A Study Of The Constructivist-based Application Of Presentation In College Oral English Teaching

With the reform of college English teaching, many new teaching approaches have been applied to college oral English teaching. In this thesis, the researcher mainly studies the application of Presentation in college oral English teaching based on constructivism. Constructivism emphasizes learner-centeredness, collaborative learning, autonomous learning and authentic learning environment etc. It stresses the active meaning construction of the learners. The key objective of this study is to find out whether the constructivist-based application of Presentation has any effect on the improvement of students' oral English proficiency. The research questions to be addressed in the study are:1. Can constructivist-based application of Presentation improve students' oral English proficiency? If it can, in what ways has it improved students' oral proficiency?2. Will such factors as gender, personality, and oral English proficiency affect students' improvement in oral English achievements when Presentation is applied in oral English instruction based on Constructivism?This thesis adopts an experimental method. Two parallel classes of freshmen from different majors of Anhui University were randomly chosen as the subjects in this research. One of the two classes is the experimental class and the other is the control class, both of which consist of 30 students. Three instruments are used in this experiment, including the oral tests, questionnaires, and an interview. The main findings of the research are:1. The constructivist-based application of presentation can improve students' oral English proficiency. It can more effectively improve the Accuracy & Range and Size & Discourse Management of students' oral English.2. When Presentation is applied to oral English instruction based on constructivism, students'personality has significant influence on their improvement in oral proficiency; their oral English proficiency at the beginning of the experiment has no significant effect on their improvement in oral achievements; while no conclusion can be made concerning whether gender difference has any influence on students' improvement in oral proficiency through this study. The study has great importance to the improvement of college oral English teaching. It provides empirical evidence for the relationship between the application of Presentation in college oral English teaching and the improvement of students'oral English proficiency. Based on the research, it is obvious that Presentation accords with the constructivist view of oral English teaching, and contributes to the improvement of students' oral English proficiency and various other comprehensive abilities and skills. Besides, because learners vary in personality, gender, motivation, attitude etc. teachers should take students' individual differences into consideration, and try to apply effective approaches to the practical teaching.Hopefully, this research can provide a new angle of view in teaching college oral English.