereonly4.3%(stronglyagree)and17.7%(agree).Asforquestion5,comparedwiththefirstfourquestions,althoughtheapprovalpercentagesofstudentsinthecontrolclassincreasedtosomedegree(23.6%agree,and17.4%stronglyagree),therewerestillmorestudentsintheexperimentalwhosupportedthisviewpointwiththeapprovalrateat71.7percent(40.5%agree,and31.2%stronglyagree).FromTable4.7,itwaspositivelyevidencedthattheimplementationofPOAinreadingteachingwasconducivetostimulatingstudents’readinginterests,whereasthe34 ChapterFourResultsandDiscussionstraditionalteachingmodelwentagainsttheinspirationofstudents’interests.Mostofthestudentsintheexperimentalclassshowedinterestsinreadinginthissemester,andthustheywerestimulatedtotaketheinitiativeinreadingandgainedsatisfactionorpleasurefromreading.Incontrast,themajorityofstudentsinthecontrolclasswerenotinterestedinreadingandconsideredreadinglearningasadepressingburden.Therefore,mostofthemdidnotenjoythepleasureofreadinglearningandeventendedtotakethetasksforgranted.Inaddition,althoughseveralstudentsintheexperimentalclasswererelativelyneutraltowardstheirinterestsinreading,therewasstillapossibilitytoconverttheiropinionspositively.Table4.7DifferencesinStudents’ReadingInterestsbetweentheControlClassandtheExperimentalClassStronglyStronglyDisagreeNeutralAgreedisagreeagree1.IlikeEnglishreadingcourseinCC18.9%33.5%24.2%15.8%7.6%thissemester.EC2.1%12.3%15.5%37.1%33.0%2.IcompletereadingtasksoutofCC26.5%28.9%23.8%13.7%7.1%interests.EC1.9%13.0%25.1%36.8%23.2%CC11.4%39.3%27.8%16.7%4.8%3.Icanderivepleasurefromreadinglearninginthissemester.EC2.3%11.7%18.9%34.4%32.7%CC10.7%38.5%28.8%17.7%4.3%4.Readingcoursestimulatesmyinterestsinreadinglearning.EC2.4%12.7%17.4%34.6%32.9%5.KnowledgelearnedfromEnglishCC11.30%17.60%30.10%23.60%17.40%readingclasshelpsmesolvesomepracticalproblemsindailylife.EC0.00%2.10%26.20%40.50%31.20%EC:ExperimentalclassCC:Controlclass4.3.2Students’AutonomousLearninginReadingQuestion6to10aimtoevidencewhethertheimplementationofPOAteachingmodelinreadinghadpositivelyinfluencedstudents’autonomouslearningduring35 ChapterFourResultsandDiscussionssemester-longlearning.Table4.8illustratesthatmostofthestudentsintheexperimentalclassweremoreproactiveinreadinglearningthanstudentsinthecontrolclass.Forquestion6,72.4%studentsintheexperimentalclassagreedthattheywouldadoptvariedmethodstofigureoutunknownlinguisticknowledge(45.2%agree,and27.2%stronglyagree),whilemorethanhalfofstudentsinthecontrolclassheldanegativeresponsetothisquestionwiththetotalpercentageat56.8%(24.3%stronglydisagree,and32.5%disagree).Likewise,64.4%studentsinthecontrolclassdidnotselectivelypreviewtheinputmaterialsbeforethereadingclass,whichtookupthemajorityofstudents.Incontrast,theresponsetoquestion7intheexperimentalclasswasmuchbetterwiththetotaldisapprovalpercentageatonly10.1%.Asforquestion8,39.8%studentsintheexperimentalclassagreedor32.6%ofthestudentsstronglyagreedthatafterthereadingclasstheyusuallyreviewedandintrospectedwhattheyhadlearned,whileveryfewstudentsinthecontrolclassheldthesameopinion(8.7%agree,and2.2%stronglyagree).Apartfromthereadingmaterialslearnedintheclass,moststudentintheexperimentalclassoftenreaddifferenttypesofreadingmaterialsintheirsparetimetoenrichtheirknowledge,whichoccupied63.5%ofthewholeclass(42.4%agree,and21.1%stronglyagree).However,theresponsetoquestion9inthecontrolclasswasradicallydifferent.Tobespecific,thepercentagesofstudentsinthecontrolclasswhocarriedoutsuchlearningstrategywereonly6.9%(agree)and3.5%(stronglyagree).Intermsofstudents’learninginitiativeingroupcooperationofquestion10,anumberofstudentsintheexperimentalclassagreedthattheirlearningenthusiasmcouldbeaffectedbypeer’slearningattitudes(30.3%agree,and36.9%stronglyagree).Nevertheless,although41.3%studentsinthecontrolclassconveyedaneutralattitudetowardsthisviewpoint,thepercentageofstudentswhoexpressedanegativeattitudewas33.1%intotal(8.7%stronglydisagree,and24.4%disagree),whichwasstillhigherthanthefavorablepercentage25.6%altogether(17.4%agree,and8.2%stronglyagree).TheaboveanalysisonTable4.8stronglysubstantiatedthepositiveinfluenceoftheimplementationofPOAteachingmodelonstudents’autonomouslearninginreading.Comparedwithstudentstaughtbythetraditionalteachingmethod,studentsguidedbythePOAteachingmodelweremoreproactiveinsolvingproblemsduring36 ChapterFourResultsandDiscussionslearning,whichmadeforarousingtheirinterestsandmotivationinturnandpropelledtheirenterpriseinbetterperformance.Incontrast,studentstaughtbythetraditionalteachingmethodwerepassivetoacceptwhattheteacherhadindoctrinatedduringtheclassinsteadofadoptingactivelearning.Comparedwithindividuallearning,learninginthecooperationgroupcouldlargelyenhancelearners’learningmotivationandtheirsenseofresponsibilityinordertoachievecommonlearningobjectives(Johnsonetal.,1998;Keith&Anne,2010).Therefore,studentsdirectedbythePOAteachingmodelweremuchmorelikelytoparticipateincooperativelearningthanthosewhoweremoreinstructeddirectlybyteachersunderthetraditionalmethod.Table4.8DifferencesinStudents’AutonomousLearninginReadingbetweentheControlClassandtheExperimentalClassStronglyStronglyDisagreeNeutralAgreedisagreeagree6.IwillfigureoutunknownlinguisticCC24.30%32.50%23.40%11.50%8.30%knowledgethroughvariedmethods.EC0.00%9.30%18.30%45.20%27.20%7.IusuallyselectivelypreviewtheCC29.80%34.60%22.10%13.50%0.00%readingmaterialsbeforethereadingclass.EC1.40%8.70%24.80%32.70%32.40%8.Afterthereadingclass,IusuallyCC28.70%32.80%27.60%8.70%2.20%reviewandintrospectwhatIhavelearned.EC2.80%5.80%19.00%39.80%32.60%9.IoftenreaddifferenttypesofCC22.70%27.60%39.30%6.90%3.50%readingmaterialsinmysparetime.EC0.00%11.50%25.00%42.40%21.10%10.IalwaysactivelysharemyCC8.70%24.40%41.30%17.40%8.20%perceptionandinsightinreadingwithgroupmembers.EC2.80%7.50%22.50%30.30%36.90%EC:ExperimentalclassCC:Controlclass4.3.3Students’AttitudestowardstheImplementationofTeachingModelAsshowninTable4.9,students’attitudestowardstheteachingmodelwhichtheywereguidedbyinthissemesterrespectivelywereradicallydifferent.Theanswer37 