The Impact Of Retelling On Junior Students’ Oral Expression Competence

So far English teaching has been studied by lots of linguists and educators.In our country, during the comparatively short period of English teachingpractice, many language teaching theories were introduced and some Englishteaching reforms were gone through. In recent years, English teachers hasbeen keen on communicative method and task-based method and have a try toabandon the traditional English teaching method. The Ministry of Educationin our country advocates quality education, pay more attention to students’abilities. Students can fully participate the class activities to be the realmasters of learning. The design of activities is various and all the fourlanguage skills are involved. The situation of “dumb English” has beenimproved, oral English teaching are also emphasized. As a matter of fact, mostEnglish teachers in China are not practicing the new theories and still use thetraditional teaching method, especially in rural and pastoral district due to thelimitation of teaching condition and students’ lower English level, which leadsto unexpected teaching result and the difficulties in practicing new theory.What’s more, students still use the traditional reciting method or imitate thedialogues in the textbook to develop their oral ability in the Junior middleschool. While new syllabus has attached much importance to students’communicative ability as well as higher requirement of oral teaching andability development. Under the circumstance of teaching reform and in viewof the English teaching situation in our country, retelling method as a new andgood teaching technique and an alternative to recitation has been thoughthighly of.This paper is meant to explore the effect of application of Retelling to junior students’ oral teaching trying to prove it to be an effective way toimprove English teaching. So the following research questions are proposed:1. Can retelling improve English speaking ability of junior middle schoolstudents? What effect does it have on students’ content in oralexpression, accuracy and fluency?2. What attitude do students hold toward this method?3. What retelling materials and forms do students prefer to use?This research adopted the combination of quantitative and qualitativemethod. I spent4months on the study between the experimental class209and control class210in NO.1Middle School of Urad Back Banner,aiming at exploring whether retelling has a positive effect on juniormiddle school students’ speaking-teaching, specifically in oralexpression competence. In addition, two questionnaires were designedto supplement this study. At last, all the collected data were analyzedeither quantitatively or qualitatively.The result proves that students in experimental class have made muchmore progress in oral competence especially in oral expression.Meanwhile, most of students hold a positive attitude on retelling method.They prefer to use the role-play retelling rather than fictional retellingmaterials.