乐 山 师 范 学 院

外国语学院

Scool of Foreign Languages of Leshan Teachers College

(B.A. Thesis Proposal)

论文题目：

专 业： 英 语

指导教师： X X X

学 生：

班 级： 2005级X班

学 号： XXXXXXX

日 期： 2008-09-XX

1. Title

Strategies of Oral English Teaching in Senior Schools

2. Thesis Statement

The current social backgrounds which make Oral English become an important part in the English learning process are urgent. Teachers in senior schools always encounter many problems in their Oral English teaching. This study discusses the major causes, and gives some creative solutions to them.

3. Purposes and Significance of Study

In recent years it has been argued on both linguistic and psychological grounds that Oral English should be the principal objective in English teaching. Most textbooks place emphasis more on Oral English in that they embody a methodology that is largely oral. The current problems that appear in Oral English teaching in senior schools are the greatest obstacles which prevent students from learning English well. With the globalization of social life and economy, the process of opening up to the outside becomes quickly, to a certain extent, the requirements for the cultivation of Oral English are instant. This study will help senior teachers and learners analyze the potential problems and specific methods to deal with.

4. Situation of Study

Corder (1967) views his opinions that the second language acquisition (SLA) provides to the researcher evidence of how language is learned or acquired, what strategies or procedures the learners are employing in his discovery of the language.

Segalowitz and Gatbouton (1982) take their view as that language learning particularly the oral competence has begun to focus on the teaching strategies.

Goffman (1974) points out that oral talking is often organized into two-part exchanges, this organizing principal follows from the very fundamental requirements of oral speech as a communication system.

The Teaching Syllabus (The Ministry of Education, 2000) stipulates that Band One requires senior school students to retell main ideas based on the general meaning of the passages, and can do some introduction about family, friends, or class by using simple sentences and expressions. Band Two describes that students can answer questions and discuss according to the text efficiently. It also requires students to do daily talk about society, culture and science which related to the text in the textbooks.

The High School English Standards (The Ministry of Education, 2002) stipulates that Band Six requires senior school students to do daily conversations and express own opinions on the given topics. Students can describe personal experiences and express oneself appropriately on some specific occasions. Band Eight stresses that students can make a 3-minute speech based on simple topics by preparation in a short time, and do some simple translations in daily life.

Theories about how we teach oral English reflect our view of the nature of language. A deeper understanding of the effects of communicative needs on non-native speaker discourse should make us more understanding of our students' difficulties in practising their Oral English. It is generally accepted that English plays an important part in the basic education courses, and even in the advanced education. In the past, English teaching laid great emphasis on the grammatical structures instead of Oral English teaching. This leads to some serious problems that most learners in China have studied English for more ten years, yet they cannot communicate with native English speakers naturally. They probably lack the language environment, and most of them have no opportunities to practice their English orally in class. Furthermore, teachers, some of whom cannot have very good oral English, in some backward and remote areas of China, are not qualified. These certainly leave students the direct impact on the motivation of English learning.

5. Difficulty of Study

It is a little bit hard for senior students to spend some time everyday to practice their Oral English because of the heavy pressure of the entrance examination to college. Meanwhile, in view of the test-oriented system in China, teachers often emphasize a lot on preparing lesson plans for their students. Moreover, the solutions that offered in this study cannot be put into practice easily. Collecting the materials and information is another difficult thing for my limited time energy.

6. Outline

1. Introduction

2. Theoretical Framework

2.1 Foreign Language Methodologies

2.2 The Requirements of the High School English Standards

2.3 Theories of the second language acquisition (SLA)

2.4 Motivations for Senior Students’ English Learning

3. The Causes of the Problems

3.1 Students’ Factors in Their Oral English Learning

3.1.1 Lack of Language Environment

3.1.2 Few Opportunities to Contact with English

3.1.3 Lack of Confidence and Creativity

3.1.4 The Impact of Psychological Obstacles

3.2 Teachers’ Factors in Their Oral English Teaching

3.2.1 Less proficiency in teachers’ oral English

3.2.2 Poor Teaching Theories and Strategies

3.2.3 The Traditional Teaching Modes

3.3 Administrators’ Problems

3.3.1 Large Class

3.3.2 The Current English Test System

4. Solutions

4.1 The solutions to Students’ Problems

4.1.1 Cultivation of Language Environment

4.1.2 Creation of More Chances to Practice Oral English

4.1.2.1 Recitation Method

4.1.2.2 Step-by-step Method

4.1.2.3 Finding the fixed partners to practice

4.1.3 Fostering Self-confidence and Creativity

4.2 The Solutions to Teachers’ Problems

4.2.1 Professionalism for Teachers’ Oral English

4.2.2 Attempt of New Teaching Theories and Strategies

4.2.2.1 Model-based Method

4.2.2.2 Theme-based Method

4.2.2.3 Question & Answer Method

4.2.2.4 Interactive Approach

4.2.2.5 Group Activities

4.2.2.6 Role play

4.2.2.7 Discussion and Debate

4.2.2.8 The Art of Correcting Mistakes

4.3 The Solutions to Governments’ Education Policy

4.3.1 Small Class

4.3.2 The Reform of English Test System

5. Conclusion

References

Richards, J. J. The Context of Language Teaching. 北京：外语教育与研究出版社, 2000. Robins, R. H. General Linguistics. 北京：外语教育与研究出版社, 2002.

…

成云. 心理学[M]. 成都：四川大学出版社, 2004.

胡春洞. 英语教学法[M]. 北京：高等教育出版社, 1990.

刘家坊. 教育学[M]. 成都：四川大学出版社, 2002.

中国教育部. 全日制普通高级中学英语教学大纲. 北京：人民教育出版社, 2000. 钟启泉. 外语教育展望[M].上海：华东师范大学出版社, 2001.

 

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