The production-oriented approach (POA) has been developed for over 10 years through several rounds of experimental teaching to optimize the implementation of the POA and improve its theoretical system. It aims at overcoming the weaknesses (e.g. separation of input from output) in current English instruction in China and improving the efficiency of classroom instruction. The POA, as an innovative pedagogy, starts instruction with production and ends with production while input serves as an enabler to help accomplish productive activities. The theoretical system of the POA consists of three components: (a) teaching principles; (b) teaching hypotheses; and (c) teacher-guided teaching processes. The teaching principles include "learning-centered", "Input-output integration" and "whole-person education". The teaching hypotheses include "output-driven", "input-enabled", "selective learning" and "teacher-student collaborative assessment". The teaching processes contain three phases (i.e. motivating, enabling, and assessing), each guided by the teacher. The research findings showed that the POA is feasible and effective not only for English instruction but also for teaching Chinese as a foreign language.
