College Oral English Teaching Research Articles

An empirical study of production-oriented approach in college oral English teaching

An empirical study of production-oriented approach in college oral English teaching

Output-Oriented Teaching Method of College English Speaking Based on Second Language Acquisition Theory

In recent years, English speaking has become one of the required courses for most college students in China. College students should have strong spoken English expression ability, and it has become an arduous task for them to improve their oral English level. This paper first describes the current situation of college oral English teaching, including some unsolved problems in class and a few teaching methods already in use. Then, the study synthesizes and sorts out previous studies on the Output-oriented teaching method and Second Language Acquisition (SLA) theory. The following parts analyzes and summarizes existing hypothesis on both SLA and Output-oriented teaching method and seek effective ways to advance college professor’s oral English teaching, so as to improve the oral capability of college English learners. This study also implements the teaching objectives and tasks of college students' English teaching, such as cultural accomplishment, comprehensive application ability, and intercultural language communication ability.

STUDY ON DIRECTED MOTIVATIONAL CURRENTS IN SPOKEN ENGLISH LEARNING

Based on the theory of Directed Motivational Currents, this study conducted a diachronic investigation on non-English majors with a case study approach and analyzes the development and changes of their motivation of oral English learning．The results show that the motivational dimensions such as goals or visions, facilitative structure and positive emotionality can significantly promote oral English learning. In college oral English teaching, stimulating, maintaining and protecting students’ directed motivational currents can help to improve the quality of oral English teaching and students’ learning efficiency.

The application of ARCS motivation model in college oral English teaching

Abstract In order to make spoken English more widely used in college communication, the author proposes the application of ARCS motivation model in college spoken English teaching. The author tries to apply ARCS motivation model in the strategy design of college oral English teaching, the four core factors of attention, relevance, confidence and satisfaction are explained, analyzed and explained in detail respectively, twelve practical teaching methods and strategies are summarized. A total of 109 students in 3 classes were taught for a semester, the teaching strategies and methods mentioned above were used in the weekly oral English teaching classes. After applying several teaching strategies designed by ARCS model to stimulate motivation, a post-test was conducted for all the students in the experimental class, by comparing the data before and after, the anterior and posterior sides of S1 natural consequences completely disagree: 14.67%, 13.75%, less agree: 29.35%, 24.76%, unsure: 11.04%, 1.82%, more agree: 19.26%, 33.07%, strongly agree: 25.68%, 26.6%. We can see that in terms of attention, relevance, confidence and satisfaction, the results show that ARCS motivation model is effective in college oral English teaching.

Application Strategies of Project-based Teaching Method in College Oral English Teaching

Oral English teaching is an important part of English teaching content. Oral English teaching has become an important measure to cultivate professional talents, and is the key link of English teaching at present. In particular, today's college oral English teaching presents test-oriented, unreasonable teaching, and low participation of students, which affect the actual teaching effect of English. The integration of project-based teaching into English teaching can reflect the directionality and controllability of project-based teaching, which plays an important role in promoting the cultivation of new oral English talents, and is also one of the important and feasible English teaching reform methods. This article discusses the application strategies of project-based teaching in college oral English teaching in combination with the project-based teaching method, hoping to solve the current difficulties in oral English teaching.

A Transformation of Oral English Teaching Method in the Network Environment

In order to effectually improve the application effect of the existing oral English teaching methods, this paper studies the conversion of effective oral English teaching methods under the network environment, aiming at the application problems, such as the flexibility of the current education platform. We build an effective oral English teaching platform which is comprised of oral English perception processing module, oral English pronunciation acquisition program module, oral English pronunciation preprocessing module, and oral English pronunciation error detection modeling module. We establish the information technology teaching objectives of the effective oral English teaching model on this basis. This research work is focused on the study of the output driven input-facilitated college oral English teaching model in oral English classroom. It is performed to realize the transformation of effective oral English teaching methods under the network environment. The experimental results show that the transformation effect of the effective teaching method of oral English, under the designed network environment, is better as compared to the existing work. The error detection rate in the proposed methodology reaches up to 98.6%, which is significantly higher than the results obtained by researchers in their existing work. The proposed method has obvious application advantages.

