The Influence Of Cooperation Based On Resources On Pupils' Oral English Ability

In the quality education advocated by our country,English teaching in primary schools occupies an indispensable position.The most important teaching content and difficulties in primary school English are listening,speaking,reading and writing.The four aspects interact and interact with each other and affect the learners' English learning effectiveness and level.The ability to speak English not only affects the effectiveness of English listening,reading,and writing,but it is also the most direct and important indicator of the overall level of English proficiency.It can be seen that the cultivation of English speaking ability is very important and can not be ignored in English teaching in primary schools.In the current era of rapid development of information technology,digital learning has spread to all primary schools,and the integration of information technology and classrooms has gradually developed.Primary English teachers can use a variety of effective learning strategies and high-quality learning resources to help students improve their oral English.In the learning process of spoken English,collaboration is an inevitable learning strategy.Whether it is the traditional teaching environment or modern information technology as an auxiliary learning environment,this learning strategy is widely used in the English classroom.Under normal circumstances,in the learning process of spoken English,collaboration is reflected in the process of colloquial collaboration in the practice of spoken dialogues.Students use collaborative English to practice spoken dialogues to improve their oral English ability.However,the author finds that in the real classroom environment,there are some common problems that occur when peers collaborate in practicing spoken English conversations.For example,peers tangled in choosing to play a role led to a large amount of wasted practice time,inconsistent colloquial abilities between peers,resulting in unsuccessful exercises,and the fact that peers deviated from the subject during the practice dialogue and chatted with other contents,resulting in meaningless exercises.The author tried to change the form of collaboration in response to the problems that occurred during this process.The collaboration will be based on e-learning resources,using the virtual nature of information technology to solve the relevant issues that arise in the process of interpersonal conversations with real peers,and exploring the impact of collaboration based on learning resources on students' oral English ability.In this study,the author first analyzed the present situation of elementary English oral English learning and the application of learning strategies through the literature reading method.Subsequently,a questionnaire survey was conducted to investigate the attitudes and opinions of students in the third grade of Dongfanghong Primary School in Wuhan on their oral English collaborative learning strategies.At the same time,their English teachers were asked to help test the level of their spoken English conversation and find out their The current situation of oral English learning and the general status of elementary English spoken English learning in our country have commonalities.Then interviews the English teachers through interviews,and learned that there are two main learning strategies for learning spoken English:First,adopting a follow-up strategy in the classroom;second,using peer collaboration to practice dialogue strategies in the classroom.Then,using the quasi-experimental method,the author conducted follow-up classes on the English classes of the two classes,and observed the students' problems in the process of collaborating with them to practice spoken English.Afterwards,questionnaires were used to investigate students' interest in learning spoken English and their views on how peers collaborate and develop their spoken dialogues.Based on the current situation of the students' use of collaborative strategies in learning spoken English,combined with related theories of motivation theory,cognitive development theory,constructivist learning theory,and multimedia learning theory,the corresponding spoken English dialogue learning resources were designed and produced using storyline2 software.In the English class of a class,this resource is used to conduct the quasi-experiment of spoken dialogue practice in the strategy of human-computer collaboration.Through the observation method,the questionnaire survey method and the oral achievement test,the effect of human-computer collaboration strategy and the effect of learning spoken English are explored.Using SPSS19.0 software to conduct statistics,analysis and comparative analysis on the data before and after the experiment,and finally the results.Finally,this study has drawn some conclusions.Resource-based collaboration can not only improve students' enthusiasm for oral dialogue,but also help students correct the pronunciation of spoken English.it can also improve the efficiency and effectiveness of student collaboration.In general,resource-based collaboration has a positive and positive influence on students' oral English ability,which is embodied in students' interest in learning spoken English,enthusiasm for practicing spoken English conversation,and improvement in the level of spoken English.