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Journal articles on the topic 'Oral English teaching'
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1
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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Li, Hui. "Research of Oral Test Reliability and Validity of College English Based on the Computer Technology." Applied Mechanics and Materials 644-650 (September 2014): 6339–42. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.6339.
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Oral English teaching is the law of language teaching, which is not only the necessity of college English teaching reform and development but also a reflection of social needs. After college English graded teaching, oral test was incorporated into the scope of the final exam of many colleges and universities. In-depth discussion of computer-assisted oral English test reliability and validity has the practical significance.
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Wu, Huiqi, and Jane M. Ekstam. "Beyond Parroting: Using English Fun Dubbing to Improve English Oral Performance." Chinese Journal of Applied Linguistics 44, no. 2 (June 1, 2021): 203–18. http://dx.doi.org/10.1515/cjal-2021-0012.
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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.
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Yu, Yayan. "Problems in and Solutions to Oral English Teaching in Rural Middle School—A Case Study in ZhaoCheng Middle School." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 372. http://dx.doi.org/10.17507/jltr.1002.20.
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As a key skill for language learners, oral communication ability is one of the most important factors to measure one person’s overall quality. Being a widely used language, English has become an important communicative medium between countries. However, the purpose of learning English is to communicate. One can really master the language only by putting it into flexible use. However, English teaching in our country has been the problem of “dumb English” for a long time, especially oral English teaching in rural middle school. Due to the various constraints, oral English teaching still takes the traditional teaching methods. Students have no necessary English environment to exercise English. This kind of “dumb English” makes students lack language communicative ability. So it is urgent to improve the oral English teaching in rural school. In this paper, the investigation and questionnaire survey were aimed at investigating students’ oral English in the Middle School of Zhaocheng Town in Linfen, Shanxi Province, in order to find out the insufficiency of spoken language and give the recommendations, so as to improve the interest of speaking English for rural students and cultivate their communicative competence in spoken English. Finally, it can promote the students’ overall quality and overall performance for our society.
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Zhang, Wei. "On College Oral English Teaching in the Base of Virtual Reality Technology." Applied Mechanics and Materials 687-691 (November 2014): 2427–30. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2427.
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Today, it is possible to construct English learning environment through computer technology with the integration between information technology and all kinds of educational resources, so as to change the efficiency of teaching oral English. This thesis takes the explanation of virtual reality technology as the cutting point, analyzing the present situation of oral English Teaching in college , putting forward the idea of teaching oral English by virtual reality technology in the classroom.
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Wang, Binhong. "What Can We Tell from These Temporal Measures? Temporal Measures as Indices of Oral Proficiency." English Language Teaching 1, no. 2 (December 1, 2008): 21. http://dx.doi.org/10.5539/elt.v1n2p21.
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<p class="MsoNormal" style="margin: 0cm 0cm 4pt; line-height: 12pt; mso-line-height-rule: exactly;"><span style="font-size: 10pt;" lang="EN-US"><span style="font-family: Times New Roman;">Oral English teaching has long been a weak link in the science universities in China, let alone the research on oral English test by quantitative method. Therefore, OEPT in the U.S. sheds enlightening light on the spoken English teaching and researching in China. OEPT (Oral English Proficiency Test) is a spoken English test aimed to assess the oral English proficiency of prospective international teaching assistants in the U.S. In the past few years, temporal variables as indices of oral English proficiency to analyze examinees’ oral speech were explored and studied at a large Mid-western American university. Based on the descriptive statistics of the selected temporal variables, this paper aims to give an interpretation of the figures obtained by OEPT data in order to get enlightening implications on spoken English teaching in China. </span></span></p>
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Wang, Jianmei. "Speech Recognition of Oral English Teaching Based on Deep Belief Network." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 100. http://dx.doi.org/10.3991/ijet.v15i10.14041.
