Study Of Oral English Teaching From The Perspective Of Self-Access Learning

Combining theory with practice and reflectional study with empirical study, and on the basis of questionnaire and experimental data, the author has explored into an effective theme-based oral English teaching mode of self-access learning. By visiting non-English major students of HFUT through questionnaire as well as conducting face-to-face interviews with the students of her own classes, the author has accumulated a great deal of first-hand data.Speaking is an important and essential language skill. The new Teaching Requirements of College English Course (2004) points out that the target of College English teaching is to improve students' ability of using English comprehensively and practically, especially the ability of listening and speaking, and enhancing their self-access learning and comprehensive cultural ability. But college oral English teaching has been the weak point of College English teaching due to some constrains in the current teaching practices such as mixed class, limited class hours, and individual differences etc. Therefore, how to improve students' ability of speaking English is one of the focuses of the teaching reform of College English teaching. According to the definition and connotation of self-access learning, it is up to the learner to take responsibility of learning a foreign language. Self-access learning is an integrated concept of teaching and learning. Starting from this point, this paper proposes that oral English teaching is a theme-based interaction among students, teachers, tasks and resources. Its purpose is against the background of the reform of the course of College English, revolving around the initiative, equality, development and cooperation of self-access learning, with a developing and dynamic perspective, to research the self-accessible learning mechanism suited to promoting the oral ability of non-English majors in engineering universities. To solve these problems, we should take some steps. Firstly, it is necessary to make students familiar with this mode. Secondly, language performance should be given the first priority in classroom teaching, whose task is to arouse the students' enthusiasm to participate in the communicative activities. It is worthwhile to promote learner autonomy and make sure the role of the teacher in order to ensure the success of the mode. Moreover, in trans-cultural communication it is important to deal with the relationship between accuracy and fluency and between correctness and appropriateness. Lastly, the cultivation of communicative strategy is also necessary.On the basis of clear explanation of the acquisitional law of oral English, through surveys and questionnaire, the author analyzes and interprets the oral English teaching of College English. She thinks that by reforming traditional English teaching mode to make it go in the direction of individualized learning and self-access learning, which is not subject to the limit of time and place, is essential to improving the students' ability of speaking English. For students, self-access learning is a development-oriented high-quality way of learning. By cultivating their autonomous awareness it is possible to promote their learner autonomy. For teachers, it is a student-centered modern teaching mode including all the teaching strategies, practices and environments that advocate and promote self-access learning. It aims at interesting students, with teaching methods shifting from attention teaching to focus on learning and creating authentic, communicative, knowledgeable and interesting language environments. For the promotion of learner ability, it not only teaches students how to learn, but also teaches them how to be good at learning. Just as a Confucian proverb puts it, "If you give a man a fish, you feed him for a day; if you teach a man how to fish you feed him for a lifetime". They are quite true so as self-access learning is concerned.