Oral English Teaching Research Articles

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.

The College Students' Oral English Education Strategy Using Human-Computer Interaction Simulation System From the Perspective of Educational Psychology.

The role of the human–computer interaction (HCI) system in college students’ oral English learning is discussed to analyze the current situation of college students’ oral English based on the HCI simulation system. The purpose is to study the oral education of college students. First, the theories of educational psychology, the HCI system, and the current situation of college students’ oral English learning are elaborated. Meanwhile, in oral English teaching, teachers use support vector machines and multimodal fusion intention perception methods in set theory to realize the interactive teaching between students and machines; then, the HCI simulation of oral English is explained. The current situation of college students’ oral English learning is analyzed by a questionnaire from the perspective of educational psychology. Finally, the HCI system in college students’ oral English learning is explored based on the learning level detection. The results show that 12% of college students are unqualified in oral English; 25% of them think their oral English level is medium; most of college students’ English learning anxiety is related to English progress anxiety; 18% of the students believe that they will study oral English for life; 32% of the students think that they have more opportunities to learn English at ordinary times; and most of the students learn English through English movies and songs outside of class. What attracts college students to learn oral English through the HCI system is that learning is not limited by time and space. Most students believe that their English level is good and hope that learning anxiety can be reduced through HCI systems. The strategies of college students’ oral English education with an HCI simulation system are evaluated based on the perspective of educational psychology, providing a research basis for oral English education in other regions and even the whole country to facilitate the better development of oral English education.

Reform and Practice of Oral English Teaching in Higher Vocational Colleges in the Blended Teaching Mode

With the development of information technology and the wide application of educational technology, English teaching has experienced great changes. However, higher vocational college students can not meet the requirements of oral communication under the teaching mode of emphasizing scores over communication in high school. Therefore, higher vocational oral teaching is in urgent need of reform. This paper researches how to carry out oral English teaching reform under the background of development of information technology and the rise of blended teaching.

Extraction and Classification of Mouth Shape Features in Oral English Teaching Based on Image Processing

Mouth shape identification helps oral English learners discover the features of their lip movements in English speaking, and correct their pronunciation more smoothly. So far, few scholars have applied image processing to identify mouth shape features of oral English learners. Most studies consider little about environmental factors, and ignore the changing mouth shape in pronunciation. Therefore, this paper explores the extraction and classification of mouth shape features in oral English teaching based on image processing. Firstly, an extraction and classification model were established for mouth shape features in oral English teaching. Then, the mouth shape images of oral English teaching were preprocessed. After that, the authors segmented the lips in oral English video frames based on neural network, extracted the lip boundaries from the said frames, and fitted them into curves. The proposed model was proved effective through experiments.

Construction of an Ecological Model of Blended Assistant Teaching of College Oral English Based on “Internet +” Technology

According to the input and output of the language as the theoretical basis, from the learning of oral English in college, construct the oral English teaching mode of students, teachers, and the Internet. Different forms of teaching modes help students increase their interest in learning English. Improve the use rate of expressing English, let students develop the role of autonomous learning and deep learning, stimulate students’ initiative through the help of the Internet, and give play to the teacher’s auxiliary guidance, students’ autonomy and diversity in oral English learning The Internet is an integrated education model.

Study on the Necessity for Foreign Teachers to Introduce Oral English Teaching

All the time, oral education activities in foreign language teaching are relatively important. However, Chinese English teachers may not have a special understanding of foreign culture or pronunciation, which results in the failure of English teaching. To this end, many schools have adopted the way of introducing foreign teachers to create an ideal speaking environment for students.

Application of Reading Aloud in Middle School Oral English Teaching

As is known, listening, speaking, reading and writing are the four basic language skills. Reading includes reading aloud and silent reading. Since the 1990s, with the popularity of Communicative Teaching Method, schools emphasize the cultivation of language application and communicative ability more and people pay less attention to reading aloud. Gradually students don’t think reading aloud is important any more. However, reading aloud is not only the starting point in English learning but also the foundation of mastering the target language. Ignoring the teaching of reading aloud exacerbates the problem of the “dumb-Chinese English”. Reading English aloud is very meaningful in oral English and it is also one of the effective ways to improve students’ English language ability. This paper focuses on how to effectively apply reading aloud in oral English teaching from the following aspects: the relation between English reading aloud and language sense, the negative impact of ignoring reading aloud, the basic methods and the application of the skills in reading aloud.