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The oral English teaching faces several common problems: the teaching method is very inefficient, and the learners are poor in oral English. The development of computer-aided language learning offers a possible solution to these problems. Based on techniques of speech recognition, cloud computing and deep learning, this paper applies the deep belief network (DBN) to recognize the speeches in oral English teaching, and establishes a multi-parameter evaluation model for the pronunciation quality of oral English among college students. The model combines the merits of subjective and objective evaluations, and assesses the pronunciation from four aspects: pitch, speech rate, rhythm and intonation. Finally, the proposed model was verified through speech recognition and pronunciation evaluation experiments on 26 non-English majors from a college. The results show that the proposed evaluation model output credible results, which are consistent with those of experts, as evidenced by consistency, neighbourhood consistency and Pearson correlation coefficient. The research provides a feasible way to evaluate the oral English proficiency of learners, laying the basis for improving the teaching and learning efficiency of oral English.
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Senra Silva, Inmaculada. "Speech fluency in phrases: teaching English oral fluency in distance learning." Elia, no. 17 (2017): 209–32. http://dx.doi.org/10.12795/elia.2017.i17.09.
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O’Donnell, Katherine. "Speech fluency in phrases: teaching English oral fluency in distance learning." Elia, no. 17 (2017): 233–50. http://dx.doi.org/10.12795/elia.2017.i17.10.
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Cao, Dong Bo. "Oral English Teaching Context Construction Based on New Media Environment." Advanced Materials Research 860-863 (December 2013): 3013–16. http://dx.doi.org/10.4028/www.scientific.net/amr.860-863.3013.
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Along with the increasing requirement of society to the students English ability, college students' English learning should focus on students' practical English comprehensive ability, especially for the purpose of the ability of oral communication. This paper discussed the important role of the construction of university spoken English context to oral capability, and it proposed the strategies of the university English context construction based on new media environment.
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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.
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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in 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. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.
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Shi, Guang, and MEI Jingyi. "The Impact of Background Music Teaching on the Accuracy and Fluency of College Student Oral English in China." International Journal for Innovation Education and Research 3, no. 6 (June 30, 2015): 120–28. http://dx.doi.org/10.31686/ijier.vol3.iss6.385.
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This paper studies the impact of background music teaching on the accuracy and fluency of oral English of university students. It is found that: 1). Overall, background music teaching can effectively facilitate the accuracy of oral English of the students. Specifically, compared with conventional teaching methods, background music teaching can better help the students reduce syntactic and morphological errors in their oral output, but does not show any advantage in reducing the students’ lexical errors. 2). Compared with conventional teaching methods, background music teaching can better promote the fluency of oral English of the students. 3). Although background music helps to lower the affective filter, it may not be able to help the students to get more comprehensible input. On the contrary, background music plays a more facilitating role in students’ oral output.
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Fan, YANG. "Analysis of Reasons for Chinese College Students’ Lack of Oral English Proficiency." Studies in English Language Teaching 8, no. 4 (November 23, 2020): p63. http://dx.doi.org/10.22158/selt.v8n4p63.
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Chinese college students’ lack of oral English proficiency has aroused many attentions during the College English Reform in recent years. The purpose of this article is to (a) summarize findings from the literature of challenges existed in oral English teaching in Chinese higher education and (b) find reasons for Chinese college students’ lack of oral English proficiency. The overarching question of this article is what are reasons for Chinese college students’ lack of oral English proficiency. Several reasons for Chinese college students’ lack of oral English proficiency including teacher knowledge, students’ willingness to communicate, assessment factors, and contextual constraints have been identified from the literature. This study hopes to provide references to the development of Chinese College English Reform in respect to oral English teaching.
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Ling, Huang. "The Application of TBLT to Oral English Teaching in Junior High School in China." English Literature and Language Review, no. 55 (May 15, 2019): 57–63. http://dx.doi.org/10.32861/ellr.55.57.63.
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The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
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Abid, Abid. "Exploring EFL Teacher Educators’ Goals in Teaching English Oral Communication Skill." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 7, no. 1 (June 29, 2020): 20–34. http://dx.doi.org/10.36706/jele.v7i1.11457.
