Secondary Language Oral Communication Pedagogy

Based on the full-time Chinese syllabus of compulsory education (trial edition), this essay lays emphasis on the comprehensive study of Chinese oral communication teaching. By analyzing the present condition of Chinese teaching in middle schools, the essay points out that in Chinese teaching, much more attention has been paid to written Chinese than to spoken Chinese. The reason lies not only in the restraining of the traditional concept and the inadequate in the exam contents, but also in the gap in the courses offered and the limitation of the quality of teaching stuff and communicative environment. In ontology, oral communication is considered as the communicational activity performed by the communicators in certain situations. It emphasizes not only on improving the students' abilities of listening, expressing and reacting, but also on improving the students' sound emotional attitudes and abilities to communicate with people politely and harmoniously. On executing the strategy, it emphasizes on the students' diction practice. In certain created situations, based on the topics close to students' daily life, intercommunication is carried out in an agile manner. On teaching assessment, it emphasizes both on final assessment and on the process of it to examine students' oral communicative ability in certain intercommunicative activities and their affection attitudes to take part in it.