An Analysis Of Li Yang Crazy English Teaching And Its Implication On Oral English Classes Of Senior Middle Schools-Based On Suggestopedia

For every English learner, the ultimate goal of learning is to communicate with English speakers with fluency and accuracy. It is strongly emphasized in the New Curriculum Standard in 2003 that the goal of English teaching is to develop students’ comprehensive ability in using English. One of the goals of oral English teaching in senior middle schools is to help students master good oral English.Li Yang, the founder of crazy English, introduced his experience of teaching English and his special ways of practicing oral English. Crazy English attracts thousands of English learners all over China. At the same time, more and more middle schools become experimental schools of Li Yang crazy English. Nowadays there are a lot of studies on Li Yang crazy English, but few have been concentrated on the use of Li Yang crazy English which is based on Suggestopedia in senior middle schools teaching. As an English teacher in Li Yang crazy English experimental school, the author will try to focus on the analysis of Li Yang crazy English and its reflection on oral English teaching of senior middle schools based on the theoretical components of Suggestopedia. In the thesis, the author introduces the design and procedure of Suggestopedia, and six principal theoretical components of Suggestopedia, including authority, infantilization, double-planedness, intonation, rhythm, and concert pseudo-passiveness. She also introduces the characteristics of Li Yang crazy English, such as the spirit of craziness, the psychological suggestion, three-ly training methods, one-breath training method, hand gestures for pronunciation, five essential points in pronunciation, practicing oral English in fragmented time, setting up crazy English club. And the author presents how the theoretical components of Suggestopedia are displayed in Li Yang crazy English which is used in present senior middle schools. The author makes questionnaires and interviews with teachers and students in Hua Run senior middle school and summarizes the differences between Li Yang crazy English and traditional oral English teaching in senior middle schools. She got some discoveries from four pairs of comparison: teachers’ passionate teaching vs. teachers’ calm teaching, students’ relaxed state vs. students’ strained state, students’ group learning vs. students’ individual learning, multi-activity learning process vs. single activity learning process.Based on these findings, the author will put forward some suggested strategies on oral English classes in senior middle schools in the following points:(1) Teachers’ combining authority and affective education. In oral English teaching, teachers need to enhance their authority, transfer their roles, apply affective education to oral English teaching and improve teaching methods by paying more attention to students’ different learning styles, using hand gestures to correct pronunciation, setting up harmonious English groups and creating a relaxing learning environment.(2) Students’ fostering a sense of cooperation and competition. In oral English learning, students need to foster a positive attitude by initiating motivation, pursuing success, enhancing self-confidence. Students should try to create various means to practice oral English and cultivate a sense of cooperation and competition.