ChapterFourResultsandDiscussionstoquestion11revealedthat80.5%studentintheexperimentalclassagreedthattheyhadmanyopportunitiestopracticeEnglishinreadingclass,whileonly24.3%studentsinthecontrolclassagreedonthat.IntermsofoutputcompetenceinEnglishreadingclass,37.6%studentintheexperimentalclassagreedor29.1%ofthestudentsstronglyagreedthattheiroutputabilities,suchasspeakingandwriting,hadbeengreatlyenhancedinEnglishreadingclass.However,mostofthestudentsinthecontrolclassdidnotrecognizeitassuchandheldnegativeattitudeswiththetotalpercentageat57.9%(28.7%stronglydisagree,and29.2%disagree).Asforquestion13,morethanhalfofstudentsinthecontrolclass(25.9%stronglydisagree,and32.4%disagree)expressednegativeattitudestowardstheopinionthatgroupcooperationfacilitatedtocultivatetheirspiritofcriticalthinking.Apparently,studentsintheexperimentalclasssignificantlyopposedtotheattitudesofstudentsinthecontrolclass,including64.9%studentsinfavorofthisviewpoint(41.4%agree,and23.5%stronglyagree).Studentsintheexperimentalclassrespondedpositivelytoquestion14withthetotalfavorablepercentageat73.6%(40.4%agree,and33.2%stronglyagree).Although27.9%studentsinthecontrolclassagreedonthisviewpoint,itcouldnotbeignoredthat39.4%studentsremainedneutral,whichindicatedthatstudentsinthecontrolclassremainedskepticalaboutteacher’sscaffoldingroleinclass,althoughtheyreliedheavilyontheteacherundertheguidanceoftraditionalteachingmodel.Asforquestion15,38.1%studentsintheexperimentalclassagreedor39.3%ofthestudentsstronglyagreedthattasksassignedbytheteacherswerecommunicativeandclosetoreallife.Muchlessthanthenumberofstudentsintheexperimentalclasswhosupportedthisopinion,only13.0%studentsinthecontrolclassheldthesameviews(9.8%agree,and3.2%stronglyagree).Fromaboveanalysis,theconclusionscanbegeneratedthatthePOAreadingteachingmodeleffectivelyimpelledstudentstoproduceinEnglishandmeanwhilecultivatedtheirspiritofcriticalthinkinginlearning.AccordingtotheWhole-personEducationPrinciple,theinstrumentalgoalandhumanisticgoalofforeignlanguagecurriculumshouldbeofequalimportancewhichcontributestothecultivationoftalentswithcomprehensiveabilities.Itwasclearthatthetraditionalteachingmethodinteachingwasfarfromtherequirementssincestudentsinthecontrolclassdidnot38 ChapterFourResultsandDiscussionsachievenecessaryoutputcompetenceandcriticalthinkingabilities.Inaddition,itcanbededucedthatmostofthestudentsintheexperimentalclassapprovedteacher’sscaffoldingroleinEnglishreadingclass,whichcanboosttheimplementationofPOAteachingprinciplesincollegeEnglishclass.AccordingtothetheoriesofPOA,everystageoftheteachingprocessshouldbringteacher’sscaffoldingroleintofullplayinsteadofcompletelylettingstudentsdecideandcontroltheirlearningorentirelytakinginchargeoftheteachingcontentsorobjectives.Therefore,teacher’sexpertiselevelplaysacrucialroleintheefficiencyofPOAteachingmodel.Theteachershoulddesigntheoutputtaskselaboratelyandmaketargetedassessmentsonstudents’outputperformance.Thus,studentscanobtainprofessionalguidanceandpracticaladvicethatwillactuallypromotetheirself-reflectionaswellasindependentlearning.Table4.9DifferencesinStudents’AttitudestowardstheImplementationofTeachingModelbetweentheControlClassandtheExperimentalClassStronglyStronglyDisagreeNeutralAgreedisagreeagree11.IhavemanyopportunitiestoCC16.80%36.30%22.60%16.10%8.20%practiceEnglishinreadingcourse.EC0.00%7.90%11.60%38.10%42.40%12.MyspeakingandwritingabilitiesCC28.70%29.20%17.70%16.80%7.60%havebeengreatlyenhancedinEC0.00%11.90%21.40%37.60%29.10%Englishreadingcourse.13.GroupcooperationhascultivatedCC25.90%32.40%21.30%13.90%6.50%myspiritofcriticalthinking.EC2.40%4.80%27.90%41.40%23.50%14.TheteacheroftenprovidesmewithCC10.50%22.20%39.40%22.30%5.60%expertiseandhelpfulassessmentonEC0.00%7.80%18.60%40.40%33.20%myperformanceoftasks.15.IthinktasksassignedbytheCC25.90%41.50%19.60%9.80%3.20%teacherarecommunicativeandclosetodailylife.EC0.00%2.40%20.20%38.10%39.30%EC:ExperimentalclassCC:Controlclass39 ChapterFourResultsandDiscussions4.4AnalysisonFeedbackfromStudents’InterviewAttheendoftheexperimentalweek,fivestudentsfromeachclasswereinterviewedtoexplorestudents’attitudestowardsthereadingteachingandtheirself-reflectiononlearninginthissemester.Theteacherusuallyconversedwithstudentsafterclassandcaredabouttheirstudysoastobuildanequal,democraticandharmoniousrelationshipbetweentheteacherandstudents.Inordertoobtainstudents’authenticthoughtsandfeelingsaboutthereadingteachingandtheirself-reflectiononreadinglearninginthissemester,theinterviewwasconductedduringthebreakperiods.Theinterviewerswererecordedwithpermissionandwerealsorequiredtowritedowntheirwordstoeachquestioningeneralfortherecord.Theinterviewconsistedoffivequestionsasfollows:1)Pleasereviewyourpreviousexperiencesinreadinglearning.2)Whatdoyouthinkofthereadingteachingmodelinthissemester?3)Whatkindsofdifficultyhaveyouencounteredinyourreadinglearninginthissemester?Howdidyoudealwiththem?4)Doyouthinkyourreadingproficiencyhasbeenenhancedinthissemester?Ifyes,inwhataspect?5)Whatdoyouthinkisthegreatestaccomplishmentyouhaveachievedduringthissemesterofreadinglearning?Interviewerswerenumberedfrom1to10,number1to5representingstudentsfromtheexperimentalclassandnumber6to10forstudentsfromthecontrolclass.TheiranswersweretranslatedinEnglishandsummarizedbytheauthorasfollows:Student1:“Iusedtomemorizewordsandphrases.Iftheteacherassignedafter-classhomework,Iwouldfinishitinmostinstances.SometimesIjustlefttheunknownpartsandwaitedfortheteacher’sexplanationindetail.Nowthingsaredifferent.First,Ihavetocooperatewithmygroupmembersandpresenttheoutputperformanceinfrontoftheclass,whichurgesmetocollectadditionalreadingmaterialsrelevanttothetopicoftextsinthisunitandcontributemyviewstothetopic.Second,IammoreproactiveinlearningaftertheclassthanbeforesinceIamgreatlyinspiredbymygroupmemberswholearnseriouslyinthissemester.Ibenefit40 ChapterFourResultsandDiscussionsalotfromtheteamwork.”Student2:“Inthepast,IdependedtoomuchonmyEnglishteachersfortheyhadfullcontroloftheclassandputmeinpassivelearning.Therefore,Imistookthereadinglessonforgrammarlessonwhichwasnotinterestingandpractical.Duringthissemester,IhavemanyopportunitiestoproduceinEnglishandenrichmyknowledgethroughindependentlearningandgroupcooperation.Besides,Iammoreperseverantinreadinglearningalthoughsometimesthereadingtasksarechallengingforme.”Student3:“Beforethissemester,Ijustlookedupnewwordsinthedictionaryandthentranslatedthewholepassage.IquicklyforgotwhatIhadlearnedoncethereadinglessonended.However,IfindthatIcanputwhatIhavelearnedfromthereadingcourseintopracticeduringthissemester.Especially,Icanexpressmythoughtswithkeywordslearnedfromreadingmaterialsinoralorwritingtasks.AsformelearningEnglishistoenjoythefulfillmentofpracticingEnglishratherthancopewithexaminations.”Student4:“Iliketheteachingmodelinthissemester.Theteacherisverypatientandresponsibleforeverystudentintheclass.Mypreviousteacherjustmarkedscoresonstudents’assignmentswithouttargetedcommentoradvice.Thus,Ineithercaredaboutmyshortcomingsnorvaluedthereinforcementtasksaswell.However,Englishteacherinthissemesternotonlymakestargetedcommentsonstudents’performance,butalsoverifiesthefollow-upcorrectionsbasedontheirperformanceinothertasks.Ithinkitisnecessaryforstudentstopayattentiontotheirshortcomingsduringlearningincasethataccumulatedproblemswillfinallykillstudents’learningenthusiasm.”Student5:“Iamatimidpersonanddonotstandoutintheclass.IfeelnervousoranxiousatthebeginningofreadingcoursesinceIhavetoproduceinEnglishwithmanytasksinfrontofmyclassmates.Iusedtopassivelyacceptmyteacher’sinstructionandneverreallythinkaboutwhatthetextshaveactuallydeliveredtous.LaterIgetusedtothisteachingmodelwiththehelpofgroupmembersandtheteacher.Althoughmyprogressisslow,Ihavelearnedtothinkindependentlyandexplorenewthingswithcourage.”Student6:“Ihavenointerestsinreadinglearningastheteacherfocuseson41 ChapterFourResultsandDiscussionsgrammarteaching.Ithinkthereisnoneedtooveranalyzesentencepatternsorgrammarstructureswhatwehavelearnedintheseniorschool.Asforthosestudentswhodonotacquiretheknowledge,theyshoulddealwiththeirownproblemsaftertheclassthroughvariedmethods.”Student7:“Ifeeltheteachingmodelisthesameasbefore.Duringthereadingcourse,Iscarcelythinkaboutthethemeofreadingtexts,letaloneapplywhatIhavelearnedintopractice.Ijustunderlinethekeysentencesorwordsthattheteacherstresses.Unlessthereisanimportantexamwhichmaydeterminemyfinalscore,Iamnotproactiveinreviewingtheknowledgeindailylife.”Student8:“Themoodduringtheclassisverysubdued.Studentsdonotinteractwitheachotherandpretendtolistenearnestlyinmosttimes.Itseemsthatnobodycaresaboutwhatheorshecanreallylearnfromthiscourse.Ithinkitisnecessaryandbeneficialforstudentstocooperatewithgroupmemberssincehigh-expertisestudentscaninspirelow-expertisestudentsinlearningattitudesandstrategies.”Student9:“IstronglysuggestthattheteachershouldprovidestudentswithmoreopportunitiestoproduceinEnglishinsteadofdirectlyimbuingtheknowledgeintostudents.Ifstudentspracticewithmoreoutputtasks,theywillknowthepracticalityofknowledgeandmeanwhilecontinuallyimproveandperfecttheirperformance.”Student10:“IdonotknowhowtoapplywhatIhavelearnedfromreadingcourseintopractice.Asforme,theyarejustmeaninglesssentencesorwords.MaybetheyonlycomeinhandywhenItakeEnglishexaminations.IrecognizetheimportanceofEnglishreading,butIdonotknowhowtolearniteffectively.”Fromtheinterviewrecordsabove,threeviewpointscanbesummarizedasfollows:First,studentsfromboththeexperimentalclassandthecontrolclassheldnegativeattitudestowardsthetraditionalteachingmodelwhichoveremphasizedgrammarteaching.Aftertheexperiment,studentsintheexperimentalclassshowedmoreinterestsinreadinglearningandbelievedthatwhattheyhadlearnedfromreadingcoursewaspracticalandbeneficial.However,studentsinthecontrolclasswhowerestilltaughtbythetraditionalteachingmodeltooktheoppositeviews.Second,studentsintheexperimentalclassweremoreproactiveinreading42 