The Impact Of Text-retelling Training On Senior High School Students’ English Oral Competence

There is no doubt that the ultimate aim for the learners to learn a foreign language is to useit proficiently in all aspects such as listening, speaking, reading, writing, and translating.However, in English teaching, too much priority is given to the development of reading skills, bycontrast, there is no enough emphasis placed on oral English, especially in senior high school.The students do not pay more attention to the development of their oral English. They are sopassively that they were reluctant to speak in class. Therefore, many students find it difficult toexpress themselves freely in English due to a variety of reasons. Even for the text that they havealready learned before with much time and effort.As always, retelling is regard as an importantly effective way to improve the students‘oralcompetence in addition to strengthening the understanding of the text. The author tries to applythe frame of Frame Theory into the text-retelling training in order to improve the students‘oralcompetence in fluency, accuracy and complexity.An empirical study is adopted in this research. The Participants were the students in twonatural classes in Grade One in Heshui No.2senior high school in Qingyang. The authorrandomly took one of them(Class Three: boys=18, girls=14) as an experimental class (EC) andthe other (Class Four: boys=17, girls=13) as a control class(CC). The text-retelling trainingmethod guided by the frame of Frame Theory is only used in experimental class. The duration ofthe teaching experiment is two months. All the subjects are required to take a test includingretelling and oral composition before and after the experiment. The author marks the oralproduction respectively in these three aspects of fluency, accuracy and complexity. The data isanalyzed by Statistical Package for Social Science (17.0). Finally, the results revealed that thesubjects get an improvement on retelling and oral competence to some extent.