英语演讲与口语教学-21世纪英语

英语演讲与口语教学
英语演讲与口语教学

在这个黄叶飘洒的11月,来自世界各地的英语教育者们欢聚一堂,共赴一场云端英语教育盛宴!国内外大咖将会有怎样的思维碰撞?快来大会一睹为快吧!

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A critical examination of EFL learners' difficulties in speaking: towards developing an effective pedagogy

Zeng Simin (曾思敏), Harbin Institute of Technology, Shenzhen

 

This article seeks to identify Chinese EFL learners’ difficulties in speaking. Three students enrolled in an intermediate English listening and speaking course at a university in southern China participated in an out-of-class practice session for in-depth study. During seven speaking classes, they were given both an independent and integrated speaking task adapted from TOEFL. Students were prompted to consider the problems they experienced when speaking and reflected on what kind of teacher interventions would be helpful. Analysis of their speaking productions and written self-reflections provided evidence that learners mainly encounter three types of speaking difficulties: 1) ideas (what to say); 2) language (how to say); and 3) delivery (how to say it well). The results also shed light on what kind of instructional support would be welcome in terms of speaking development.

 

Zeng Simin currently serves as an assistant professor at Harbin Institute of Technology, Shenzhen, China. She obtained her Ph.D. in second language education from the University of Cambridge. Her work mainly examines L2 learners’ self-regulation and seeks to explore pedagogical interventions that facilitate the growth of self-regulation from the perspective of dynamic assessment.

 


Explicit instruction of oral communication strategies

Chen Yisha (陈怡莎), SUSTech Education Group (Nanshan) NO. 2 Experimental school, Guangdong

 

The study to be presented explored:

  1. The use of oral communication strategies (OCSs) before and after the explicit teaching of OCS.
  2. The association between the use of OCS and students' anxiety levels during class interaction.
  3. The association between the use of OCS and the quality of class interaction.

To this end, six classes' interactions were recorded as speech samples, analyzed, and rated using the scale of strategic proficiency developed in China Standards of English. Self-reported questionnaires and retrospective interviews were conducted to map students' cognitive processes, emotions, and attitudes during communication. This study provides a glimpse into the effectiveness and significance of explicit teaching of oral communication strategies within junior secondary schools. It also introduces a scale of OCS based on the descriptions from the China Standards of English, which supports EFL teachers. 

 

Chen Yisha graduated from the Chinese University of Hong Kong with a master degree in translation. She is currently teaching English at SUSTech Education Group (Nanshan) NO. 2 Experimental school, a public junior high school in Shenzhen, China. She has been collaborating with teachers from various disciplines or of the study group in developing interdisciplinary courses, working on action researches about classroom interaction and guiding students to learn through project-based activities.   

 


The perception of undergraduates toward video clips aiming to enhance spoken English

Li Ruolin (李若琳), Northeast Normal University, Heilongjiang

 

With the widespread development of video clips, more and more teachers tend to use this novel way to produce short instructional videos as a teaching method. This paper aims to reveal the authentic voices of undergraduate students toward video clips that aim to enhance spoken English. Furthermore, the findings will help instructors and designers specialized in videography to improve their products on learning spoken English in terms of content, attractiveness, and usefulness.

 

This is an on-going research project that hypothesized that students from different year groups might show different preferences towards the short videos. The reasons behind this would be further explored based on the interview data. The results will provide some pedagogical insights from analyzing students' perceptions about learning spoken English using video clips. 

 

Li Ruolin is an IETLS teacher with a CELTA certificate from Beijing New Oriental. She graduated from Northeast Normal University, Heilongjiang. She currently makes educational videos for her 17,000+ followers on TikTok and the "Learning English through TED" program on Netease Cloud.


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