1 Introduction

Introduction to English Linguistics, as a core course for English majors, faces the problems of low student interest and separation of learning and application. The POA theory proposes the concept of "integration of learning and application", aiming to solve the problem of the disconnect between theoretical teaching and practical application. This article explores the applicability of POA in the "linguistics" course, designs driving, facilitating, and evaluating activities, and demonstrates teaching implementation through the "face theory" case study, providing reference for knowledge-based course teaching.

2. Theoretical basis for POA teaching design in linguistics

Explored the application of the concept of "integration of learning and application" in the "linguistics" course, emphasizing the importance of closely integrating linguistic knowledge with practical language use. The article points out that linguistic teaching should cultivate students' rational understanding, language and cultural awareness, and critical thinking ability, so that students can use linguistic knowledge to observe and analyze language phenomena. In order to achieve this goal, the author proposes a three-level teaching design of "foundation expansion enhancement", aiming to gradually improve students' output ability.

3 Teaching Cases of Linguistics Course

This article introduces how to apply the POA (integrated learning and application) concept to the teaching of "linguistics" courses among third year English majors in a university in Zhejiang Province. The course focuses on the "face theory" in pragmatics, guiding students to understand and apply politeness strategies through case analysis and practical activities.

4 Conclusion and Inspiration

By applying the POA concept to the course "Introduction to English Linguistics", this study explores its effectiveness in teaching knowledge-based courses. POA promotes students' linguistic knowledge output at the basic, expanded, and elevated levels through problem driven and facilitating activities, effectively solving the problems of separation of learning and application and low student interest. The article points out that POA provides innovative teaching ideas for knowledge-based courses, directly connecting knowledge gaps through problem driven approaches, and designing activity chains during the facilitation phase to achieve the integration of learning and application. In addition, POA helps to align the curriculum with social needs, such as learning the "face theory" through communicative cases to enhance students' cross-cultural communication skills. POA also promotes the implementation of ideological and political education in the curriculum, by designing transferable output tasks to cultivate students' awareness of language contrast and cross-cultural communication. Although the study takes a single knowledge point as an example, it demonstrates the process of instructional design and implementation, and future research will explore the broader application of POA in knowledge-based courses.