SHS FL Oral Fluency Teaching & Learning In NECR Under Discourse Analysis

Nowadays, new English curriculum reform (NECR) of Senior High School (SHS) is gradually popularized in our country. Teaching oral fluency of foreign language (FL) for senior high school students turns out one of the basic requirements of the speaking clearly stressed in New Curriculum Stands for SEFC (《普通高中英语新课程标准》). The attainment of oral fluency of foreign language (FL) which is the manifestation of the learner's FL oral proficiency is one of the major goals being pursued by foreign language teachers in the classroom at present, whereas there is not much research on Senior High School spoken English teaching and the study of FL oral fluency was long-ignored. Therefore research on SHS FL oral fluency teaching and learning in the NECR is urgently needed. The present research makes a combined study of the process of speech production, the condition of learning English and the process of FL oral ability cultivation, connected with the students' real conditions, in order to make an inquiry into FL oral fluency development. Based on the theories of input hypothesis, Anderson's ACT model and Lelvet's speech production, this paper uses Discourse Analysis to guide the comprehensible input and employs the credit system focused on the processing evaluation to evaluate the teaching and learning of FL oral fluency. A process model of FL oral fluency development in senior high school classroom setting in new English curriculum reform of Senior High School is constructed by adjusting the closest outer factors of linguistic input, the amount of L2 practice, the types of L2 practice, the quality of L2 practice and the focus of L2 practice. This thesis intends to find a way as to how to make use of the theory of Discourse Analysis to guide the efficiency of students' comprehensible input and then foster their discoursal awareness and help them have some basic discoursal competence so as to improve the teaching of FL oral fluency in High School.