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The study reported in this article sought to explore teacher educators’ (TEs) perceived goals in teaching English oral communication in an English Education Program in Indonesia. Using a case study method, data for the present study were collected from all TEs teaching English speaking and listening subjects. A semi-structured interview protocols were carried out in English and Indonesian languages. All interview transcripts were transcribed verbatim and analysed using a thematic analysis method. The findings indicate that many of the TEs stress production when teaching oral communication. When asking about the purposes of teaching speaking or listening, they rarely mentioned any expectations that their PSTs would be independent and knowledgeable when dealing with oral communication breakdowns. Yet, this does not necessarily suggest any problems with TEs’ teaching practices and may instead indicate limited opportunities for PSTs to learn how to deal with oral communication breakdowns in the classroom. The findings of this study, thus, shed lights into current understanding of how teacher educators in Indonesia engage in the preparation of school English teachers’ candidates in the domain of oral communication skills.
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Liu, Hui. "College Oral English Teaching Reform Driven by Big Data and Deep Neural Network Technology." Wireless Communications and Mobile Computing 2021 (September 15, 2021): 1–8. http://dx.doi.org/10.1155/2021/8389469.
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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%.
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Tao, Yun. "Design, Development and Evaluation of Academic Oral English Curriculum Reform." Theory and Practice in Language Studies 7, no. 6 (June 1, 2017): 427. http://dx.doi.org/10.17507/tpls.0706.03.
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The postgraduate students’ oral English proficiency has long been considered to be unsatisfactory in tailoring ever-increasing global engagement and international academic cooperation. Numerous Chinese universities are currently undergoing English curriculum reform for enhancing postgraduate students’ pragmatic communicative capacity especially in involving in global professional interaction and articulating at international academic settings. To assess the effect of the curriculum innovation, a 670-postgraduate-student questionnaire was surveyed at Southeast University to evaluate its pilot reform encompassing teaching, learning and assessment, namely, “Collaborative Teaching Mode and Interactive Learning Model”, “Major-related Teaching Content” and “Formative Assessment System Integrated in Summative Assessment System”. The data showcases that the teaching content merged by Simulated International Conference on major-relevant themes has been popularly acknowledged by students. The Sino-foreign collaborative teaching mode and multiple interactive learning model have proven to boost students’ enthusiasm and confidence in improving oral English proficiency. The formative assessment system can significantly propel teamwork spirit and arouse students’ earnest to practice oral English. The research provides viable modes for oral English curriculum reform in Chinese tertiary educational institutions.
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Ma, Rui. "English Communication for International Teaching Assistants." Journal of International Students 4, no. 2 (April 1, 2014): 199–201. http://dx.doi.org/10.32674/jis.v4i2.480.
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English Communication for International Teaching Assistants is at extbook written specifically for international teaching assistants (ITAs) working in a typical U.S. undergraduate classroom. An ITA might speak fluently in English with a clear pronunciation, yet the undergraduate students in an US classroom may still have difficulty understanding him or her. High English oral proficiency does notnecessarily lead to an ITA’s communicative competence, which, according to Canale and Swain (1980), includes grammatical competence, sociolinguistic competence, and also strategic competence.
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Castillo, Rigoberto, Heidy Erika Silva-González, and Leidy Sanabria-Chavarro. "Task-Supported-Teaching to promote EFL Oral Fluency." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 106–27. http://dx.doi.org/10.26817/16925777.443.
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This paper presents a study that looked into the structuring of tasks that may foster oral fluency in an intensive eight-week course with 25 young adult and adult learners of English as a foreign language in a format of tutoring sessions for conversation. The action research involved two teachers and a research advisor, coauthors of this paper. Researchers identified two drawbacks: learners claimed that instruction was not helpful for them to use English outside the classroom and that they had difficulty in retaining information in long-term memory. With surveys, interviews, observations, and videos, the research team gathered data on students' progress, goals, performance and beliefs. The pedagogical intervention with Task-Supported Teaching (TST) produced these results: a) TST promoted cooperation b) the degree of participation correlated with the students’ purpose for learning English, and c) TST raised their awareness on the acquisition of speaking.
