Relevant bibliographies by topics / Oral English teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Oral English teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Oral English teaching"

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Petraki, Eleni, and Sarah Bayes. "Teaching oral requests." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 3 (September 1, 2013): 499–517. http://dx.doi.org/10.1075/prag.23.3.06pet.

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Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.
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Sun, Chunyan. "The Cultivation of Cross-cultural Communication Competence in Oral English Teaching Practice." English Language Teaching 8, no. 12 (November 1, 2015): 7. http://dx.doi.org/10.5539/elt.v8n12p7.

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<p>This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. Our oral English teaching concept should be consistent with that of the world. We should lay equal stress on cross-cultural communication competence and oral English teaching for the purpose of improving the students’ cross-cultural oral communication ability.</p>
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Han, Mengqing, and Shanshan Niu. "Application of Virtual Scenario Teaching in Spoken English Teaching." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 129. http://dx.doi.org/10.3991/ijet.v16i18.25659.

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The ultimate goal of learning the English language is oral communication. Virtual scenario teaching (VST) provides the speaking and listening opportunities for learners of spoken English, and allows students to actively participate in the creation of an English environment. Based on VST, this paper summarizes the status quo of spoken English teaching, applies VST to the teaching of spoken English, and evaluates the teaching effect. The results show that VST enhances the students’ ability of language expression, and stimulates their learning interest. With the aid of VST, students can master relevant knowledge, learn spoken English more fluently, and acquire better skills of oral expression. About 95% of teachers speak highly of VST. The research results lay a theoretical basis for reforming and improving the teaching of spoken English.
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Yang, Yang, Chun Li Li, and Fan Hua. "An Introduction to Spoken English in Colleges and Universities." Advanced Materials Research 433-440 (January 2012): 5239–42. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5239.

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The principal objective of Oral English teaching in college is to foster students’ ability of the oral expression and social intercourse. Therefore, the improvement of oral English teaching has been an essential part of college English teaching. College English teachers should put emphasis on oral training and promoting vocabulary accumulation. A Student-centered teaching structure can stimulate expressionism of the youth students and then make oral teaching diversity. This article makes an analysis on college crisis of oral English teaching and put forward five countermeasures for improvement of oral English teaching in college. At the present, the chief problem of English teaching in China lies in mute English which trained people with good scores but low qualities. Students start learning English mostly from their middle or even primary school until they enter into college. However, even more than ten years of study turned people failed to smoothly express in English. The reason is that teachers excessively focus on skills for examination and language itself, and take no account of the training of oral ability. In view of the penetrating knowledge on language intercommunication home and abroad, oral English training has becoming a crucial and constituent part of English teaching in college.
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Li, Hong Jun, and Wen Guang An. "A Study on College Oral English Teaching Based on Virtual Reality Technology." Applied Mechanics and Materials 66-68 (July 2011): 2208–11. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.2208.

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Oral English teaching has been in an embarrassing situation because of lacking necessary language environment. With the development of virtual reality technology, using computer technology to build an English learning environment becomes possible, and thus to change the difficult situation of oral English teaching. This paper first introduces the main contents of the oral English teaching and existing problems, then analyzes the theoretical basis and advantages of college oral English teaching basing on virtual reality technology, and finally puts forward some effective ways that the virtual reality technology applies to oral English teaching.
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Zhang, Junying. "Situational Language Teaching Approach to Oral The English Teaching in Primary Schools." International Journal for Innovation Education and Research 6, no. 9 (September 30, 2018): 84–90. http://dx.doi.org/10.31686/ijier.vol6.iss9.1157.

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This paper aims at analyzing some applications of Situational Language teaching to the oral English learning in primary schools. Through this study, teachers could get some advice and improve their oral English teaching efficiency.
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Jing, Huang, Hao Xiaodong, and Liu Yu. "Error Correction in Oral Classroom English Teaching." English Language Teaching 9, no. 12 (November 20, 2016): 98. http://dx.doi.org/10.5539/elt.v9n12p98.

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<p>As is known to all, errors are inevitable in the process of language learning for Chinese students. Should we ignore students’ errors in learning English?</p><p>In common with other questions, different people hold different opinions. All teachers agree that errors students make in written English are not allowed. For the errors students make in oral English, opinions vary from person to person. Many teachers think we should mainly focus on fostering the students’ competence of using the languages fluently, and errors the students make can be ignored. As far as I am concerned, we shouldn’t teach students this way.</p><p>In theory, there is no doubt that students are allowed to make errors while learning English. As Li yang puts it, students should enjoy making mistakes. There is another saying that the more mistakes you make, the more you will learn. It shows that mistakes can unfold what students are poor in. The teacher can help them out in time. All students hope for teachers’ help. They are willing to follow teachers’ guidance when necessary. Only in this way can they improve their English little by little. On the other hand, if we ignore students’ errors in spoken English, they will never be able to communicate well with other in English or do well in exams. In fact, the language error usually occurs in classroom English teaching at junior high school.This thesis will talk about language error correction in classroom teaching at junior high shool through analyzing the types of errors and exploring the causes of errors. And it will put forward to some strategies to correct these errors.</p>
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Zhao, Hongxin. "Construction of Multimedia-Assisted English Teaching Mode in Big Data Network Environment." Wireless Communications and Mobile Computing 2021 (September 14, 2021): 1–10. http://dx.doi.org/10.1155/2021/1609187.