ChapterFourResultsandDiscussionslearningthanstudentsinthecontrolclass.Theformerwouldtaketheinitiativetotackletheirproblemsthroughindependentlearningandgroupcooperation,whilethelatterlefttheproblemsaloneandpassivelyacceptedwhattheteacherhadtaught,evenonlypursuedthefinalscoreofexams.Third,studentsintheexperimentalclassgreatlybenefitedfromcooperativelearningandteacher’stargetedassessment,whichwasembodiedintheirautonomouslearningability,cooperativeabilityaswellascommunicativecompetence.Inaddition,itisnoteworthytomentionthatstudentsinthecontrolclassalsodemandedclassroominteractionthroughgroupcooperationsoastochangethedepressingatmosphereoflearning.4.5DiscussionsThroughtwelvewholeweeksoftheexperiment,theimplementationofPOAinreadingteachinghasachievedeffectiveandinstructiveoutcomeswhicharemainlyembodiedinfouraspects:students’readingproficiency,readinginterests,autonomouslearninginreading,andattitudestowardstheimplementationofPOA.Threereasonsforthepositiveresultscanbeconcludedasfollows:First,theteacherprovidescommunicativeandpracticaloutputtasksforstudents,whichstimulatestheirinterestsinpracticingEnglish.Fromtheanalysisonthequestionnaireandthefeedbackfromtheinterview,itisknownthatmostofthestudentsintheexperimentalclassthinktheknowledgelearnedfromreadingcourseisconducivetosolvingpracticalproblemsinreallife,whichstimulatesthemtoexplorenewknowledgeautonomously.Incontrast,themajorityofstudentsinthecontrolclasstakethereadingcourseforgrantedsincetheteachercontrolsthecoursecompletelyandthusgreatlyhinderstheirinnovationabilityaswellaspracticalability.Therefore,theteachershouldplayascaffoldingroleinstimulatingstudents’thirstforknowledgeinthecourseofapplicationratherthandirectlyinstillinthemavastamountofknowledgewithoutpracticalguidance.Second,readingcourseistakenmoreseriouslyintheexperimentalclassthaninthecontrolclass.Studentsintheexperimentalclasstaketheinitiativetograspthe43 ChapterFourResultsandDiscussionsthemeofreadingtextsthroughdifferentmethods,suchaspreviewandreview.Inaddition,theyarenotjustcontentwiththeknowledgelearnedfromtexts,butlongtoenrichtheirknowledgeandexchangeviewsthroughindependentlearningandcooperativelearning.However,studentsinthecontrolclassrelyheavilyontheteacherandfinallylackthemotivationtolearnnewknowledge.Oncetheyarerequiredtocompletethetasksindependently,theywillfeelthatlearningisaburdenortendtoescapefromproblems,whichrestrainsthemofcreativityandautonomousconsciousness.Asaresult,theteachershouldstimulatestudents’consciousnessoflearningautonomythroughvariedtargetedtasksandmakethemawareofthesignificanceoflearningbyusing.Third,thePOAteachingmodelcultivatesandenhancesstudents’comprehensiveabilityinusingEnglish.Accordingtothefeedbackfromtheinterview,studentsinboththeexperimentalclassandthecontrolclassexpresstheirdislikesofpreviousreadingcourse.However,sincetheiroutputcompetenceandcriticalthinkingabilityhavebeengreatlyenhancedthroughcompletingcommunicativeandpracticaltasks,studentsintheexperimentalclasshavechangedtheirmindaftertheexperiment.Meanwhile,theyapprovethepositiveinfluenceofteacher’sscaffoldingroleinfosteringtheirself-reflectionandindependentlearning.Incontrast,studentsinthecontrolclassdonotbenefitfromsuchteacher-centeredortext-centeredteachingmodel.Therefore,itisadvisedthatreadingteachingshouldstartwithcommunicativeoutputtasks,whichcanpropelstudentstorealizethecommunicativevalueoflanguageduringtheprocessofproducinganddevelopapositiveattitudetowardsbetterperformance.4.6SummaryFromthecomparativeexperiment,itcanbeobviouslyseenthatthemeanscoreoftheexperimentalclassincreasedsubstantiallyinthepost-testforreadingcomprehension,whereastherewasalmostnodifferencebetweenthepre-testandthepost-testinthecontrolclass.Inaddition,theexperimentalclassshowedmoreinterestsinreadingandbecamemoreproactiveinlearningthanthecontrolclassafter44 ChapterFourResultsandDiscussionstheexperiment.Meanwhile,moststudentsintheexperimentalclassheldmorepositiveattitudestowardstheteachingmodel,whilestudentsinthecontrolclassdidnot.Tosumup,suchgreatcontraststronglyevidencedthatstudentscouldmakesignificantprogressundertheguidanceofPOAteachingmodel.45 ChapterFiveConclusionChapterFiveConclusion5.1ChapterOverviewThispaperaimstostresstheimpactofPOAteachingmodeloncollegeEnglishreadingteaching.Duringtwelvewholeweeks’experiment,bothquantitativeandqualitativeanalysesareconductedtoexplorethechangesofstudents’readingproficiency,interestsinreadinglearning,autonomouslearninginreadingandattitudestowardsthisinnovativeteachingapproach.TheanalysisresultsstronglyevidencethefeasibilityandpracticalityofPOAincollegeEnglishreadingteaching.Thischaptermainlycoversmajorfindingsofthestudy,pedagogicalimplications,researchlimitations,andsuggestionsforfuturestudy.5.2MajorFindingsThroughdetailedanalysisontheresultsfromqualitativeandquantitativeresearch,themajorfindingsareasfollows:First,theimplementationofPOAinreadingteachinghaddramaticallyimprovedstudents’readingproficiency.Studentsintheexperimentalclassachievedhigherscoresthanstudentsinthecontrolclassaftertheexperiment.Second,thePOAteachingmodelinreadinghadpositivelystimulatedstudents’interestsinreadinglearning.Specifically,studentsintheexperimentalclassrecognizedthattheknowledgelearnedfromreadingcoursewasconducivetosolvingpracticalproblemsinreallife,whichsignificantlystimulatedtheirthirstforknowledge.Third,students’consciousnessoflearningautonomyhadbeencultivatedundertheguidanceofPOAteachingmodel.Theyweremoreproactiveinsolvingproblemsduringautonomouslearningandmeanwhilehadrealizedthesignificanceoflearningbyusing.46 