An Analysis on Causes of Fossilization in Oral English of Vocational College Students

The main causes of the vocational college students' oral fossilization summarized in the thesis are as follows:negative transfer of the native language,overgeneralization,communication strategies blockage.

Strategies for English Oral Skill Improvement Employed by Medical College Students

Research in language learning strategies has addressed the necessity of improving oral skills in second language acquisition.This study attempts to explore the strategies employed by 19 medical students at Qiannan Medical College for Nationalities to improve their oral skills.Semi-structured interview and open-ended questionnaire were used as the instruments for the data collection.The data was then analyzed qualitatively for the purpose of the study.The findings of the study showed that the strategies employed by the students mainly include the strategies to improve speaking skills and the strategies to improve listening skills.The strategies to improve speaking skills include two main categories:fluency-focused strategies and accuracy-focused strategies.The strategies to improve listening skills also include two main categories:direct strategies and indirect strategies.

Teachers' Oral Corrective Feedback and Its Influence on Learner Uptake in the Classes of Teaching English as a Foreign Language for Minority Students in Xinjiang Junior High Schools

The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analytical framework of this study consulted Lyster's(1998) coding scheme. 720 minutes of classroom observation were recorded and transcribed. The database was coded and the distribution of errors, CF and uptake was analyzed.

Surveying on English Mobile Learning Among University Students: Current State and Influencing Factors

Mobile learning integrates mobile technology with digital learning,offering flexible,personalized content and portable equipment.It enables access to rich content and enhances learning efficiency.Therefore,it has become mainstream to utilize mobile devices for English learning among university students’English learning.The current study aims to examine the current situation and influencing factors of university students’English mobile learning.98 university students in one university of Shanghai participated the study and the questionnaire was used to collect the data.The results indicated that most university students already have electronic devices to support mobile learning.Personal factors,environmental factors,digital literacy,and technological capabilities are the main factors affecting university students’English mobile learning.The current study has implications for learners,teachers,and software developers.Learners should adjust their learning motivation,play an active role,and fully utilize the mobile platform to obtain resources and improve learning efficiency.Teachers should incorporate the advantages of mobile teaching and promote categorized and tiered teaching.Software developers should add new functions on the basis of meeting the basic needs of learners and continuously innovate the mobile learning platform.

English Writing Autonomy and Literacy among Chinese College Students

The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,and to explore the correlation between English writing autonomy and literacy.This study will provide an in-depth analysis of the current situation of Chinese college students’English writing autonomy and literacy,reveal the scale,distribution,and influencing factors,as well as put forward strategies to enhance them,so as to provide a reference for the reform and development of college English education.

A Survey Study on TPACK Framework for Normal Students of English Major in Ethnic Colleges and Universities:Empirical Analysis Based on Structural Equation Modeling

With the continuous advancement of education informatization,Technological Pedagogical Content Knowledge(TPACK),as a new theoretical framework,provides a novel method for measuring teachers’informatization teaching ability.This study takes normal students of English majors from three ethnic universities as the research object,collects relevant data through questionnaires,and uses structural equation modeling to conduct data analysis and empirical research to investigate the differences in the TPACK levels of these students at different grades and the structural relationships among the elements in the TPACK structure.The technological pedagogical knowledge element of the TPACK structure was not obtained by exploratory factors analysis but through path analysis and structural equation modeling,the results show that the one-dimensional core knowledge of technological knowledge(TK),content knowledge(CK),and pedagogical knowledge(PK)have a positive effect on the two-dimensional interaction knowledge of technological content knowledge(TCK)and pedagogical content knowledge(PCK);furthermore,TCK and PCK have a positive effect on TPACK;and TK,CK,and PK indirectly affect TPACK through TCK and PCK.On this basis,suggestions are provided to ethnic colleges and universities to develop the TPACK knowledge competence of normal students of English majors.

