Research On The Causes And Countermeasures Of Pupils’ English Oral Output Barrier

In current primary school English teaching, although teachers teach carefully and students study very hard, the situation of “dumb English” is still very prominent,existing obvious barriers in English oral output. As the foundation stage of English learning, primary students’ English oral output have greatly restricted English’s role as a communicative language. In order to break primary students’ barrier in oral output,guided by the theory of comprehensible input hypothesis, output hypothesis, and lexical chunks, the classroom observation and questionnaire survey method are used in the study to inspect the situation of primary students’ barrier in oral output. The paper analyzes the cause of the barrier in oral output, and based on the cause, the paper advances the countermeasure of eliminating pupils’ oral output to help pupils improve the ability of English oral output.The paper includes five parts.The first chapter: an introduction to the paper. This part, based on the research origin, research purpose and research meaning, illuminates the necessity of studying the subject of pupil’s English oral output barrier. Through analyzing the existing research literature and determining the core concepts and research methods, the direction of the study and the research instrument are established.The second chapter is the theoretical foundation of the English output. This part discusses the theory of comprehensible input hypothesis, output hypothesis and lexical chunks, which have practical significance in primary English oral teaching, so that the theoretical foundation of the paper can be established.The third chapter is the situational investigation of the pupils’ barrier in oral output.This part investigates the condition of pupils’ barrier in English oral output by adopting classroom observation and questionnaire survey. As a result of the survey, w can find that students are lacking in basic language skills in oral output, while teachers are obviously inadequate in teaching concept, method and feedback. The investigation shows that students have multivariate understanding in English oral teaching. So many students feel anxious in oral activities that they are lacking in interest and participation enthusiasm, further more, they are affected by teachers’ evaluation. Teachers have not consensus on the importance in English oral output, and they think students’ oral output barrier is the result of various factors.The fourth chapter is the analysis of causes of pupils’ English oral output barrier.The study shows that, from the subjective aspect of students, psychological reactancecaused by anxiety and inhabitation, the limitation of students’ personality, improper self confidence, the loss of oral learning motivation, and the lack of language skills are all the causes of restricting students’ English oral output. From the external aspect, school curriculum, the language environment, textbook arrangement, and classroom capacity are not good enough. The level of teachers’ oral, teaching model, non-English teaching,and the way of feedback and the restriction of family environment are all the important causes of English oral output barrier.The fifth chapter is the countermeasure of eliminating pupils’ English oral output barrier. The study shows that in order to eliminate students’ English oral output barrier,it needs schools’ overall planning, and greatly develop oral output channels. Then, it needs teachers to improve their oral level, and change the teaching model. Further more,families should create good language environment for oral output. The last,students-themselves should make efforts. Only each side makes its efforts, students’ oral output barrier can be eliminated.