Beyond Parroting: Using English Fun Dubbing to Improve English Oral Performance

Abstract The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes. Our paper focuses on the use of mobile-phone-based educational software known as “English Fun Dubbing” (EFD) and its advantages in terms of teaching and learning phonetics and oral English in the college classroom. The starting point was a needs analysis which revealed the lack of practice regarding English speaking. In this study, an action research method was adopted, involving 40 second-year students, who employed “classroom teaching + English Fun Dubbing” model as the intervention. Extensive examples from this model were used to build up a picture of the blended learning processes at work. Several imitation tasks, a conversational activity and a speech-delivering task were designed and implemented. Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’ oral performance. It is our aim to develop the present project to incorporate oral proficiency. The main results of this action research were reflected in the adjustments in the pedagogical treatment, the changes in the role of the teacher and the student, and the shifts in the students’ attitudes towards their learning process.

An Investigation into the Influence of Blended Learning on Oral English Proficiency of Senior High School Students

We advocate the in-depth integration of information technology and education in the digital age, and we also encourage teachers of all disciplines to actively carry out online and offline blended learning. This study attempts to use an empirical research to apply the Blended Learning to the oral English teaching in the first year of senior high school. A one-semester teaching experiment is conducted to explore whether there is a significant difference in the students’ oral English proficiency between the experimental class and the controlled class. The major findings of the study are as follows: (1) There are significant differences of students’ oral English proficiency before and after the experiment in the experimental class and the controlled class; (2) Blended learning can improve students’ oral English proficiency, among which pronunciation and intonation, range and accuracy of vocabulary and fluency of language are the most significant ones, while the accuracy and complexity of grammatical structure are insignificant.

Application of Virtual Reality Technology in Oral English Teaching for College English Majors

The purpose of this paper is to construct the application ideas of oral English Teaching for College English Majors based on virtual reality technology, so that the virtual reality technology can enable the education environment, improve the personalized learning experience, and make the oral teaching of College English major conform to the needs of information age, artificial intelligence era and 5G era.

A Preliminary Study on Improving the Rehabilitation Effectiveness of Parents in Online Teaching of Auditory and Oral English

A Preliminary Study on Improving the Rehabilitation Effectiveness of Parents in Online Teaching of Auditory and Oral English

The Application of Creative Drama in Primary Oral English Teaching: A Case Study of a Mainland Chinese Primary School

The Application of Creative Drama in Primary Oral English Teaching: A Case Study of a Mainland Chinese Primary School

Application of Flipped Classroom Model Driven by Big Data and Neural Network in Oral English Teaching

With the advancement of big data and neural network technology, flipped classroom informatization has shifted the traditional order of knowledge transfer and internalization, emphasizing students’ autonomous learning before class, knowledge absorption, and knowledge completion in class with the assistance of teachers. Students’ internalization and consolidation create the conditions for individualized learning. In foreign teaching, the benefits and feasibility of the flipped classroom have been demonstrated, and it is a promising new teaching model. Although recent research on oral English teaching in Chinese universities has yielded promising results, students’ classroom activity and participation remain low, learning initiative is lacking, and opportunities and time for oral training are insufficient. This article uses flipped classroom, big data, and neural network technology to teach college oral English classes, with the goal of determining whether the flipped classroom model can help students improve their oral English proficiency and self‐learning ability, as well as exploring students’ attitudes toward the flipped classroom model. This paper first proposes a big data and deep neural network‐based algorithm for detecting oral English pronunciation errors, which can be used for self‐correction of students in the flipped classroom mode to improve the quality of oral English teaching. Finally, we also conducted simulation experiments, and the experimental results show that our algorithm is 4.12% better than SVM.

College Oral English Teaching Reform Driven by Big Data and Deep Neural Network Technology

The ultimate goal of English teaching is to cultivate the students’ ability to communicate information in English, master good language learning methods, and become independent language learners and users. Therefore, successful English language teaching needs to be achieved through language communication training between teachers and students and between students. This article investigates the importance of promoting the reform of oral English teaching in China’s English teaching environment. We believe that to promote the reform of oral English teaching, an oral teaching environment must be available. However, the current common problem in oral English teaching in colleges and universities is that the spoken conversation objects are not standard enough, or there is no person who can talk to. Therefore, an intelligent spoken dialogue system based on big data and neural network technology is particularly important, and the quality of dialogue depends on accurate spoken speech evaluation. We first extracted six features of pronunciation quality, fluency, content richness, topic relevance, grammar, and vocabulary richness. Secondly, we propose an evaluation model that connects specific TDNN layers in a feedforward manner, using the feature representation of target words in different TDNN layers, which can obtain richer context information and greatly reduce the amount of model parameters. Finally, we conducted a simulation experiment. The experimental results show that the proposed model is accurate in evaluating spoken English and can effectively assist the reform of spoken English teaching in colleges and universities, and its performance is better than SVM by 9.2%.

