Author(s)

Zhou Fanyu ¹

Affiliation(s)

¹ Tianjin Vocational College of Mechanics and Electricity, Tianjin, 300350, China

Corresponding Author

Zhou Fanyu

ABSTRACT

A comprehensive Chinese course is a typical type of course in foreign studies of Chinese that integrates vocabulary and grammar, texts, culture, and the four skills of listening, speaking, reading and writing. Many learners still find it difficult to apply what they have learned in class. The Production-Oriented Approach (POA) is in response to this problem and will treat the output as both the result of learning and the driving force for further study. This paper explores how to apply POA to all-round Chinese courses based on the logic of "input for output". It suggests that teachers should start each unit with a meaningful production task, diagnose learners' output gaps, provide targeted input, organize enabling activities, and use formative assessment for revision support. The paper will also list classroom procedures, examples, advantages, deficiencies, etc., of application. It is expected that, when adapted to different proficiency levels and communication needs of students, POA can provide support for all-round Chinese teaching that is more practical and student-centered.

KEYWORDS

Production-Oriented Approach; comprehensive Chinese course; international Chinese education; input; output; task design

CITE THIS PAPER

Zhou Fanyu. From Input to Output: Applying the Production-Oriented Approach in Comprehensive Chinese Courses. Curriculum and Teaching Methodology (2026). Vol. 9, No. 4, 9-13. DOI: http://dx.doi.org/10.23977/curtm.2026.090402.

REFERENCES

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[5] CHAIARRAM M. The application of the Production-Oriented Approach in vocabulary teaching for elementary comprehensive Chinese courses in Thailand[J]. Journal of Sinology, 2025, 19(2): 58-79.

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