ChapterFiveConclusionFourth,studentsheldpositiveattitudestowardstheimplementationofPOAinEnglishreadingteaching.Aftertheexperiment,students’outputcompetenceandcriticalthinkingabilityhadbeengreatlyenhancedthroughcompletingcommunicativeandpracticaltasks.Inaddition,theyapprovedthepositiveinfluenceofteacher’sscaffoldingroleinfosteringtheirself-reflectionandindependentlearning.5.3PedagogicalImplicationsBasedonthepositiveresultssummarizedinthepreviouschapter,suggestionsonapplyingPOAtocollegeEnglishreadingteachingaregiveninthehopeofprovidingsomepedagogicalrecommendationsandenlightenmentforfutureEnglishreadingteachinginChina.First,theteachershoulddesigncommunicativeandpracticaloutputtasks.AccordingtotheteachinghypothesisofPOA,theteachingprocessstartswithoutputandfinallyendsupwithoutcome.Exceptthatoutputtasksshouldfacilitatetheachievementofinstructionalobjectives,itisnoteworthythatstudentscanobtaininterestsandmotivationfromcompletingoutputtasks,whichpropelsthemtolearnautonomouslyandexplorenewknowledge.Therefore,outputtasksshouldbepracticalincommunicationandconducivetoenhancingstudents’communicativecompetenceduringtheprocessofproducing.Second,thescaffoldingroleoftheteachershouldbethoroughlyexertedinEnglishreadingteaching.POAemphasizesthescaffoldingroleofteachersintheteachingprocessratherthanmerelyregardsteachersasthefacilitator,consultantandhelperinclass(Wen,2017).Theteacherisextremelyhelpfulinstudents’constructionofknowledgethroughprovidingthemwithappropriateinputmaterialsandpracticaloutputtasks,whichinstructsthemtoselectivelylearntheinputmaterialsbasedontherequirementsofoutput.Inaddition,studentscanobtainprofessionalandtargetedassessmentsfromtheteacherandthenpromptlymakecorrectionsforbetterperformance.Third,students’consciousnessofautonomouslearningshouldberaisedthrough47 ChapterFiveConclusioncompletingoutputtasks.UndertheguidanceofPOAteachingmodel,outputtasksaredesignedinaccordancewithteachingobjectivesandpracticalityinreallife,whichdeterminesthatstudentsshouldtaketheinitiativeinlearningandthenexchangeviewsingroupcooperation.Therefore,theycanrealizetheirshortcomingsinthecomprehensiveabilityoflanguageapplication,andlongtoimprovetheiroutputperformancethroughself-reflectionandcriticalthinking.5.4LimitationsoftheStudyAftertheexperiment,theauthorisawareofthelimitationsofthepresentstudyduetothesmallsamplesize,theshortperiodofexperimentaltimeandtherelativelysimpleresearchapproach.First,thesamplesizewasonlyninety-two.Thewholeresearchsubjectswereallfromthesamemajor,whichmightnotrepresentthestudentsfromothermajorssincethelevelsofEnglishcapacityweredramaticallydifferentinabroaderrangeofnon-Englishmajorstudents.Second,theexperimentwasonlyconductedfortwelveweeks.Somestudentsmightneedmoretimetoadapttothisinnovativeteachingmodelandthustookanunequivocalstandinsteadofaneutralone.Morecomprehensivefindingsmightbeexploredthroughalongerdurationofanexperiment.Third,theresearchapproachwasquitesimple.Onlyonetypeofreadingtestwasconductedtoteststudents’readingproficiency,andtheanswersweremainlyextractedfromthereadingtextsdirectly.Consequently,students’creativityofexpressingopinionsinopen-endedquestionscouldnotbeadequatelyexaminedinsuchtypeofreadingtest.5.5SuggestionsforFutureStudySomesuggestionsareproposedforfuturestudyasfollows:First,thestudyontheimplementationofPOAincollegeEnglishreadingteachingshouldbeexpandedtoalargersamplesizewithdifferentcollegemajors,48 ChapterFiveConclusionwhichcontributestomoreconvincingresults.Second,thetimeofexperimentshouldbeenlargedinalongertermforEnglishlearningisaprogressiveprocessandstudents’progresscannotbeevaluatedmerelyyresultsofseveraltests.Third,furtherstudyshouldcompriseotherresearchonoutputproficiency,suchasoralandwritingability,soastocomprehensivelytestifythefeasibilityandpracticalityofPOAincollegeEnglishcourse.5.6SummaryoftheStudyThestudyprovesthepositiveimpactofPOAteachingmodeloncollegeEnglishreadingteaching,andmeanwhileverifiesthefeasibilityandpracticalityofPOAteachingmodelofEnglishreading.UndertheguidanceofPOA,collegeEnglishreadingteachingisstronglyrecommendedtostimulatestudents’interestsinreadingandcultivatetheircomprehensivelanguagecompetencethroughcommunicativeandpracticaloutputtasks.Besides,teachersshouldbringtheirscaffoldingroleintofullplayandprovideexpertsupportforstudentsduringtheprocessofproducing.Incontrasttothetraditionalteachingmodel,POAteachingmodelofEnglishreadingpropelsstudentstoconvertfrompassivereceiverstoactivecreators.Insummary,thestudypromotestheapplicationofPOAincollegeEnglishreadingteaching,whichinnovatesawideranddeeperstudyofPOAteachingmodel.Meanwhile,moreteachingpracticesfromdifferentperspectivesareeagerlyexpectedinthefuturetoenrichandperfectEnglishteachingdesignbasedonPOA.49 