Integrating General English with Military English through POA: A Case Study of the “Tactical Hand Signs” Lesson

DOI: https://doi.org/10.62517/jhet.202615514

Author(s)

Lanlan Du*, Qin Zhang, Rongling Cai, Shuaijuan Zhu

Affiliation(s)

Early Warning Academy, Wuhan, Hubei, China *Corresponding Author

Abstract

Military English teaching has long faced the dilemma of “separation of learning and application”, where the learning of general English is disconnected from its application in military scenarios. This paper, based on the Production-Oriented Approach (POA) as its theoretical framework, taking the listening and speaking session of the unit Body Language in Communication in New Horizon English Course as an example, explores a listening and speaking instructional design for integrated “General English + Military English”. The study adopts a dual approach of level-clearing task-driven design and the integration of ideological and political education throughout the entire process. It aligns the three stages of POA, namely “Motivating, Enabling, and assessing”, with three task levels. The findings indicate that the “re-contextualization” of General English vocabulary in military contexts is a feasible integration mechanism. The level-clearing mechanism forms a dual-layered motivation system of “macro-motivation + micro-motivation”, and embedding the ideological and political theme into the task itself can avoid the “labeling” type of integration. In general, this study offers a transferable design model for embedding Military English components into the General English teaching stage.

Keywords

Production-Oriented Approach; General English + Military English; Level-Clearing Task-Driven Teaching; Ideological-Political Education; Tactical Hand Signs

References

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