A Study On Information-Gap Tasks In College English Oral Class

The common problem of English language teaching (ELT) in China is that students are reluctant to participate in the activities in oral English class. Through analysis, the author points out the key factor for that is the negligence of information-gap principle (IGP) in the teaching-learning process. In an information-gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions. Having reviewed the theoretical foundations and the related studies of information gap, this dissertation proposes to carry out information-gap tasks in oral English class. The objective is to enhance students'participation dynamics by promoting individual contributions during the oral classes. Reported in this dissertation is an empirical study to test whether information-gap tasks are capable of enhancing students'participation dynamics in oral English class. It also examines the impact that a class with enhanced participation dynamics has on the development of speaking proficiency. One class of sixty students is involved in the experimental study. Before and after one semester of carrying out information-gap tasks in oral English class, an identical Participation Dynamics Questionnaire is administered to assess the impact of information-gap tasks on the subjects'participation activeness. Besides, the pre-and post-oral proficiency tests are conducted to measure students'development in oral proficiency. Results from the study reveal that subjects'participation dynamics in oral English class before and after the experiment has changed positively. That means information-gap tasks do help to enhance learners'activeness in oral English class. Only partial significance is observed in the results of the oral proficiency test, improvement in 'fluency'and 'activeness'is significant, whereas progress regarding 'accuracy'is not indicative. The discussion of major findings demonstrates the positive effect of information-gap tasks in oral English class. Finally, implications and suggestions are summarized for ELT and future research.