Design and Validity Study on Oral English Assessment in Graduate Students

To explore the adoption of formative assessment in oral English test Validity study of oral test scores was performed in PhD candidates of 2011.Through linear relevance analysis,it is concluded that the relevance coefficient between oral score and overall score is 0.751 (P <0.001),the relevance coefficient between oral score and listening score is 0.530 (P <0.001),and the results indicate overall score and listening score have a positive relevancy with oral score.The result showed a positive correlation of oral test scores with written examination scores.Questionnaires modeled with the 5-point Likert Scale revealed a moderate supportive attitude of students on this formative assessment.The results are:80.1% of students indicated they feel satisfied and very satisfied with such oral English evaluation form,77.9% of students consider this oral score reflects their real oral English proficiency.This indicates that most students feel satisfied about the form and score in this oral exam.Through effective combination between formative evaluation method and summative evaluation method,it can effectively coordinate the relation between teaching and learning in oral English teaching practice,stimulate students'study initiative,and play a positive role in improving students'overall oral English proficiency.

A Survey on Students'Oral English Ability in High School

Oral communicative ability is of great importance to measure students'English ability.However,it long exists that English course of high schools focuses on grammar.In economically backward cities where high schools don't treat speaking as a necessity,there is a prevailing phenomenon of high marks but dumb English.Based on the fact above,the author adopts some methods to conduct an investigation among teachers and students in a high school in Shanxi province.After an elaborate collection of data and a comprehensive conclusion of information related to students,the author points out problems existing in students'oral communication in the Grade Two;by analysis,the author points out some possible reasons for these problems;and lastly,the author puts forward some suggestions to these problems accordingly.

Factor Analysis on Oral English Conversational Competence of College Students

Oral English is always a difficult part for Chinese students,some can speak several sentences while not clearly know others’saying;others can understand the speakers’words while not express their own meaning fluently.This paper will focus on what factors influences the college students’spoken English by the specific experiment and SPSS app,whose data shows four ones,namely Language Monitor,Meaning Negotiation,Turn Taking and Empathetic Exchange.Thus,the paper takes conclusions and poses some suggestions to oral English teaching according to the affecting causes.It is expecting to help improve the ability of the oral English Conversation for Chinese College students.

Effects of using a computer-lab on oral English fluency amongst all Chinese students at WOU

The purpose of this study is to assess the effectiveness of using a computer-lab on oral English fluency amongst all Chinese students at Western Oregon University （WOU）. The participants are oversea Chinese graduate students who take undergraduate courses at WOU, and some of them regard English as their Second Language. The study adopts the experimental design, There are total of 60 Chinese students participating in the study. The results indicate that the use of a Computer-Lab significantly improved students＇ English oral expression ability.

The comparison between written DCT and oral role-plays in investigation upon English refusal strategies by Chinese EFL students

The present study is a comparison study of research instrument in the field of interlanguage pragmatics. Sixty-two Chinese EFL university students participated in the study. Written DCT and oral role-plays were designed in four stimulus types of refusal strategies--refusals to invitations, suggestions, offers and requests. Chi-square test and frequency were used for quantitative data and transcription of the tests was used for the qualitative data. The results show that there is no significant difference between the two tests in terms of strategies choices, but written DCT can produce a longer sentence while oral role-plays can yield a more natural expression.

A Qualitative Study on Teacher-student Collaborative Assessment in College Students’ Oral English

This article examines the application of Teacher-student Collaborative Assessment in college students’oral English.Qualitative Study data were collected during 16 weeks teaching practice and included the students’and the examiner’s interviews.The result indicates that most students’oral English has been improved.They prefer this assessment model,and their English learning interest and proficiency has been enhanced as well.

The Application of English Movies in Improving Oral English of College Students

With the rapid development of China’s economy and information industry,the new generation has more opportunities to contact electric equipments.Through the investigation and study,the researcher found that the English movie is more suitable as the auxiliary materials to oral English teaching.So this article will discuss application of English movie in the college oral English teaching.It can provide variety materials for students to broaden horizon and enhance comprehensive ability.

Current Situation Analysis for Oral English Learning of Vocational College Students

Through the questionnaire,this paper makes survey and analysis on the current oral English learning situation of the vocational college students,and explores the methods and approaches to improve the vocational college students'oral English communication ability.

