Driving Forces and Theoretical Underpinnings

This chapter describes the development and theoretical foundations of the Production-Oriented Approach (POA) in the context of English as a Foreign Language (EFL) instruction in China. The chapter is divided into two main sections. The first section outlines the motives behind the creation of the POA, highlighting an evolution from initial emotional-driven motives to more rational, thought-driven ones. This shift underscores a transition from a personal, emotional response to a more analytical and reasoned approach in the development of the POA. The second section explores the theoretical underpinnings of the POA, drawing from cognitive, sociocultural, usage-based linguistic, and curriculum theories. Cognitive theory aids in understanding the cognitive processes involved in language learning, while sociocultural theory emphasises the social nature and support integral to language acquisition. Usage-based linguistic theory offers a framework for teaching language patterns through various activities, and curriculum theory provides essential guidelines for course design, including objectives, content, processes, and assessment criteria. Together, these driving forces and theoretical insights have significantly shaped and refined the POA, enhancing its effectiveness in the Chinese EFL classroom.