Abstract
With an eye to bringing the relatively mediocre state of Chinese university students in spoken English up to a higher level, POA (Production-Oriented Approach) is closely scrutinized to measure its effect on university students in spoken English. Steps of the study include: First, two groups of students are selected, each of which is taught with either POA or PPP (Presentation, Practice, Production) in oral English lessons. Second, the level of these two groups of students is tested before and after the teaching program starts and finishes; the results of their spoken English are made into statistics and analyzed using SPSS17.0. The results are that POA and PPP performed almost equally well in improving students’ accuracy of spoken English. However, POA delivered an amazing job in improving the fluency and more advanced vocabularies were used instead of simple words that primary school pupil would use. It is thus safe to conclude that POA method is conducive in boosting students’ spoken English and it is of great importance to university spoken English teaching.
Highlights
As one of the most widely used languages in the world, English is an important instrument that connects cultures around the world and facilitates exchanges among and between disciplines (Liu, 2016)
It is a growing trend that spoken English might be included into CET4 and CET6, which have been merely written tests till today
The three aspects of the oral test are measured by the following methods: accuracy is the number of error-free clauses divided by the total number of AS units, of which AS is short for analysis of speech; fluency is measured by the number of syllables uttered per minute, that is, the number of syllables per narrative is divided by the number of seconds used to complete the task, and multiplied by 60
Summary
As one of the most widely used languages in the world, English is an important instrument that connects cultures around the world and facilitates exchanges among and between disciplines (Liu, 2016). It is worth-noting here that university syllabuses have almost universally cut teaching time for English, but students are still required to complete all tasks on oral English within a limited amount of time. While in POA teaching, the pattern is that there would be an output from students, and immediately an input behind, and an output again (Jenny & Nancy, 2009) This output first unleashes students’ stored knowledge on that subject, improving their language fluency. The study conducted thereof holds great significance to empirical studies on POA It will help improve non-English majors’ spoken English and the quality of English lectures on the whole. The study serves as a ready material for researchers to look into the impact of POA teaching to non-English majors’ spoken English
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