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Song, Yanbei. "The Influence of Background Music Teaching on Accuracy and Fluency of Freshmen ’s Oral English in China." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 265–75. http://dx.doi.org/10.31686/ijier.vol8.iss11.2742.
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Many students like listening to music through mobile phones or computers when they are studying after class. Some students stated they were more efficiency when they were studying with the background music;some claimed they were distracted by the background music.In English teaching, students tend to have anxiety due to various subjective and objective reasons. If students are too anxious, it will affect their oral performance, especially accuracy and fluency. Therefore, to help students improve their oral English, we need to help them overcome their anxiety. In oral English teaching, an effective way to relieve students’ anxiety is to play background music. Because the musical background helps to create a relaxed atmosphere in which anxiety and tension are relieved and attention to the new content is aroused. The paper studied the influence of background music teaching on accuracy and fluency of freshmen’ s oral English. The results were in the following: 1). Background music teaching did not facilitate clear effect on oral accuracy of college students. To be specific, background music teaching only could help to reduce the rate of students’ pronunciation error. In terms of syntactic errors and self-repair, the traditional teaching has decreased more than background music teaching. Background music teaching did not help to reduce lexical errors. 2). Compared with traditional teaching, oral fluency in background music teaching has not improved significantly. 3). This research results challenged the traditional idea that background music could achieve better teaching effect. Although background music might reduce the pressure and relieve the atmosphere, it could not help students to acquire more comprehensive input. Students need more quiet teaching environment and relevant module training, especially the flexible use of vocabulary, are needed to improve the accuracy and fluency of students’ oral English to a greater extent.
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Shen, Guorong. "Teaching Oral English from the Perspective of Educational Ecology." Journal of Language Teaching and Research 6, no. 4 (July 2, 2015): 811. http://dx.doi.org/10.17507/jltr.0604.13.
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de Wolf, Stephana, Nienke Smit, and Wander Lowie. "Influences of early English language teaching on oral fluency." ELT Journal 71, no. 3 (February 20, 2017): 341–53. http://dx.doi.org/10.1093/elt/ccw115.
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Wang, Junhua. "The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1310. http://dx.doi.org/10.17507/tpls.1010.19.
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Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.
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Wu, Rui. "A Study on SPOC Assisted College Oral English Teaching Strategies." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 756. http://dx.doi.org/10.17507/tpls.0709.07.
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With the rapid development of information technology, various online courses have sprung up and SPOC (Small Private Online Course) is one of them. In the meantime, Chinese colleges are in the process of transformation from traditional classroom teaching to web-assisted teaching, which demands for a corresponding adjustment of teaching techniques used to guide teaching practice. Therefore, after a deep investigation into the attitude of some students and teachers, based on the results of questionnaires and interviews, this paper proposes several strategies for SPOC assisted college oral EFL teaching, aiming to guide teachers to use online courses effectively and as a result, improve the quality of EFL teaching.
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Jaca, Cristie Ann L., and Felino B. Javines. "Oral Communication Needs of Pre-Service Teachers in Practice Teaching." Randwick International of Education and Linguistics Science Journal 1, no. 1 (June 23, 2020): 67–73. http://dx.doi.org/10.47175/rielsj.v1i1.31.
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Practice teaching is the culmination of the teacher education program where student teachers apply learned content knowledge and pedagogical skills in real classroom teaching. The purpose of this paper is to present the perceived oral communication needs of student teachers during their practice teaching. Survey questionnaire, classroom observations and focused group discussions were used to collect the needed data. It was found that student teachers’ oral communication skills in English fall short and need to be enhanced to cope with the demands of the teaching profession. Likewise, it was noted that the need to have a special kind of English class for pre-service teachers is very much needed to help them in their practice teaching since the medium of instruction used in class is English. Furthermore, the kind of English they need for classroom communication is also very specific for classroom interactions. The findings serve as basis in designing a module that can be used in remedial class in English for Pre-Service Teachers to respond to their communicative needs in the classroom.