Improving College Students' Speaking Skills with the Assist of Information Technology

With the acceleration of economic globalization and the increase of foreign exchanges in all walks of life, the application of oral English is becoming more and more important. However, college school English education pays more attention to mechanized ways to train students on grammar, as well as reading and writing ability. Coupled with the lack of the authentic language learning contexts, students’ speaking ability is hard to be developed. Thus, how to improve the efficiency of college oral English teaching has become a hot issue in the field of college English education. In the times of network information, a great amount of scholars have highlighted the potential values of integrating information technology into English speaking teaching and learning. This paper makes a brief discussion on technological products assist students' speaking skills in college.

Problems and Teaching Strategies in College Oral English Teaching

Problems and Teaching Strategies in College Oral English Teaching

An Analysis on the Application of Interactive Teaching Approach in College Oral English Class

How to cultivate students’ communicative competence has become one of the core contents of current college English teaching. Facing the new challenge, Interactive Teaching Approach emerged and has been favored and advocated by domestic and foreign education scholars. Based on the theory of Constructivism, Krashen’s Input Hypothesis and Interaction Hypothesis, this paper conducts a qualitative analysis of previous studies tentatively. By studying the actual situation of college oral English teaching and the current research status of the Interactive Teaching Approach, this paper analyzes the application status and its advantages. The study indicates that the domestic college English teaching environment should be improved and teachers fail to give students adequate guidance and sufficient training. This study also finds that Interactive Teaching Approach is effective to improve college students’ communicative competence based on previous researches. The results show Interactive Teaching Approach contributes to lighten students’ learning passion, promote the interactive teaching climate and improve the efficiency of college oral English teaching. The author hopes that this study could help the application and popularization of the Interactive Teaching Approach in college oral English teaching, and contribute to the reform of college oral English teaching.

Study on the Application of CALL in College Oral English Language Teaching

For a long time, Computer-aided language Leaching(CALL) system has been widely used in College English teaching practice. With the deepening of education informatization reform, how to use CALL to improve college oral English teaching has become a hot research topic. Therefore, this paper analyzes the characteristics of the application of CALL in oral English teaching, and puts forward some improving strategies and optimizing measures under the background of education informatization, aiming to enhance the role of CALL system in oral English teaching, so as to improve the teaching effect and teaching quality of college oral English

An analysis and empirical study on the related factors of college oral English teaching reform

In order to effectively improve college students’ oral English expression ability, this article uses continuous innovation to improve the evaluation teaching method for the first time, facing 90 first-year students of 2019 university, and has carried out two consecutive semesters of reform. The SPSS software was used to conduct sample t-test on the three oral comprehensive evaluation data before, during and after the reform. It is concluded that the continuous reform of “thinking, practice and innovation” for more than one year can greatly help college students to effectively improve their oral expression ability, but it cannot exceed the correctness of traditional teaching methods in language form. At the end of the article, it is innovative to put forward the simultaneous reform of reading teaching and listening teaching, which can shorten the period of oral teaching reform and accelerate the improvement of comprehensive oral ability.

On the Application of Mobile Learning to College Oral English Teaching

Social Constructivism claims that learning is constructed during the interaction between people and the environment. The rapid development of the Internet and mobile technologies provide students with an ideal learning environment for such interaction. Therefore, Mobile learning should be integrated into traditional language teaching. In tertiary EFL settings, oral English is often considered a skill students want to develop most. The paper explores one possible model of integrating Mobile Learning into college oral English teaching through a mobile teaching APP called “Mosotech”. A three-stage teaching process is designed and carried out in this integration model. The end-of-term evaluation shows about 83% of students rated this integration as Very Helpful and Helpful. Suggestions are put forward on better implementation of this blended oral English teaching.