Research on the oral teaching of university network English in promoting students＇ creative thinking abilities

Many authors probe into the models of promoting college students＇ creative thinking abilities from their own perspectives, among which there are innovative works. However, whether we can improve the above abilities of college students in the oral teaching of university network English still remains blank in the study. Based on the deconstruction of the creative thinking abilities of the students, we should build the components of this capacity from four aspects.

Perceptions of Chinese College Students＇ Motivations for Learning Oral English

This paper explores Chinese college students＇ motivation for learning oral English, which is normally considered as an important factor contributing to learners＇ speaking proficiency in Second Language Learning. The theoretical studies on motivation in Second Language Learning are firstly reviewed. Based on the literature review, Chinese college students＇ motivation in oral English learning is examined in terms of the Chinese context. Finally, five specific helpful strategies are put forward to facilitate students＇ optimal oral English learning.

Survey on the Factors Influencing Oral English Proficiency for Senior Students

This paper is to get some feedbacks from senior students and teachers on factors influencing their oral English proficiency and give some efficient suggestions in improving their oral English proficiency. The survey by questionnaire and observation to English class indicates senior students'low proficiency in oral English is due to the English learning setting, students' problems and teachers'problems. To find out the satisfying ways to improve students'oral English ability, the author gives some suggestions to achieve an ideal goal.

A Probe into the Relationship between Native Language Thinking and the Oral English Output Process of the College Students

Scholars have used the method of thinking aloud to conduct experiments on the relationship between mother tongue thinking and college students' spoken English output process.Referring to the experimental data,this essay try to do a further study on mother tongue thinking' function of each oral output process,especially the function of the idea-organizing.It is designed to enable non-English major college students consciously to take advantage of the positive transfer of mother tongue thinking and take the initiative to adapt to the English thinking pattern in order to achieve the objective of improving their English oral communication skills and ensure the effectiveness of language learning.

Developmental Routines of Oral English Ability for English Major Students:Based on Complex and Dynamic Systems Theory

This study employs a Q methodology to explore the developmental routines of oral English ability for 12 English major students in China inspired by Complex and Dynamic Systems Theory(CDST).The data analysis suggests the next findings:(1)two developmental patterns emerge as the gradual improvement and the strong phase shift influenced by internal and external factors for interactions among different subsystems;(2)guided by CDST,the study proves the importance of self-organization and initial condition in previous studies.According to the above findings,It is highly suggested for teachers to form a holistic view of students’oral English development concerning the non-linear characteristic and individual differences.

Assessment of Oral English: Testing the Non-English Major Students at Guangxi TCM University in P.R. China

This paper intends to give a brief overview of oral English testing for non-English major students in Guangxi Traditional Chinese Medical (TCM) University, which is located in a minority autonomous province in the southern part of P.R. China. It arises from the concrete problems facing Chinese teachers of English who feel troubled when offering an oral English test to an ever increasing number of non-English major students at the end of each semester. The frustration comes not only from the labor intensive and time consuming activity but also from the surrounding ethical issues of subjectivity by the teachers and of injustice to the students to give and receive fair marks. Moreover, there is a conflicting gap between the criteria used by the foreign native English speaking teachers and Chinese teachers of English because of their different cultural background and concept of testing. Nevertheless, an oral English test was designed and the procedures were devised, adopted, and administered to assess the student’s performance. The test and procedures, based on the national course syllabus for testing non-English majors, the level of attainment in oral English of the students, and the limited number of teaching personnel in the TCM University, utilized two different approaches. The native English speakers follow their own concept of devising formats of group testing procedures and assessment criteria forms highlighting communicative interaction. Meanwhile, the Chinese teachers of English emphasize individual rehearsed presentations and ask the student to follow up questions, to make further comment, and inquire about learning experience from the passage in order to make assessment and evaluation. Final student scores were calculated by combining daily participation of the student, the assessment foreign teacher, and the evaluation of Chinese teachers.