Students Prepare To Study The Effect Of Verbal Learning

This thesis attempts to study the influences of varying levels of student preparedness on oral English learning. Student preparedness is categorized into three levels according to the definition of preparedness in Encyclopedia: high preparedness, medium preparedness and zero preparedness. The thesis studies the effects of high, medium and zero preparedness on oral English learning, in light of its affective, linguistic and cognitive goals. It intends to find out how the three levels of student preparedness influence the efficiency of oral English learning, and which level of student preparedness is the most effective one for oral English learning.This empirical study investigates participants'perception of the effects of high, medium and zero preparedness on their oral English learning through the questionnaire and the interviews. The author had observed for several months the oral English training sessions of two groups of sophomores majoring in English before the questionnaire was delivered to them. During the training process, all the participants took part in high, medium and zero preparedness activities with the teacher's guidance, and had their own thoughts about and evaluations on the effects of each level of student preparedness on their oral English learning. Six students from the questionnaire participants were selected for the interviews after the analysis of the questionnaire data.By analyzing the quantitative data of the questionnaire and the qualitative data of the interviews, the author specified the different effects of high, medium and zero preparedness on oral English learning in terms of the affective, linguistic and cognitive goals of oral English learning. Meanwhile, the author expounded medium preparedness as the most effective level of student preparedness for oral English learning through comparison and contrast.This study is supposed to give oral English teachers some valuable advice on guiding students to implement the right level of student preparedness in a certain period of time so as to achieve the affective, linguistic and cognitive goals of oral English learning.