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Xu, Ling. "A Study on The Application of Task-based Language Teaching in Oral English Teaching in Junior Middle School." Lifelong Education 9, no. 7 (December 8, 2020): 78. http://dx.doi.org/10.18282/le.v9i7.1474.
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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]
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Al-Enzy, Mrumah, and Roseline Jesudas. "Productive Oral Feedback – A Successful Tool in English Language Teaching." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 4, no. 2 (September 9, 2016): 317. http://dx.doi.org/10.21013/jems.v4.n2.p10.
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<div><p><em>This paper discusses about providing a Productive oral feedback on English Language learners’ learning process. This study focuses on how the productive oral feedback is an effective tool also, looks at an effective ways of providing oral feedback. </em></p></div>
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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.
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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.
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Qin, Zhou. "A Case Study of Implementation of Action Research on Oral English Teaching in Vocational and Technical College." English Language Teaching 11, no. 12 (November 25, 2018): 205. http://dx.doi.org/10.5539/elt.v11n12p205.
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With the globalization and the increase of the foreign-oriented affairs, the oral English teaching and learning in higher vocational colleges has got a wide attention from all walks of life, especially, the educational circle. It has become an important task to explore how to improve the oral English teaching and strengthen students’ practical and communicative ability in higher vocational colleges. Aiming to reform the educational practice and to improve the effect of oral English teaching, a ten-week task-based teaching plan has been designed and some adjustments on teaching content have been done according to the actual situation in implementation. The figures in the final analyses show that not only have the students’ interests, confidence and effect of learning been rapidly improved, but also the teacher’s self–reflection and the ability of putting theories into the practice have been clearly strengthened. The research result in this paper reveals that action research is a useful and practical way to propel the development of the oral English teaching in higher vocational education.
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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.
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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.
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Xu, Qing. "Research on the Construction of College English Reading Teaching System Based on the “Internet+” Environment." Lifelong Education 9, no. 7 (December 8, 2020): 145. http://dx.doi.org/10.18282/le.v9i7.1496.
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College English teaching is of great significance to the improvement of students' English proficiency and the cultivation of English application ability, especially reading teaching can effectively improve college students' oral, comprehension and writing skills. However, many college students have the problem of weak enthusiasm when learning English reading. At this time, efficient English reading teaching should effectively use Internet technology to reconstruct the reading teaching system, optimize the quality of English reading teaching, and provide reading teaching attractive to students.
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Li, Xi, and Ying Xie. "Application of Virtual Reality Technology in Oral English Teaching for College English Majors." Journal of Physics: Conference Series 1820, no. 1 (March 1, 2021): 012148. http://dx.doi.org/10.1088/1742-6596/1820/1/012148.
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Zhang, Xiaomei. "On English Listening Learning Strategies for College Students." Learning & Education 9, no. 2 (November 10, 2020): 65. http://dx.doi.org/10.18282/l-e.v9i2.1402.
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In recent years, the reform of college education and teaching introduced by the state has achieved remarkable results, and college English curriculum has been repositioned as an important course. Oral English is one of the important contents of college students’ foreign communication. As a second language, the environment of English teaching lags behind Chinese, which is very difficult for contemporary college students to master oral English skills. Especially the English listening part is the premise for college students to understand oral English, and the quality of listening ability directly affects the ability of college students to understand English. Although the English teaching reform has increased the content of listening training to some extent, it is due to the difference of language environment and learning. The platform is backward, the listening effect of college students is still unsatisfactory. Based on the present situation of college students’ listening, this paper discusses how to effectively reform and improve the effect of college students’ English listening learning.
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Velásquez-Hoyos, Angela Patricia. "Theme-Based Teaching to Promote Oral Fluency in a University in Colombia." HOW 28, no. 2 (July 17, 2021): 97–119. http://dx.doi.org/10.19183/how.28.2.555.