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AppendixⅠAppendixⅠReadingComprehension[35minutes]Directions:Thispartistotestyourreadingability.Thereare5tasksforyoutofulfill.Youshouldreadthereadingmaterialscarefullyanddothetasksasyouareinstructed.Task1Directions:Afterreadingthefollowingpassage,youwillfind5questionsorunfinishedstatements,numbered1to5.Foreachquestionorstatement,thereare4choicesmarkedA),B),C)andD).YoushouldmakethecorrectchoiceandmarkthecorrespondingletterontheAnswerSheetwithasinglelinethroughthecenter.WhatcanE-medical(E-med)offer?Weofferadvicewithyourownprivateonlinedoctorbye-mailorphone.Ifwecannotsortoutyourproblemsinthatmanner,wecanreferyoutoaspecialist(专家)inthefieldyouneedforfurtherinvestigationsorexaminations.Whatifyoucannotmakeadiagnosis(诊断)bye-mail?Whenwereceiveyoure-mailandthedoctorfeelsthatheneedstospeaktoyoutodiscussyourproblems,hewillcallyouimmediatelyandwecanhelpyouthatway.Butifwefeelitisnecessary,wemayaskyoutohaveavideoconsultationtomakeadiagnosisortotreatyou,orevenreferyoutoaspecialist.Whataboutmedicalinvestigations?Ifyouneedfurthermedicalinvestigationstoworktowardsadiagnosis,suchasbloodtestsorscans(扫描),yourE-meddoctorcanusuallyreferyoutoahospitalinLondon.Othermedicalinvestigationscanalsobearrangedremotely.TheresultwillbesenttoyourE-meddoctor,whocanthenadviseyouonwhattodonext.1.WecanlearnfromthepassagethatE-medserviceprovidesmedicaladvice_________.A)throughadoctor’svisitB)atacommunityhospitalC)fromamedicalcenterD)byemailorphone2.IfE-medserviceisunabletofindoutyourproblems,youwillbe.A)senttoacommunityhospitalB)askedtowaitforasolutionC)referredtoaspecialistD)givenfurtheradvice3.Ifnecessary,theE-meddoctorwillaskyouto.A)payhimapersonalvisitB)haveavideoconsultationC)haveanimmediateoperationD)payfortheserviceinadvance4.TheE-meddoctorswillreferthepatientstoahospitalinLondonif.A)medicalinvestigationscannotbearranged53 AppendixⅠB)theythinkthatfurtherdiagnosisisneededC)patientsinsistonbeingsenttothehospitalD)patientsarenotsatisfiedwiththediagnosis5.Whichofthefollowingcanbeusedasatitleofthepassage?A)E-medicalServiceB)VideoMedicalConsultationC)TraditionalMedicalDiagnosisD)RemoteMedicalInvestigationTask2Directions:Thefollowingisaletterabouthowtogiveasuccessfulparty,youwillfind5questionsorunfinishedstatements,numbered6-10.Foreachquestionorstatementthereare4choicesmarkedA,B,CandD.YoushouldmakethecorrectchoiceandmarkthecorrespondingletterontheAnswerSheetwithasinglelinethoroughthecenter.DearMary,Cooksomethingthatwouldletyouspendtimewithyourguests,Ifaguestofferstohelpyouinthekitchen,accepttheoffer.Itoftenmakespeoplefeelmorecomfortablewhentheycanhelp.Beforeservingdinner,whileyourguestsmakesmalltalksinthelivingroom,offerthemdrinks.Someguestsmaylikewine,butmakesuretoprovidesoftdrinksforpeoplewhodon’t.Atthedinnertable,letyourguestsservethemselves.Offerthemasecondservingaftertheyfinish,butdon’taskmorethanonce.Mostguestswilltakemoreiftheywant.Perhapsthemostimportantruleofallistobenatural.Treatyourguestsasyouwantthemtotreatyouwhenyou’reintheirhome—thatis，actnaturallytowardthem，anddon’ttrytoohardtobepolite.Haveagoodtimeinapleasantatmosphere.Ann6.FromthefirstletterwelearnthatMary________.A)isaskingforadviceongivingadinnerpartyB)knowsthesecretofgivingapleasantpartyC)isgoingtoattendadinnerpartyD)hassuccessfullyheldaparty54 AppendixⅠ7.Ann’sfirstpieceofadviceisthatMaryshould________.A)getthefoodreadybeforetheguestsarriveB)keeptheguestsawayfromthekitchenC)spendsometimewiththeguestsD)accepttheguests’offertohelp8.AnnsuggeststhatMaryofferdrinks________.A)whiletheguestsarehavingsmalltalksB)whenalltheguestshavearrivedC)aftertheguestsfinishsmalltalksD)afterthedinnercomestoanend9.Whenhavingdinner,theguestsareexpectedto________.A)eattheirfoodslowlyB)helpthehostservefoodC)serveeachotheratthetableD)helpthemselvestomorefood10.ThemostimportantruleforMarytofollowintreatingherguestsisto______.A)beaspoliteasshecanB)letthemfeelathomeC)preparedeliciousfoodD)createaformalatmosphereTask3Directions:Readthefollowingpassage.Afterreadingit,youshouldcompletetheinformationbyfillingintheblanksmarked11to15(innomorethanthreewords)inthetablebelow.YoushouldwriteyouranswersontheAnswerSheetcorrespondingly.UsingBestBuyExpressServiceiseasy.JustfollowthePurchasingGuide.Orcontactusifyouneedmorehelp.Pleasecall1-866-BestBuywithyourquestions.ThepriceofBestBuyExpressproductsareupdateddailyfromBestBuy.com.AllBestBuyExpresstransactions(交易)aresafeandsecure.AnypersonalinformationyougiveuswillbehandledinthestrictestconfidenceaccordingtoourPrivacyPolicyavailableat$2000limitpertransaction.Ifsomethingisnotrightwithyourpurchase,simplyreturnyouritem(s)tooneofourBestBuystoresintheUnitedStates.Returnswillonlybeprocessedstartingfrom55 AppendixⅠthedayfollowingyourpurchases.BestBuystorewillbepleasedtoexchangeorgiveyouarefundinanyBestBuystoreintheUnitedStates.Thesalesreceiptwillberequiredtoprocessareturn.BestBuyExpressServiceHowtouse:followthe11Howtocontact:call12Priceofproducts:updated13fromBestBuy.comSecurity&Privacy:1)personalinformation:handledinthestrictestconfidence.2)pertransactionlimit:＄2000Returns:1)wheretoreturn:anyBestBuystoreintheUnitedStates2)whentoprocessreturns:fromthedayfollowing143)whattoberequiredtoprocessareturn:15Task4Directions:Thefollowingisalistofexpressionsoftenusedforroadsigns.Afterreadingit,youarerequiredtofindtheitemsequivalenttothosegiveninChineseinthetablebelow.ThenyoushouldputthecorrespondinglettersinthebracketsontheAnswerSheet,numbered16through20.A—Don’tfollowtoocloselyJ—Electronictollcollection(ETC)B—KeepdistanceK—ServiceareaC—AccidentareaL—NopassingD—RoadclosedM—NoparkingE—RoadworkaheadN—DeadendF—Two-waytrafficO—NohornG—One-waytrafficP—FallingrocksH—BendaheadQ—SlowdownatexitI—BuslaneExamples:（Q）出口慢行（M）禁止泊车16.（）单向行驶（）事故多发区17.（）电子收费（）小心岩石滑落18.（）前方弯道（）服务区19.（）保持车距（）公交车专用车道20.