A Study On Improvement Of Marginalized Students’ Oral Communicative Competence In Senior High School English Teaching

In nowadays’ actual teaching process,there are such a group of students who are not actively involved in classroom activities,rejected by teachers and classmates,and drift away from the center of the classroom.The lack of these marginalized students’ communication rights and the weakening of their oral communicative competence in classroom interaction process are important problems in educational reality.It is a kind of educational inequity in micro level,which not only means the unfair distribution of resources in education process,but also obstructs the social development of students and the construction of efficient classrooms.Based on the inter-subjective classroom teaching model,and regarding the oral communicative competence as the entry point,the author carried out an empirical study on the improvement of marginalized students’ oral communicative competence,trying to address the following four questions:(1)What are the problems existing in marginalized students’ oral communication in senior high school English classroom?(2)What are the causes of marginalized students’ oral communicative competence weakening?(3)What strategies can be adopted to improve marginalized students’ oral communicative competence based on the inter-subjective classroom teaching model?(4)How valid is the inter-subjective classroom teaching model in improving marginalized students’ oral communicative competence?This research adopts a combination of qualitative and quantitative research methods,including classroom observation,questionnaire surveys,in-depth interviews,and oral English tests.First of all,through classroom observation of teacher-student interaction,6 marginalized students in senior high school English classroom teaching were selected as research participants.Then,continuous classroom observations,questionnaires and interviews with teachers and marginalized students were conducted to explore the problems existing in marginalized students’ oral communication,analyze the causes and propose the strategies for improvement.Subsequently,after implementation of inter-subjective teaching experiments,the results of oral English pre-test and post-test are compared and analyzed to explore its validity in improving marginalized students’ oral communicative competence.Major findings are as follows:(1)Whether it is in the classroom teacher-student interaction,or in the group cooperative discussion,or in the marginalized students’ own experience and cognition,their classroom communication is lacking,and their oral communicative competence is weakening.(2)The weakening of marginalized students’ oral communicative competence is caused by multiple factors of teachers,classmates,and marginalized students themselves,which are specifically manifested by teachers’ discourse hegemony,knowledge control,negative expectation effects,and achievement-oriented evaluation;alienation of group cooperative learning,and peers’ rejection;marginalized students’ lack of subjective value cognition.(3)To improve marginalized students’ oral communicative competence,the strategies can be conducted from three aspect: constructing the inter-subjective teacher-student communication relationship,creating the harmonious class atmosphere,and stimulating marginalized students’ subjective consciousness.(4)After the inter-subjective classroom teaching experiments,the scores of marginalized students in oral English tests have improved significantly,which shows that inter-subjective classroom teaching model has a significant effect on improving marginalized students’ oral communicative competence.The ultimate purpose of the research on marginalized students’ oral communicative competence in classroom teaching is to promote the transformation and return of marginalized students.This research hopes to draw people’s attention to the phenomenon of marginalized students in classroom teaching,and arouse them to think and make continuous efforts and explorations.