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The present qualitative study with an action research orientation focuses on the strengthening of students’ oral fluency in English through the implementation of six theme-based teaching workshops. The participants were students of an EFL pre-intermediate English language course in the institute of foreign languages at the Technological University of Pereira, in Risaralda State, Colombia. Besides the implementation of theme-based teaching, this study includes the speaking phases of rehearsal, performance, and debriefing to impact students’ oral fluency. This project emerged from an exhaustive needs analysis which showed that the university’s students, as future professionals, had difficulties with their oral performance i.e. their being unable to speak about topics related to their university life in English; hence, the need of including themes aligned with their academic contexts was highlighted with the purpose of helping them improve their oral fluency in English. The findings indicate that the students improved in their oral fluency in terms of vocabulary, intonation, and a reduction in the number of long pauses when speaking in English.
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Wiemeyer, Leonie, and Sabrina Zeaiter. "Social media in EFL teaching." Dutch Journal of Applied Linguistics 4, no. 2 (December 31, 2015): 193–211. http://dx.doi.org/10.1075/dujal.4.2.04wie.
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This article presents an approach to fostering (oral) communication skills in L2 English using social media. It proposes that social media provide a setting for synchronous and asynchronous oral CMC and can be a motivating environment for communicative tasks in the lingua franca English as adolescent learners are used to participating online, both in written and spoken modes. This can be exploited in complex competency tasks in which learners are exposed to real-life discourse and the associated linguistic challenges. Complex competency tasks can provide a framework for web-based language learning and facilitate the development of oral communicative competencies. Among the implications for teaching discussed are sensible embedding in tasks, potential issues of student participation and motivation, and the authenticity of the environments. The article concludes that social media provide a fruitful platform for combining web-based and task-based language and media learning in (semi-)authentic contexts in complex competency tasks.
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Bokolo, Faith, Idongesit Victor Uwah, and Norman Simeon. "Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’ Achievement In Oral English In Bayelsa State." Advances in Social Sciences Research Journal 7, no. 7 (July 19, 2020): 75–85. http://dx.doi.org/10.14738/assrj.77.8606.
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The researchers investigated the effects of Demonstrative and Guided Discovery teaching strategies on Senior Secondary School Two (2) students’ achievement in Oral English in Bayelsa State. A quasi-experimental design approach was adopted, using a sample of Sixty (60) students comprising of both male and female from Yenagoa Local Government Area of Bayelsa State. Data collated were analyzed using mean standard deviation and the Analysis of Covariance (ANCOVA). This research was guided by Four (4) research questions and hypothesis. The instrument used for data collection was the Oral English achievement test (OEAT), The instrument contained 25 multiple choice items marked over 100 which were standardized. KR20 was used to determine a reliability coefficient of 0.95. The test was based on human sound system. The result analyzed showed among others that there was a significant difference (P=0.000<0.05) between demonstrative and discovery, and demonstrative and conventional methods of teaching. On the other hand, no significant difference existed (p=0.314>0.05) between discovery and conventional method of teaching. The significance difference observed between the various teaching methods is indicative that the demonstrative method is the most effective in the teaching of Oral English. Some recommendations were made on enhancing Oral English language skill acquisition such as provision of e-learning facilities in schools, continuous education for Oral English teachers among others.
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Druzhchenko, Tetiana. "TEACHING ENGLISH MONOLOGIC ORAL PRODUCTION TO LAW STUDENTS: DIFFERENTIATED APPROACH." АRS LINGUODIDACTICAE, no. 2 (2018): 71–75. http://dx.doi.org/10.17721/2663-0303.2018.2.10.
