An Action Research On English Study In Primary Schools Under The Guidance Of Language Awareness

The language awareness theory separate listening and speaking abilities with reading and writing abilities. The former depends mainly on innate inheritance, while the latter are mainly postnatal acquired. The development of innate abilities, listening and speaking, would be critical in foreign language learning. Once these inherent abilities are fully development in the critical period(0-12 years old), the reading and writing abilities would be easily engaged by continuous practice.The best two ways to cultivate listening and speaking abilities is "teacher-student dialogue" and students’ "role play". The objective of this research, therefore, is to validate "teacher-student dialogue" and "role play" teaching methods in language awareness theory by action research procedures.This research supports the following major conclusions. Firstly, both “teacherstudent dialogue” and “role playing” teaching methods from the language awareness theory benefits the students’ speaking and listening abilities significantly. Furthermore, after adding dictation exercises, the two teaching methods groups show significant difference than the control group on the progress of English reading and writing abilities. Finally, both “teacher-student dialogue” and “role playing” teaching methods from the language awareness theory benefit the students’ English learning interests and confidence significantly.