Construction of Multimedia‐Assisted English Teaching Mode in Big Data Network Environment

Oral English teaching is the weakest link in multimedia English teaching at this stage. English teachers are constantly exploring effective approaches to improve oral English Teaching in their own educational practice. The big data multimedia English teaching mode conforms to embark on the historical stage. Firstly, this paper constructs the big data architecture of English teaching model mining and divides the construction of the teaching model into three parts: data mining, teaching model evaluation, and improvement optimization. Data mining uses the advanced DBN network to send data into the DBN‐DELM network, which significantly improves the accuracy of the multimedia assisted English construction model. The simulation results show that teaching mode construction based on big data can effectively improve students’ interest in English learning; attitude; and oral English level including pronunciation, pronunciation and intonation, dialogue and communication, and oral expression and improve students’ group cooperation and communication ability, autonomous learning ability, evaluation consciousness, and ability.

Design of internet of things online oral English teaching platform based on long-term and short-term memory network

In order to overcome the problems of low fluency and operability in the current online oral English teaching platform, an online oral English teaching platform based on internet of things is proposed. This platform uses the internet of things to design the architecture of online oral English teaching platform. The virtual teaching environment was constructed and the oral English teaching system was used to correct the pronunciation and mouth movements of the users. A part-of-speech labelling model based on the long and short time memory network is constructed, and an attention mechanism is introduced into the long and short time memory network. Experimental results show that the network delay of the platform designed in this paper varies between 0.26 s and 0.37 s, the required cost and development time are reduced by about 50%, and the user-friendly performance of the man-machine interface is improved by 13.20%.

Application of Flipped Classroom in the Era of Big Data: What Factors Influence the Effect of Teacher‐Student Interaction in Oral English Teaching

Teachers now have a new teaching model to refer to with the emergence of the flipped classroom. The teacher‐student interaction is thought to be influenced by teaching mode as a key indicator of improving teaching efficiency. We develop a research model based on a literature review to explain the drawbacks of teacher‐student interaction in flipped classrooms with oral English instruction. SmartPLS software was used to analyze the survey data of 84 students from three classes. Emotional resistance has a significant negative impact on the effect of teacher‐student interaction in the flipped classroom, whereas learning autonomy and video content quality have a significant positive impact. Our research adds to the body of knowledge in the field of flipped classrooms and provides theoretical support for teachers in colleges and universities who want to use this teaching method.

Construction of case-based oral English mobile teaching platform based on mobile virtual technology

Construction of case-based oral English mobile teaching platform based on mobile virtual technology

Empirical Research of Oral English Teaching in Primary School Based on 4C/ID Model

4C/ID model is a typical model that it develops students' complex ability. The effectiveness of 4C/ID model is approved by many scholars of vocational education and higher education fields. This research takes interactive self-introduce skill training of primary school English as an example, and relevant experiments were carried out based on the instructional design of 4C/ID model for the need of developing complex skill in elementary education. Research shows that 4C/ID model can be applied to develop primary English complex skills. Compared to other traditional English teaching model, 4C/ID model is beneficial to improve pupils' oral English ability, improve self-directed learning ability and close the achievement gap of students and so on. However, the deficiency of 4C/ID model is that it cannot improve students’ learning goal skill and it cannot strengthen students’ knowledge memory and so on.

A Study on The Application of Task-based Language Teaching in Oral English Teaching in Junior Middle School

Task-based language teaching is not only the teaching method required by the new curriculum standard, but also the mainstream teaching mode. It is designed on the basis of improving students’ language application ability. Students are the center and teachers are in the leading position. The purpose is to complete the learning task. Usually, the task is completed in the form of group cooperation, so that students have a positive and active role in learning. The new curriculum standard puts forward clear requirements for junior middle school students’ oral English level. Therefore, the application of task-based language teaching in oral English class will certainly help to improve the quality and efficiency of lectures. This paper will analyze the current situation of oral English Teaching in junior high school and put forward effective strategies.[1]