Investigation And Training Design Of Oral English Learning Strategies For Senior Middle School Students

Spoken English plays an important role in the daily communication and Second Language Acquisition, and thus lots of research into spoken English have been conducted. The importance of English learning strategies have been paid more attention, but studies especially in senior high school about spoken English learning strategies are quite scarce. Foreign language teaching came a period of transition for quality education, focusing on practical and applied learning of language in our country. Its ultimate goal is to communicate in English. What’s more, the new high school English curriculum has put forward specific demands for students’learning strategies and self-learning ability. However, at present the level of spoken English and migration ability in spoken English learning strategies in senior high school are obviously stratified.Firstly a research on a key foreign language school of spoken English learning strategy training through observation, interviews with teachers and students, as well as questionnaire that surveyed the learning strategy state of oral English learning strategies from three aspects of practicing spoken English, conversation strategies and having no words to express in senior high school was done in this thesis to explore and analyze oral English learning strategy attitude and state. Through the survey, we find that in terms of training of spoken English, there are a lot that is worthy of learning, at the same time, students would like to cooperate in a group to practice their spoken English. Furthermore, students always have the difference in their ability of spoken English. So the idea of cultivating oral English learning strategies in the way of group cooperation as a technical support was put forward on the basis of Chamot and O’Malley’s CALLA learning strategies training model to achieve the function and humanity of the strategy training. In this process, the teacher works as a guide and facilitator to provide students with the opportunity to use spoken English learning strategies and help them to consciously use different learning strategies according to different conditions such as different English skills, different learning characteristics to explore, moderate and find the best suited strategies finally through group cooperation. Gradually form the personal spoken English learning strategies systems after timely and meaningful reflection. The involvement of students themselves can ensure the cultivation of English learning strategies by conducting the combined training of spoken English learning strategies and group cooperation. In this thesis, spoken English learning strategies are proposed to present preliminary training in small groups, meanwhile, its effectiveness needs further experimental support. Besides, the design of the implementation needs further improvement.