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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.
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Li, Sainan. "A Study of Learners’ Satisfaction towards College Oral English Flipped Classroom." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 1958. http://dx.doi.org/10.17507/tpls.0610.10.

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Flipped Classroom, by reversing the teaching procedures, is leading a new trend of teaching reform. This paper takes questionnaire and interview as the instrument, exploring college oral English learners’ satisfaction towards college oral English Flipped Classroom teaching model. The result shows that learners are generally satisfied with college oral English Flipped Classroom teaching model, especially the phase of comprehensive improvement and the phase of language use, and they agree with the fact that Flipped Classroom teaching model is effective in improving their English speaking ability. The paper further discusses the possible explanations of the results and provides some suggestions for college oral English Flipped Classroom teaching.
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Yin, Xunfeng. "On the Strategies of Improving Oral Application Ability for Students of Non-English Majors." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 821. http://dx.doi.org/10.17507/tpls.0907.11.

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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.
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Dissertations / Theses on the topic "Oral English teaching"

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McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.

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Lee, Eun Jeong. "THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

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Rydahl, Susanna. "Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84.

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The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.

I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.

My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.

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Leung, Wong Yuen-ching Susan, and 梁黃婉靜. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945107.

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Chen, Grace Show-ying. "Diagnostic testing and teaching of oral communication in English as a foreign language." Thesis, University of Sunderland, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260624.

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Hmaid, Yaseen. "The impact of teaching oral communication strategies on English language learners in Libya." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10947.

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Communication strategies (CSs) have been the focus of an increasing number of L2/FL studies. Some pedagogically-oriented studies indicate that teaching would be more effective if it were based on what learners actually did while learning a given language, including their use of CSs. However, the possibility of teaching CSs is a controversial issue. There are many people who think that CSs should not or cannot be taught, a belief which this thesis aims to disprove. The researcher’s strong epistemological belief in the value of teaching CSs has motivated the choice of topic for this thesis. This paper, then, explores the effect of teaching oral Communication Strategies on English language learners. It starts with an introduction to the institution where the study was carried out, giving a brief history of the English department at Misurata University and of the teaching and learning problems encountered there. Then, the rationale, purpose, and significance of the study are explained. A literature review follows, to shed light on different perspectives of CSs, the teaching of CSs, empirical research on CSs, and some factors which affect the use of CSs. Finally, research design, research tools, and the interventions used are explained in the methodology section. The findings of this study reveal that explicit teaching of CSs enhanced English language learners’ effective ability to communicate and raised their awareness of strategy use. The results also showed that language learners had a positive attitude towards the teaching of CSs and found these strategies useful for improving their conversation. There was also evidence that teaching CSs had a long lasting impact on the communication skills of Libyan English language students.
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Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.

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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.
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楊潔瑜 and Kit-yu Kitty Yeung. "Factors contributing to English oral reading fluency in Chinese children learning English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717016.

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Obi, Lilian Adaobi Monoson Patricia Padavil George. "The efficacy of oral English language proficiency policies for international teaching assistants in institutions of higher education." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603520.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Patricia Monoson, George Padavil (co-chairs), Ronald Halinski, Larry McNeal. Includes bibliographical references (leaves 85-94) and abstract. Also available in print.
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Heikkinen, Kalle. "Teaching and assessing English pronunciation in the communicative classroom : A qualitative study about teaching and assessing English pronunciation as part of oral skills in the ninth grade in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70055.

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This study investigates how a group of English teachers in Sweden teach and assess pronunciation to ninth graders as a part of oral skills. The method applied in the study is qualitative semi-structured interviews with six teachers from different cities and schools in Sweden. The results show that teaching English pronunciation is included in different speaking and listening contexts and is not taught separately. However, the teachers do formative pronunciation assessments in almost every lesson, but summative assessment is rarely given in each semester. This case study views how the participants teach English pronunciation to ninth graders and concludes that communicative language teaching methods have an overwhelming role in the teaching of pronunciation, as pronunciation is included in other language skills and happens mostly without direct focus, which is typical in a communicative approach.
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Books on the topic "Oral English teaching"

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Brooks, Greg. Developing oral skills: A resource pack for the teaching of oral communication. London: Heinemann Educational Books, 1986.

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Meihua, Liu. Reticence and anxiety in oral English lessons. Bern: Peter Lang, 2009.