（）禁止鸣号（）前方道路封闭56 AppendixⅠTask5Directions:Thefollowingisaletterofrecommendation.Afterreadingthem,youarerequiredtocompletetheanswersthatfollowthequestions(No.21toNo.25).YoushouldwriteyouranswersinnomorethanthreewordsontheAnswerSheetcorrespondingly.DearMr.Brown,Thankyouforyourletterof6SeptemberregardingMr.JohnGreenwhohasbeenemployedbythiscompanyforthepast10years.Mr.Greenservedhisapprenticeship（学徒）withVickersToolsLtd:.inManchester，followedbyathree-yearcourseofengineeringforProductionEngineers.Heistechnicallywell-qualifiedandforthepastfiveyearshasbeenourAssistantWorksManagerresponsibleforproductionandrelatedbusinessinourSheffieldfactory.Inallhisjobdutieshehasshownhimselftobehard-working,responsibleandineverywayaverydependableemployee.IcanstronglyrecommendMr.GreenasIfeelsurethatifheweretobechosentomanageyourfactoryinNairobihewouldbringtohisworkatrueatmosphereofteamwork,whichwouldbefoundnecessaryandhelpfulbyallwhowouldworkwithhim.Sincerelyyours,TomSmith21.HowlonghasMr．Greenbeenemployedbythewriter’scompany?For_____________________________________________.22.WhatkindofcoursedidMr.Greentake?Athree-yearcourseinengineeringfor_____________________.23.WhatjobpositionhasMr.Greenheldinthepastfiveyears?___________________________________________________.24.WhatdoesthewriterthinkofMr．Greenasanemployee?Heishard-working,_____________anddependable.25.Whatisthepurposeofthisletter?To_____________________Mr.GreentomanageafactoryinNairobi.57 AppendixⅡAppendixⅡReadingComprehension[35minutes]Directions:Thispartistotestyourreadingability.Thereare5tasksforyoutofulfill.Youshouldreadthereadingmaterialscarefullyanddothetasksasyouareinstructed.Task1Directions:Afterreadingthefollowingpassage,youwillfind5questionsorunfinishedstatements,numbered40to44.Foreachquestionorstatement,thereare4choicesmarkedA),B),C)andD).YoushouldmakethecorrectchoiceandmarkthecorrespondingletterontheAnswerSheetwithasinglelinethroughthecenter.Ticket-BookingPoliciesGeneralPolicies1.Oncetheflighttickethasbeenissued,thenameontheticketcannotbechanged.2.Ticketisnon-refundable(不能退款的).3.Pleasereviewyouritinerary(行程安排)immediately.Ifanyproblemsarisebeforeorduringyourtrip,youmustcallourbookingofficesrightaway.Ifyouwaituntilyoureturn,it'stoolate.4.Therearetimeswhenweareunabletoconfirmabooking.Inthatcasewewillattempttoreachyoubyphoneande-mail.Youmustcallusbackwithin48hoursorwemaynotbeabletoofferyouthebookingprice.ChangePolicies1.Ifyouchangeyourbooking,airlinesmaychargeafee—$150to$200.2.Someticketsdonotallowanychanges.3.Needtochangeorcancelyourtrip?Visitourwebsitetocheckthefeesandrulesbeforeyoudecide.CancellationPolicies1.Ifyoucancelyourbookingyouwillnotreceiveanymoneyback.2.Youmayapplypartofyourticketpricetowardsfuturetravel(foralimitedtime,usuallyayear).1.Accordingtothepolicies,thenameontheticketcannotbechangedoncetheticketis______.A)bookedB)issuedC)cancelledD)confirmed2.Ifyouhaveanyproblemsduringatrip,youshould______.A)askforarefundB)changeyouritineraryC)callthebookingofficeD)returnthetickettotheoffice58 AppendixⅡ3.Whathappenswhenyourticketbookingcannotbeconfirmed?A)Youshouldmakeanotherbookingimmediately.B)Youcanchangeyourbookingfreeofcharge.C)Youwillbeinformedbyphoneande-mail.D)Youwillstillenjoythebookingprice.4.Ifyouwanttochangeabooking,youmayhavetopay______.A)10%ofthebookingpriceB)afeeof$150to$200C)halftheticketpriceD)afixedfee5.WhichofthefollowingstatementsisTRUEaccordingtothecancellationpolicies?A)Youcanusepartoftheticketpriceforfuturetravel.B)Youcanrefundthemoneyfromthebookingoffice.C)Youcankeepthebookingeffectiveforoneyear.D)Youcannotcancelyourbookinginanycase.Task2Directions:Afterreadingthefollowingpassage,youwillfind5questionsorunfinishedstatements,numbered6to10.Foreachquestionorstatement,thereare4choicesmarkedA),B),C)andD).YoushouldmakethecorrectchoiceandmarkthecorrespondingletterontheAnswerSheetwithasinglelinethroughthecenter.Muchofaparent’sjobistoprovidethegiftsofcaring,love,andemotionalsupporttochildren.Butonegiftisoftenbeyondtheirreach:theresourcestomeetthefinancialdemandsofcollegetuition.Formorethan54years,theUnitedNegroCollegeFundhasfulfilledthedreamsofdeservingstudentsbyclosingthegapbetweenthecostofcollegeandwhattheirparentscanafford.Morethan300,000studentshavegraduatedfromUnitedNegroCollegeFundmembercollegessince1944,and54,000moreaxecurrentlyenrolled(入学).Astheoldestandmostsuccessfulminorityhighereducationsupportorganization,theUnitedNegroCollegeFundisacombinationof39private,historicallyblackmembercollegesanduniversities.Sinceitsfounding,ithasraisedmorethan$1.3billiontokeepthedreamaliveforneedyfamiliesacrossthecountry.WhatisitthatmakestheUnitedNegroCollegeFundsoimportanttoAmerica’sfamiliesAswellasraisingfundsandgivingtechnicalsupporttomembercollegesanduniversities,itcreateshopeandopportunitybyprovidingfinancialassistancetodeservingstudents.6.MostparentsinAmericafinditbeyondtheirreachto_______.A)affordtheirchildren’scollegetuition59 AppendixⅡB)offertheirchildrenemotionalsupportC)lookaftertheirchildrenD)givethechildrengiftsintheirbirthday7.HowdoestheFundmakestudents’dreamcometrue?A)Bygivingthempart-timejobs.B)Byopeninganaccountforthem.C)Byprovidingthemasumofmoney.D)Byrecommendingamembercollegetothem.8.Theword“raised”(Para.3)means________mentionedinthetext.A)broughtupB)collectedC)putonD)lifted9.WhatelsedoestheUnitedNegroCollegeFundbringtothegoodstudentsbesidesfinancialsupport?A)Fameandbenefit.B)Confidenceandhope.C)Encouragementanddetermination.D)Hopeandopportunity.10.Whichofthefollowingcouldprobablybethetitleofthepassage?A)WhoCanBenefitfromtheFund.B)BridgingtheGapBetweenDreamsandReality.C)HowtheUnitedNegroCollegeFundOperates.D)IntroductiontoanEducationSupportOrganization.Task3Directions:Readthefollowingpassage.Afterreadingit,youshouldcompletetheinformationbyfillingintheblanksmarked11to15(innomorethanthreewords)inthetablebelow.YoushouldwriteyouranswersontheAnswerSheetcorrespondingly.HomeReadyforYoutoMovein!Readyforimmediateoccupancy(入住)!Theoriginalpriceofthehomewas$305,000,butthecurrentpriceisonly$244,900.Thebeautiful2-storyhomewasbuiltin2013ona10,000squarefeetlotinaquietneighborhood.Noshoeshavebeenworninside.Thehomefeatures3bedrooms,2bathroomsand1officeroom.Thelaundryroomisconvenientlylocatedupstairs.Athreeyearoldhighefficiencywasheranddryerisalreadyincludedinthesalesprice.Thehomehasanattached2-cargaragewithashoparea.CentralA/C&ahighefficiencyheatingunitwillkeepthehomecoolinthesummer&warminthewinter.HomeislocatedminutestoDallasCityandschools.Don’tmissthisone.Formore60 