| At present, the large scaled Computer-aided Oral English Test creates aprecedent, which takes place in only a few areas like Shanghai and Guangdong.From the year of2011, the students’ listening and speaking scores have been includedin the final scores in Guangdong College Entrance Examination, of which, the item ofstory-retelling takes up a large proportion, so much attention is paid by more andmore teachers and students.Some teachers introduced the frame theory into listening teaching, taking theadvantages of the theory to activate the frames in student’s mind, finding it couldenhance listening comprehension. Meanwhile, in the output of spoken English, manystudies showed that the teaching from the perspective of frame theory had muchinfluence on student’s oral English. Nevertheless, no article has been found on frametheory applied to teaching high school student’s story-retelling. Inspired by theseteachers, the author did an experiment on the senior high school students’story-retelling. A24-week experiment was conducted in the author’s two naturalclasses of the same original English level, to answer the two questions:1. Does themethod of applying frame theory to training the students overcome the problem ofincompleteness?2. Does the method of applying frame theory to training the studentsovercome the problem of disfluency? In the experiment, the skill of story-retellingwas trained by raising the awareness of frame, accumulating the frames, constructingframes, and stimulating the cognitive frames. Data were collected from tests andquestionnaires. Based on the data gathered and analyzed by the software SPSS, theresults revealed that the students taught from the perspective of frame theory hadmore scores in story-retelling than those given the lessons in traditional ways. Andthere is significant difference between the experimental class and the control class.The frame theory is effective in training story-retelling skill of high school students. |
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