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Melvyn, Elphee, ed. Oral work. London: Hutchinson, 1986.

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Massachusetts. Dept. of Education. The Massachusetts English language assessment - oral handbook. [Malden, Mass.]: The Dept., 1994.

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Singapore), SEAMEO RELC International Seminar (40th 2005. New dimensions in the teaching of oral communication. Singapore, Republic of Singapore: SEAMEO Regional Language Centre, 2005.

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Richard, Roberts. Meithrin sgiliaullafar =: Developing oral skills. Caerdydd: Uned Iaith Genedlaethol Cymru CBAC, 1996.

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Wong, Rita. Teaching pronunciation: Focus on English rhythm and intonation. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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M, Guccione Lindsey, ed. Comprehension and English language learners: 25 oral reading strategies that cross English proficiency levels. Portsmouth, NH: Heinemann, 2009.

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Wilkinson, Andrew. Spoken English illuminated. Milton Keynes: Open University Press, 1990.

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Caminer, Hilary. Just talk: Practical assignments for oral communication for GCSE English. London: Hodder and Stoughton, 1987.

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Book chapters on the topic "Oral English teaching"

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Liu, Wanyu. "Role of Teachers in Oral English Teaching." In Lecture Notes in Electrical Engineering, 13–18. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4853-1_2.

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Baigent, Maggie. "Multi-word Chunks in Oral Tasks." In Teachers Exploring Tasks in English Language Teaching, 157–70. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_14.

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Hu, Yuezhi. "College Oral English Teaching Method Based on Information Technology." In Lecture Notes in Electrical Engineering, 373–80. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5959-4_47.

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Cao, Guihua. "Efficient Scheme to Deal with Errors in Oral English Teaching." In Lecture Notes in Electrical Engineering, 791–96. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4811-1_101.

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Wu, Shuyong, and Shuang Gu. "The Problems and Countermeasures of Oral English Teaching in Colleges." In Advances in Intelligent and Soft Computing, 599–604. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_93.

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Fang, Wang, and Wang Haijun. "Oral English Flipped Teaching in China Based on Cloud Class." In Advances in Intelligent Systems and Computing, 150–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25128-4_20.

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Yaman, Şaziye, and Mehtap Özcan. "Oral Communication Strategies Used by Turkish Students Learning English as a Foreign Language." In Second Language Learning and Teaching, 143–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_9.

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Li, Xinguang, Xiaolan Long, Yan Long, Shuai Chen, and Zeming Chen. "An Intelligent System of Oral English Assistant Teaching Based on Tag Matching." In Advances in Natural Computation, Fuzzy Systems and Knowledge Discovery, 588–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70665-4_65.

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Yuan, Xuehong, and Dongxu Li. "The Application of Virtual Reality Technology in College English ESP Oral Teaching." In 2021 International Conference on Applications and Techniques in Cyber Intelligence, 685–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79197-1_98.

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Milton, James, Jo Wade, and Nicola Hopkins. "Chapter 6. Aural Word Recognition and Oral Competence in English as a Foreign Language." In Insights into Non-native Vocabulary Teaching and Learning, edited by Rubén Chacón-Beltrán, Christian Abello-Contesse, and María del Mar Torreblanca-López, 83–98. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692900-007.

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Conference papers on the topic "Oral English teaching"

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Chen, Guoliang. "Computer-Aided Multimedia Oral English Teaching." In 2013 Fifth International Conference on Computational and Information Sciences (ICCIS). IEEE, 2013. http://dx.doi.org/10.1109/iccis.2013.476.

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Jian, Guan. "Feasible Strategies for Oral English Teaching." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.118.

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Song, Lihui. "Self-assessment in Oral English Teaching." In 2013 International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/asshm-13.2013.10.

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"Research on Interactive Teaching Method in Oral English Teaching." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.098.

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Feng, Haiyan. "Application on Communicative Teaching Method in College Oral English Teaching." In 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icessms-16.2017.68.

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Mufidah, Zahratul maujudatul. "The Impact of Oral Corrective Feedback On the Level of Language Anxiety." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.48.

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Suting, Yang, and Yang Sudan. "Research on E-commerce Oral English Blended Teaching." In 2021 2nd International Conference on E-Commerce and Internet Technology (ECIT). IEEE, 2021. http://dx.doi.org/10.1109/ecit52743.2021.00015.

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Trila, Honesty, and Desvalini Anwar. "Students’ Oral Classroom Participation: What Influences Them to Speak Up?" In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.055.

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Li, Hui. "The Analysis of Application about English Original Films in Oral English Teaching." In 2nd International Conference on Science and Social Research (ICSSR 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icssr-13.2013.73.

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Li, Huihui, and Yan Zhang. "Application of Flipped Classroom in Medical Oral English Teaching." In 2016 Eighth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2016. http://dx.doi.org/10.1109/icmtma.2016.34.

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Reports on the topic "Oral English teaching"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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