An Empirical Study Of IRR Strategy Applied In Oral English Teaching In Higher Vocational Colleges

In recent years, students in higher vocational colleges have become unqualified on theuse of English oral communication skills, the issue has become increasingly evident, causingwidespread concern in society. The significance of this article is to prove whether the IRRstrategy can promote the higher vocational colleges’ students’ oral English level，especiallyoral English.Krashen’s Input Hypothesis and Swain’s Output Hypothesis are used as theoreticalbasis. Research takes23students in Hunan Chenzhou Vocational Technical College asresearch objects by random sampling. The article mainly studies the following four aspects:Can the students enhance the language sense by using the IRR strategy? Can the IRR strategypromote the fluency of the oral English? Can the strategy free the learners from anxiety inspeaking English? Can the strategy conquer the negative transfer of mother tongue anddialects? The author designed three experiments separately, which were imitation, recitationand retelling. The experiment started by testing the studying strategy applied by researchobjectives, and the data of pre-test proved that imitation was the widely used strategy,recitation came the second, and retelling was adopted the less. And the data of the post-testrevealed the utilization of all those three strategies increased obviously.These data of the results proved that, after one-year–long IRR strategy experiment inhigher vocational college, research subjects realized the value of imitation, recitation andretelling. Additionally, before the test, research subjects’ oral English had some problems inpronunciations and unnecessary pauses, they were afraid to speak English, lacked confidence,and the content of their conversation was empty; after the experiment, research subjects madegreat improvement in their pronunciations and fluency on a given topic. IRR strategy, asefficient strategy of improving higher vocational colleges’ students’ oral English, certainly hasits own advantages to those students. First, IRR strategy helps higher vocational colleges’students to obtain a strong language sense. Second, IRR strategy helps higher vocationalcolleges’ students to promote the fluency of oral English. Third, IRR strategy helps to free higher vocational colleges’ students from anxiety. Fourth, IRR strategy helps highervocational colleges’ students to gradually shake off their mother tongue and dialects’interference.