An Experimental Study On Training Junior 3 Students' Competence Of Information-retelling In English From The Perspective Of Frame Semantics

English has become a tool for communication between countries.It is also more and more widely used in China,a high developing country.However,we find that the junior high school students' oral expression ability is weak at present in China,which has become the biggest obstacle for them to learn English well.Nowadays,how to improve the oral communicative competence of junior high school students‘ has become an important topic for English teachers in China.In Guangzhou,the ?man-machine dialogue? oral examination mode has been implemented in the senior high school entrance examination since 2008,which put forward higher requirements on the students' oral English level.In 2016,the English ?Listening and Speaking Test? based on computer first appeared in the senior high school entrance examination in Guangzhou.The score for the "information-retelling",a new type of test applied in the reform,accounts for as much as 20% of the total score in English Listening and Speaking Test.It means that both the teachers and students should pay more attention to the practical ability of oral English in English learning.Many scholars and teachers have adopted the frame semantics into English teaching in listening,reading,and writing in their teaching practice.They have made full use of the advantages of the theory and achieved satisfactory results.At present,although some people have applied the basic principles of frame semantics to oral English Teaching,the research on the application of this theory to the grade nine students' English information-retelling teaching in the context of computer assisted ?Listening and Speaking Test? has not been found yet.Therefore,the author tries to carry out the teaching of ?information-retelling? from the perspective of frame semantics.The problems in the information-retelling and reasons for them of the grade nine students are discussed in the thesis.Furthermore,the necessity of improving students' ability of English information-retelling and the effective methods are put forward.The author tries to explore the following two questions through the experiment:1)Can the new method based on frame semantics help the students overcome the problem of incompleteness in information-retelling?2)Can the new method based on frame semantics help students to retell more fluently?The experiment which is carried out in two natural classes lasts for 12 weeks.By comparing the data before and after the intervention,the author discovered that: 1)By stimulating students' continuous background knowledge,strengthening students‘ frame awareness,activating and enriching students‘ frames,students can retell the material more completely;2)Students are more familiar with a particular frame and the background knowledge,the more confident and fluent they will be in retelling.Therefore,the author believes that training students‘ competence of information-retelling from the perspective of frame semantics is helpful for grade nine students to retell more completely in content and express more fluently.Teachers in junior high school can try to use frame semantics to guide their teaching.