| This study investigates, combining the Cognitive Framework for student-centered oralEnglish learning, the effect of the Frame theory-based oral English Teaching on ChineseVocational College students oral English learning. It tried to explore the way to improve oralEnglish teaching from a frame theory perspective Besides, the effects of Frame theory-basedoral English learning on learners affective aspects of oral English learning, such as interest,attitude and confidence use in oral English learning, are investigated. Applying the CognitiveFrame theory-based oral English learning to Vocational College Oral English Teaching, notonly can enhance the students‘study and the communicative ability, but also can promote theirsocial skill and the development of emotion.Frame Theory is an important part of Cognitive Frame Theory deems that comprehendingto any concept would certainly arouse a whole set of relative experience concepts, including itsimplied meaning and social culture meaning. Fillmore (1985:223)says that frames are specificunified frameworks of knowledge, or coherent schematizations of experience and frames alsohelp to form the new cognitive structures while getting new information.This thesis attempted to explore the combination of Frame theory-based with oral Englishteaching in vocational college to find out a more effective mode of oral English teaching as wellas the influence of Frame theory-based on the students. And it aimed to answer the followingquestions:(1)Can frame theory-based oral English teaching promote the students‘speakingachievement?(2)Can frame theory-based oral English teaching have positive effects on the students‘affective states, such as interest, self-confidence, and motivation?Focusing on frame activation, this thesis explores the possible teaching activities andstrategies in spoken English from frame semantic perspective, including frame activationthrough key words (frame elements) and background knowledge, association and analogy, andthe establishment of frames. The experiment was conducted in oral English course in Class1,Grade One and Class2, Grade One which both major in Finance management in GuangzhouHuaLi Science and Vocational College from September to December in2011. Class1was the experiment class applying Frame theory-based method while Class2was the control classusing the traditional oral teaching method. There are forty-five participants in each class.In order to keep abreast the students‘situation on oral English learning, oral Englishlearning interest and attitude, a pre-questionnaire was distributed to both groups. To identify thestudents‘expansion ability on frame theory-based topic-related, accuracy on oral English word using,coherence on sentence expression, pre-test was carried out. And then the experiment began at EGclass being taught under the direction of Frame theory-based and CG in the normal instructionalmethod. The experiment lasted for duration of three months. A post-questionnaire and post-testwere carried out and administered, and results of EG were compared with those of CG. Theseresults were analyzed from quantitative and qualitative perspectives. And the data collectioncontained the two times‘Questionnaires and the two times‘oral tests. The oral tests were usedthe sample paper of PETS1. After collecting the data of tests, the author used SPSS16.0toanalyze the data. And after finishing the analysis and study, the author has reached thefollowing conclusion:The results of the study shows that apply the frame theory to the oral English teachingclass (1) Frame theory-based can promote the students‘speaking achievement.(2)Frame theory-based has a positive effect on the students‘affective states: motivatingtheir interest, promoting their self-confidence. It showed that though this teaching method is amore effective than the traditional way; moreover, most students in the experimental group heldpositive attitudes towards learning oral English through the frame theory; Frame theory-basedoral English teaching is effective and feasible. |
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