AppendixⅡinformation,pleaseemailusatcamposir@hotmail.com.HomeReadyforYoutoMovein!Timeofconstruction:in2013Price:1.original:$305,0002.current:11Features:1.abeautiful2-storybuilding2.inaquiet123.3bedrooms,2bathroomsand1officeroom4.laundryroomlocated135.withinminutestoDallasCityand14Emailaddress:15Task4Directions:ThefollowingisalistoftermsusedinanApplicationFormforImport/ExportofArticlesforPersonalUse(进出境自用品申请表).Afterreadingit,youarerequiredtofindtheitemsequivalentto(与......等同)thosegiveninChineseinthetablebelow.ThenyoushouldputthecorrespondinglettersinbracketsontheAnswerSheet,numbered16through20.A—Applicant’sNameB—NationalityC—DateofBirthD—AddressE—PassportNo.F—PermitNo.ofArticlesG—DepartureCountryH—TelephoneI—Entry/ExitPortJ—DestinationCountryK—PortofLoadingL—MeansofTransportM—BillofLadingN—NumberofPiece(s)O—PortofDeliveryP—GrossWeightQ—RemarksExamples:(F)物品批文号（M）提货单16.（）国籍（）件数17.（）毛重（）运输方式18.（）装货港（）联系电话19.（）住址（）出生日期20.（）运抵国（）护照号码61 AppendixⅡTask5Directions:Thefollowingisaletterofapplication.Afterreadingthem,youarerequiredtocompletetheanswersthatfollowthequestions(No.21toNo.25).YoushouldwriteyouranswersinnomorethanthreewordsontheAnswerSheetcorrespondingly.DearMr.Jenkinson,Iaminterestedtoseeyouradvertisementintoday’sCityDailyandwouldliketobeconsideredforthispositionasChiefOfficeSecretaryinyourcompany.IamnowworkingasPrivateSecretarytotheGeneralManageratamanufacturingcompanyandhaveawiderangeofresponsibilities.Theseincludeattendingandtakingminutesofmeetingandinterview,dealingwithcallersandbusinessemailsandletterswhenmyemployerisabsent,helpingthenewemployees,aswellasperformingthedailyofficeduties.Thekindofworkinyourcompanyparticularlyinterestsme,andIwouldwelcometheopportunityitaffordstousemyforeignlanguageabilities.Acopyofmyresumeisenclosedwithreferencesyourequire.Ihopetohearfromyousoonandtobegiventheopportunitytoprovemyselfataninterview.BestRegards.Yourssincerely,JeanCarson21.Howdoesthewriterlearnaboutthejobwanted?From________________________intheCityDaily.22.Whatjobpositionisthewriterapplyfor?Thepositionas__________________________.23.Whereisthewriterworkingnow?Ata___________________________.24.Whyisthewriterparticularlyinterestedinthejob?Becauseshethinksshecanuseher___________________abilities.25.Whatisenclosedwiththeletter?Acopyofthewriter’s________________withreferencesrequired.62 AppendixⅢAppendixⅢ亲爱的同学们，下面的问卷是想了解你们对英语阅读学习的真实看法，因而答案没有对错之分。收集上来的问卷数据仅用于研究高职学生的英语阅读学习情况，不做其他用途。希望大家凭自己的真实感受选择，谢谢合作！非非常不不同常不同确意同同意定意意1.我喜欢这学期的英语阅读课。123452.我完成阅读任务是出于兴趣。123453.我能从这学期的阅读学习中获得乐趣。123454.英语阅读课激发了我对英语阅读的兴趣。123455.从英语阅读课中学到的知识帮我解决了生活中遇到的一12345些实际问题。6.我会通过不同途径去明白我不知道的语言知识。123457.在阅读课之前，我总是选择性地预习阅读材料。123458.英语课结束后，我通常会复习和回顾我所学到的知识。123459.在空闲时间，我经常阅读不同类型的阅读材料。1234510.我总是很积极地和小组成员讨论我在阅读中的见解。1234511.在英语阅读课上，我有很多机会去实践英语。1234512.我的口语和写作能力在英语课上得到极大的提高。1234513.小组合作培养了我理性思考的精神。1234514.老师经常对我的任务完成情况提供专业且实用的评价。1234515.我认为老师设计的任务具有交际性且贴近日常生活。1234563 AppendixⅣAppendixⅣ访谈提纲：1.请回顾你自己之前阅读学习的经历。2.你如何看待本学期的阅读教学模式？3.在本学期的阅读学习中，你遇到过什么样的困难？你是如何克服的？4.你认为你的阅读能力在本学期得到提高了吗？如果有，体现在什么方面？5.在本学期的阅读学习中，你觉得你获得的最大成就是什么？访谈记录：Student1:我以前会记单词和词组。如果老师布置了课后作业，我大多数情况下会完成作业。有时候我会留着不懂的部分，等着老师上课讲解。现在，我必须和小组成员合力完成口语报告，这使得我必须自己主动收集一些相关话题的阅读材料，并贡献自己的观点。同时，小组成员认真的学习态度也感染着我，课后我比以前更积极学习了。我从小组合作中受益匪浅。Student2:以前，由于英语老师完全掌控着课堂，我十分依赖我的英语老师，学习上比较被动。因而，我错误地认为阅读课也就是语法课程，一点也不有趣和实用。而在本学期的学习中，我有很多机会去使用英语。通过自己独立学习和小组合作，我的知识面拓宽了。尽管有时候阅读任务对我来说有一定的挑战，我在阅读学习上更加有耐心了。Student3:本学期之前，我仅仅在字典上查查新单词，然后翻译一下整篇文章。一旦课程结束，我很快就忘记我所学的知识了。而在本学期，我发现我能将所学的知识运用到实际中。尤其是我能用阅读材料中所学到的关键词在口语或写作任务中表达自己的观点了。对于我来说，学习英语现在是享受运用英语的满足感，而不是应付考试了。Student4:我喜欢这学期的教学模式。英语老师对班上每个同学都非常有耐心和负责任。我以前的英语老师就只是在学生的作业上打个分数，没有针对性的评64 AppendixⅣ价和建议。所以，我之前不关心我的缺点，也不重视巩固练习。但是这学期的英语老师不仅对学生的表现做针对性的评价，而且会根据学生在其他任务中的表现核实学生后续的改进。我认为学生很有必要重视他们在学习中的缺陷，以防累积起来的问题最终会消磨他们的学习热情。Student5:我是个非常害羞的人，在班级中也不显眼。开始上阅读课时，我感到很紧张或焦虑，因为我不得不在同学面前用英语完成任务。过去我常被动地接受老师的指示，从未认真思考文章要传达给我们什么讯息。现在，在小组成员和老师的帮助下，我很习惯现在的教学模式。尽管我的进步很慢，我学会了独立思考，有勇气去探索新事物。Student6:我对英语阅读学习没有兴趣，因为老师只知道教语法知识。我认为没有必要去研究句子形式或语法结构，这些知识我们在高中已经学过了。那些没有掌握这些知识的学生应该在课下通过各种途径解决自己的问题。Student7:我认为本学期的教学模式和以前一样。在阅读课上，我很少去思考阅读文章的主题是什么，更别提把学到的知识运用到实践中。我只是把老师重点强调的关键句子和词语划下来。除非有决定我期末分数的重要考试，平时我是不会主动复习知识的。Student8:这个学期的课堂气氛很压抑。学生相互之间没有互动，大多数时间都只是在假装认真听讲。似乎没有人在乎他们能从这堂课中真正学到什么。我认为学生和小组成员合作学习很有必要，也很有益处，因为高水平的学生能感染低水平学生的学习态度和方法。Student9:我强烈建议老师应该提供给学生更多使用英语的机会，而不是把知识直接灌输给他们。如果学生有更多的表达任务去练习英语，他们会了解知识的实用性，同时不断地提高和完善他们的表现。Student10:我不知道怎么把我从阅读课上学到的知识运用到实际中。对于我来说，它们只是些无意义的句子和词语。也许在考试的时候才能对我有帮助。我能意识到英语阅读的重要性，但是我不知道怎么有效地学习它。（注意：访谈记录是由学生的所有回答精简而成，无关信息不被展示出来。）65 PublishedPapersPublishedPapers[1]谢珺.人文主义思想影响下的英语教学反思[J].新教育时代电子杂志(教师版),2017(34).[2]谢珺.网络表情符号的符号学意义[J].高考,2017(27).66
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