Onheimprovemenofsudens'oralcommunicaioncompeneceinmiddleschoolEnglisheaching_开题报告

In order to carry out the research better, the author started from collecting relevant data. And then the author sorted out the contents related to oral communication competence training at home and abroad after studying related books, searching and studying relevant literature materials in databases such as Cnki and Duxiu academic search.

(1) Overseas Research Status

Foreign researchers have investigated the communicative competence of oral language long time ago, and its definition and development have gone through a long process in the study of linguistics. Chomsky put forward the concept of "Linguistic competence" in 1960.However, Hymes argued that "Linguistic competence" was only one component of "communicative competence" in 1970. After a systematic study, Canale and Swain concluded three components: grammatical competence, sociolinguistic competence and strategic competence. Canale added "discourse competence" in the original basis three years later

With the continuous enrichment of the connotation of oral communicative competence by foreign researchers, the cultivation of this competence had also been paid more and more attention. The syllabus of Britain set a very specific goal for students to practice speaking. It proposed that "students should not only learn to speak and communicate, but also enhance their thinking, Meanwhile increase their knowledge and train their skills". The United States also attached great importance to the cultivation of students' competence to accept information and to speak publicly. The form of oral communication in American middle schools was diversified, and the content selection was mostly related to students' life, which was very popular with students. Japan, as an Asian country, also had its own characteristics in oral communication teaching. They regarded listening and speaking project as the basic field, and required students to conduct language communication on the premise of respecting the position of communicator.

Researchers also paid attention to the guidance of relevant theories. Krashen, the author of the theory of language monitoring, believed that it was more important to acquire a language in developing a second or foreign language than to learn a language. Because people can better acquire the spoken language competence through the acquisition of language, while the learning of language only played a monitoring role. The communicative theory emphasized the importance of "interaction" to the cultivation of oral communication. Brown, a British linguist, thought that "interaction" was the core of communication and was the most effective way to learn to communicate for "communication". Quite a few foreign researchers believed that making a good use of "the chunk theory" also contributed to the development of oral communication. Nattinger & DeCarrico pointed out that the key to Fluent communication was the number of chunks. Fluent foreign language learners usually stored a lot of prefabricated language blocks, and only needed to extract the blocks from memory as a whole quickly when making oral expression, which reduced the pressure of language coding in the brain and improved the fluency of communication. Gadamer made a note of the problem of understanding in oral communication using the theory of horizon convergence: "the horizon" was "continually delivered to us as an infinitely open task by experience in intercourse."A successful conversation was premised on mutual "listening", an understanding of what was heard, and a sense of "agreement". The result of the dialogue was "world convergence". Researchers had tried a variety of methods to promote students' oral communication, such as the direct method, which advocated oral English first, listening and speaking go hand in hand, vigorously developed students' oral communication skills. Communicative approach was also a teaching method that started from the cultivation of students' oral communicative competence. It has been one of the most widely used teaching methods in modern foreign countries. It proposed to determine learning goals from students' actual conditions and to make the teaching process communicative so as to cultivate students' communicative competence.

(2) Domestic Research Status

The domestic researchers also paid great attention to the cultivation of students' oral communication competence, and had done many surveys and researches. The author started with the current situation of students' oral communication competence, the training methods and measures to sort out relevant materials after learning a certain amount of research materials. As far as the current situation of oral communication competence, researchers had conducted relevant surveys in their respective areas with certain research methods. In the research, Zhourongrong used questionnaires and interviews to realize the status of students' oral English learning. She pointed out firstly that some students had made optimistic progress in oral English. For example, students had the right attitude and high interest in oral English learning, and they felt that speaking English was very important. At the same time, the way of training students' oral English was also differentiated. In addition, some schools have included English evaluation as test scores. However, some researchers felt that there was a gap between rural students and urban students in oral communication competence. Wangzhili pointed out some suburban school students were more embarrassed and less fluent in language, while there was no significant difference in oral English between urban school students in the 30 primary school students he interviewed.

Some English teachers tried to improve students' oral communication competence in practice. Their approach is also worth promoting. In terms of small class teaching, according to the different characteristics of each class, Jixiaoyan and Lujuan designed such methods and steps providing students with teaching content and guiding students' activities, while the school and teachers can take advantage of small class teaching, so as to realize the optimization of oral class teaching strategies. Caining analyzed the situation and causes of Chinese students' oral English, and illustrated the concept of reverse classroom, contrast to flip the difference between the reverse classroom and "learn to teach", analyzed the advantage of using the pattern in oral English teaching, and put forward reverse classroom can provide students with abundant opportunities to practice oral English, speak English to create a good environment for the student, also can improve the condition of Chinese students learning English.

Outline

1. Introduction

2.Survey and Analysis on Middle School Students' Oral Communication Competence

2.1 The Survey on Middle School Students' Oral Communication Competence

2.2 The Analysis on Middle School Students' Oral Communication Competence

3.Recommendations for the Cultivation of Middle School Students' Oral Communication Competence

3.1 Creating a good Atmosphere for Middle School Students' Oral Communication

3.2 Creating a Course in favor of Middle School Students' Oral Communication

3.3 Organizing Activities to Motivate the Oral Communication

4 .Conclusion

4.1 Major Findings

4.2 Limitations

References

3.References

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