The Application Of The Mental Processes Of Communication Theory In Oral English Teaching In Middle Schools

With the increasing trend of Chinese education gradually merging into the world arena,the importance of oral English class in schools is becoming more and more salient.Correspondingly,the research on the oral English teaching has caused the pedagogical scholars' attention.Although abundant academic achievements have been obtained,including the importance of oral English teaching,pedagogical skills of improving oral English teaching,and some foregrounding teaching theories' application into the actual class teaching to enhance students' oral English expressions and so on.Although the abundant academic research results have been achieved,there are still some problematic issues for the researchers to investigate.For instance,how to improve students' oral English level efficiently? What methodologies should we adopt in oral English class teaching process? Why do the students show apathy and no interest in the oral English teaching class? Such issues have provided demure challenges to oral English class teaching,especially in the preliminary stage of middle English class teaching.The study makes an attempt to apply the behavior games and conversation games concerning the mental processes of communication into the oral English class teaching in the middle school,through properly arranging class teaching activities,collecting pre-test data and post-test data,then put into analyzing making comparison,finally draw conclusion.In order to testify that the mental processes of communication theory is one of efficient ways to ameliorate the oral English level of the middle school students,an empirical study is carried out.The study is carried out in Grade 7 in Chaohu No.2 Middle School.The subjects are 80 students from two chosen classes(Class 1 and Class 2),each class has 40 students.They are taught by the same teacher,using the same degree of difficulty test materials.Class 1 is the experimental class while class 2 is the controlled class.They are given the same kind of oral English teaching methods before the experiment while during the experiment,there will be two different models of oral English teaching in the twoclasses.In this study,questionnaire survey and oral English test were used as two experimental tools,and qualitative research was combined with quantitative research.The data collection in the study included questionnaire survey data and oral English test data.All the data collected from both the pre-test and post-test are handled with SPSS13.0.The results of questionnaires should also be collected and analyzed in the inductive and analytical way.The results of the research testify that oral English teaching based on the mental processes of communication theory not only has a positive effect on enhancing students' interest towards learning oral English but also can improve students' oral English proficiency.However,due to the limitations of the experimental conditions,there still some deficiencies in this study,such as the sample is relatively small,the experimental time is short and the requirements for English teachers is high.In view of these limitations,the author provides some recommendations for further study.