The Study On The Factors Affecting Oral English Output In High School

The information of social life and the globalization of economy make theimportance of English have become increasingly prominent. As a kind of language form ofverbal communication, oral English occupies important status in English learning. TheNew Criteria of High School English Curriculum explicitly points out that high schoolEnglish teaching should focus on training the students' abilities of using English properlyin interpersonal communication as well as obtaining and processing information by usingEnglish. However for the present high school students who take the college entrance examas a center, oral English is marginalized. All of the students struggle for the collegeentrance examination, they consider the language points checked in the examination as thefocus of English learning. Because oral English isn't been included in the college entranceexamination, forced by the pressure of it, many students involuntarily give up or reduceoral practice."Dumb English" situation was caused. For gaining some insight into thepresent situation of high school students' oral English output and the influencing factors,this paper take the acquisition process of oral English "Input-Output" as the perspective,based on the theories of Krashen's Input Hypothesis, Krashen's Output Hypothesis andSwain's Output Hypothesis, separately from the teachers, students and environment threeaspects, exploited the following questions:(1)What's the current status of the oral English teaching in high school?(2)What are the students' cognitions to the oral English? How is their oral English? (3)What are the factors influencing on the oral English output?(4)Which factors influence the oral English output greater?(5)What do the teachers and students look forward to oral English teaching?To solve above questions, based on the classroom observation, questionnaireinvestigation and interview methods, more than400students and teachers from two keyhigh schools and two common schools were investigated. And the results obtained wereanalyzed by spss19.0. It reflected that the current high school oral English teachingsituation is not optimistic, although English teaching forms have changed a lot, the mainteaching purpose of instructing knowledge has not been twisted fundamentally, and theimportance of students' oral communication has been ignored. Speaking of the students'cognition to oral English, most of them think the oral English is very important, but theiractual oral English is not ideal. What are the reasons? Comparing the three defaultfactors: teachers, students and environments, we found that students personal factor has asignificant effect on the senior oral English output. In order to further understand the maineffect factors in the students' level, the multiple regression method was used, and itshowed that the students' practice, anxiety, confidence and motivation have greaterinfluence on the senior oral English output. Through the interview, we know that theguiding function of the college entrance examination caused the teachers and studentsthrowing more energy into it, neglecting oral English training. But they all hoped thissituation will be changed and some methods can be used to improve the students' orallevel.In view of this, some suggestions were raised to the education and teachingmanagements, teachers and students. I believe this research results will have somereference value for the education managements, oral English researchers and the mostfront-line teachers. And it will have some theoretical and practical meaning to promote thehigh school students' oral English.