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Background: Among numerous issues of differentiated teaching, the problem of building competence in oral monologic production in Law students – considering the level of independence and knowledge of students – has not been studied in depth yet. This causes difficulties for providing qualitative foreign language (FL) education to Law majors who have not attained the appropriate level in FL communicative competence in conditions of homogenous training groups. Purpose. The article aims to prove the effectiveness of the system of exercises and tasks designed to enhance English monologic production skills in Law students based on differentiated approach with regard to individual and psychological characteristics of learners, their cognitive needs, communicative abilities, motivation, independence, professional mindset and professional activity. Results. The system of exercises and tasks for building the competence under discussion requires specification of phases in the teaching process. Therefore, the author presents a three-phase process for teaching English oral monologic production to law students. The phases involve pre-text, text-reproductive and productive stages of developing monologic skills. Discussion. The process of teaching is organized in four stages: diagnostic, planning, teaching and final. The diagnostic stage is designed to measure the level of students’ knowledge and independence with a view of differentiating the groups of learners. The planning stage aims at developing educational content and materials as well as correlating them with the level of students’ knowledge and independence. The teaching stage involves instruction based on implementation of the system of exercises and tasks which were designed to purposefully address oral monologic production skills in the classroom. The final stage focuses on observing the dynamics in students’ monologic performance and independence as well as on rearranging training groups based on students’ performance level.
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Zeng, Yujun. "Application of Flipped Classroom Model Driven by Big Data and Neural Network in Oral English Teaching." Wireless Communications and Mobile Computing 2021 (August 23, 2021): 1–7. http://dx.doi.org/10.1155/2021/5828129.
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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.
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Nguyen, Thao Hieu. "ORAL PRESENTATION STRATEGY FOR ENHANCING ENGLISH SPEAKING PROFICIENCY TO NON-ENGLISH MAJOR STUDENTS." Scientific Journal of Tra Vinh University 1, no. 2 (August 5, 2019): 40–48. http://dx.doi.org/10.35382/18594816.1.2.2019.154.
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This paper presents an integratedskill approach of using oral presentations as an interactive teaching tool in non-English major classrooms, specifically in the context of Tra Vinh University. This paper has the following sections: (1) introducing the context of teaching and learning English and the factors affecting students’ speaking ability in Vietnam and in several other countries; (2) presenting the benefits of integrating oral presentation in the classroom; (3) proposing suggestions that help EFL teachers to apply this approach effectively. The result shows that four main factors, which affect students’ speaking ability, are a lack of topical knowledge, low self-esteem, limited chances of practice and the overuse of mother tongue. By giving presentation, students have a higher level of confidence, speak correctly, use more vocabularies, and develop other language skills as well as soft-skills. However, teachers need to instruct students clearly; reduce pressure on student grades and make effective feedback to individual. Besides, students need encouragement to create dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English speaking ability.
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Xu, Jie, and Guo Jian Li. "Application of Multimedia Technology and Network-Based Environment in Oral English Teaching." Applied Mechanics and Materials 347-350 (August 2013): 2349–51. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2349.
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This paper mainly analyzes the current problems existing in oral English teaching with application of multimedia technology and network-based environment on base of constructive learning theory as well as current reform situation. By providing diverse effective strategies, both scientific application of multimedia technology and oral English teaching quality could be achieved to its best.
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Abu Bakar, Noor Idayu, Nooreen Noordin, and Abu Bakar Razali. "Improving Oral Communicative Competence in English Using Project-Based Learning Activities." English Language Teaching 12, no. 4 (March 14, 2019): 73. http://dx.doi.org/10.5539/elt.v12n4p73.
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The quasi-experimental study investigated the effectiveness of using project-based learning (PjBL) activities as a teaching strategy in improving the oral communicative competence of Malaysian English language learners. The participants included 44 diploma students enrolled in a Communicative English course at a technical college in the Peninsular Malaysia, who were purposely selected for the study. The intervention comprised a 12-week lessons taught using PjBL teaching strategy and centred on eight PjBL activities. Data were collected using a speaking test and a listening test, which were administered as pre-tests and post-tests, and a student questionnaire which was administered at the end of the study. Data analysis involved the procedure of MANOVA, as well as descriptive statistics such as mean, standard deviation and percentage. The findings revealed a significant improvement in the learners’ overall oral communicative competence and a high perception of PjBL by the learners. It is concluded that PjBL teaching strategy is effective in improving the oral communicative competence of the English language learners. The study recommends the use of PjBL as a suitable English language teaching strategy for technical students who are generally low proficient English language learners.