This dialectical research aims at finding the pathways of the marine ESP teaching of the “trial?multi-model compensation?reconstruction” framework guided by the production-oriented approach. Sample productions, semi-structured interviews and class observations are analyzed to propose such steps as “arousing identity awareness”, “recognizing communicative functions”, and “triggering application desire” embedded between the steps of “error analysis” and “correct information reinforcement” at the stage of “trial”. The five compensating elements of diversified teaching materials, output activities, multiple senses, classroom organizations and information channels are horizontally and vertically correlated at the “multi-model compensation” stage to cultivate students’ cognitive abilities. At the “reconstruction” stage, peer interaction serves to produce diversified language and opinions.