The Investigation And Study On Teacher’s Cognition Of Effective Teaching Of Spoken English In Primary Schools

Nowadays, the society has entered the era of ’global village’, speaking English is nearly an essential skill. So English teaching is concerned by the whole society. To the educators, the basic target of English teaching is cultivating students’ abilities of using languages. The ability of using English is mainly manifested in words in elementary schools, which is ’speaking’. Speaking is one of the basic language activities for humans. It is also the output and expression of the thinking. So the basic task of English teaching in primary schools is cultivating students’ abilities of oral expressions and language communications.But the phenomenon is that students are ashamed to speak with different levels.So spoken English teaching which concentrates on speaking practice is very important. Spoken English teaching is the importance and difficulty for primary English teaching. The teachers emphasis on students’ spoken English practices in the class, but we consider whether the teaching design is pertinence, whether the teachers have realized to design specific contents, whether the teachers have paid attention to students’ developments. All these questions refer to daily spoken English teaching in primary schools. Only the teachers have the consciousness of spoken English effective teaching, when the effective teaching can be used. The author has queried related materials, and found that the research on teacher’s cognition of effective teaching of spoken English in primary schools is poor.According to the consideration of problems of English spoken effective teaching in primary schools, the author tries to make a research on the effective teaching as the theme of ‘teacher’s cognition of effective teaching of spoken English in primary schools’. The purpose of the research is to find out whether there is the lack of understanding. And the research is combined with author’s own teaching practice from the angle of first-line teachers. This research gives advices to the English spoken effective teaching.There are five parts for this thesis.Chapter one is the exordium, the author primarily combines the importance of spoken English teaching in primary school with review of relevant research literatures in our country and abroad, the author puts forward the feasibility and necessity of research on teacher’s cognition of effective teaching of spoken English. The methods and ideas of the study are included.In chapter two, the author gives the definition and theoretical basis.According to the analysis of the related materials and understanding of the concept, the author identifies the concept of spoken English teaching and effective teaching in this study combined with the characteristic of primary school English. And points out that the theory of Multiple Intelligences, the hypotheses of Stephen Krashen and the theory of constructivism are the main theoretical basis of this thesis.Chapter three is an investigation of teachers’ cognitive situation of spoken English teaching in primary schools. In this chapter, the author gives the purpose of the investigation, the sample selection and the design of the questionnaire. And also describes six dimensions from questionnaire.Chapter four is the statistics of the questionnaire.Chapter five is about the problems, reasons and solutions to teachers’ cognitions. The author accepts the cognitions teachers already have and points out the problems. The solutions are put forward by finding problems and analyzing the causes of the problems. The author gives some suggestions in order to improve the teachers’ understanding of spoken English effective teaching.In chapter six, the author gives the conclusion and expectation. And analyzes the shortage of the research on, and puts forward some suggestions to improve the teaching in the future.The study comes to the following conclusions:I. The way to promote the effectiveness of spoken English learning is both the development of the school and parents. Schools should strengthen the discipline construction in English. And also help parents get the ideas to promote students’ English learning by training the parents.II. To strengthen the teachers’ understandings of evaluation. First the training is about the methods of evaluation which helps the teachers to understand the correct way of evaluation. At the same time, schools strengthen the inspection and supervision of teachers evaluation ways in order to encourage teachers to take suitable evaluations to students.III. To promote teachers’ professional developments and relieve job burnout.Schools should change evaluation system on teachers. Much more encourages and rewards can inspire teachers’ teaching enthusiasms. Also, schools should provide the corresponding platforms for teachers’ developments and carry out the training by tuition and discussion.IV. To strengthen the understanding of English subject value and improve the practical and universal of spoken English. If we want to improve the teachers’ cognitions of subject, first we should start from the theory training to guide them how to improve English daily practical. And second, hold interdisciplinary research to improve the understanding of English universal.