Application of Experiential Interactive Teaching in College Oral English Teaching

At present, many problems exist in college oral English teaching, such as single teaching mode, lack of innovation, interactive communication and classroom planning. Experiential interactive teaching can develop the subjectivity of students by adjusting the teacher-student relationship as well as student-student interaction formed by the interaction. Improving the teaching effect and enhancing students’ autonomous learning ability are a good way for college oral English teaching. Under this teaching mode, college English teachers can actively transform the process of students ‘passive acquisition of knowledge into the process of students’ autonomous learning through various experiential interactive teaching methods.

On the Strategies of Improving Oral Application Ability for Students of Non-English Majors

The cultivation of students' oral application ability in college oral English teaching is a vital part of foreign language learners' communicative competence. Therefore, this paper introduces communication strategies into college English classroom teaching, and discusses the feasibility and effectiveness of communicative strategy training as well as the practical improvement of oral English competence, so as to achieve effective oral English classroom teaching in a real sense.

On the Implications of Conversation Analysis for College Oral English Teaching

College English is an important basic course in China’s higher education. Its quality is related to the talents’ cultivation and their practical working ability in the 21st century. Although most Chinese college students are proficient in English reading and writing, their oral English abilities are relatively weak. As is known to all, conversation plays an irreplaceable role in oral communication, and a host of scholars and educators have advocated including authentic conversations into college oral English teaching. However, their studies are mostly concerned with only a specific interactional practice of conversation, and there lacks a systemic study on the comprehensive application of conversations to oral English teaching. As a sociological research method, Conversation Analysis is aimed to study the social practices of talk and the social norm behind these conversational practices. The findings of Conversation Analysis have shown some potential in oral English teaching. Based on the current situation of Chinese college oral English teaching, the present study first explores the applicability of Conversation Analysis to college oral English teaching, then attempts to construct a practical oral English teaching model for college students in terms of four typical interactional organizations in conversation, viz. turn-taking organization, adjacency pairs, preference organization and repair organization, so as to effectively cultivate their communicative and interactive English skills and enhance their all-round practical capabilities to use English as a whole.

纠错在大学英语口语教学中的应用研究

纠错在大学英语口语教学中的应用研究

The Construction of College Oral English Teaching Model Based on Multimodal Perspective

In the context of One Belt And One Road economic strategy, the increase of the international trade and Chinese and foreign cultural interaction mean that English practical abilities of contemporary college students should reach the higher standard. College oral English teaching model becomes the emphasis of college English teaching research.

Characteristics and rules of college English education based on cognitive process simulation

Metacognition is a process of self-cognition and self-thinking based on self-reflection, control, evaluation and regulation to achieve continuous cognition of individuals. Metacognition plays a very important role in coordination and guidance in college English education. Therefore, in this paper, the characteristics and rules of college English education were studied based on the cognitive process simulation. First of all, the basic theory of metacognition and the advantages and methods applied to English teaching were expounded. Then, a mathematical model was set up for college oral English teaching, and how to improve oral pronunciation for oral learners by quantitative and effective evaluation was discussed. After that, targeted information evaluation results were provided, and the algorithm was optimized and improved. Finally, by using computer aided technology and metacognitive method, the effect of oral English teaching was simulated and tested. The results show that the results of this study provide a useful exploration for improving the effectiveness of college English education and have good application value.

Task-Based Flipped Classroom in Chinese College EFL Teaching: An Empirical Study in Oral English Course

As a new teaching model, the flipped classroom inverts the sequence of imparting knowledge and internalizing knowledge. On the basis of flipped classroom concept and previous empirical research, the present study is intended to construct task-based college EFL flipped classroom model and put it into Chinese college oral English teaching practice. The design of the study involves contrastive experiments, questionnaires and in-depth interview. The results suggest that the task-based flipped classroom teaching model has a remarkably better effect on boosting students’ communicative competence of English.

Study on the Construction of Multimodal Interactive Oral English Teaching Model

There are many factors influencing the effect of college oral English teaching. The main problems in college English teaching are as follows: the current teachers’ teaching cannot meet the needs of students; students have low self-efficacy in oral English study; the foreign language teaching environment is not perfect enough. Based on multimodal discourse theory, teachers should integrate the current methods and strategies of college oral English teaching, construct the multimodal oral English teaching model, improve college oral English teaching and promote college students’ oral English communication skills.