The Empirical Study Of Concept Map In Oral English Teaching In Senior High School

The Ordinary Senior High English Curriculum Standard(2017)has set a higher standard for students' oral competence: the general objective is to cultivate students' abilities of using language comprehensively,particularly in the stage of high school,students should possess the ability to exchange some information with others about specific and various topics in daily life and then expound individual opinions.However,due to the negative backwash effect of the College Entrance Examination on English teaching in senior high schools,the focus is almost on grammar,reading and writing while neglecting the cultivation of oral communicative competence.It is so tough for students to develop cross-cultural awareness.The current situation of students' language communication and their speaking abilities are far from satisfactory.As an effective tool of interacting concepts,Concept map is presented intuitively to show the process of thinking and the connection of knowledge.It can not only help students understand and memorize listening materials but also improve students' logical thinking abilities,consequently improve their oral English competence.Therefore,this research attempts to apply Concept map to Oral English Teaching in senior high school,aiming to explore an innovative oral English teaching method from the perspective of intuitive conceptual structure.Based on Ausubel' meaningful learning theory and Jean Piaget's constructivism learning theory,this study adopts qualitative method and quantitative method to discuss the effect of the application of Concept map on students' English spoken achievements and whether the Concept map is conducive to the senior high school students' English spoken abilities.In order to achieve the aim,this research focuses on the following two questions:(1)What is the students' attitude to the application of Concept map in Oral English Teaching?(3)What effects and in which aspects does the application of Concept Map have on students' oral English ability?In this 4-month experiment the researcher adopts the methods of experiment and questionnaire,and selects two parallel classes of students as research subjects from a senior high school in Panjin,Liaoning Province.Specifically,the Oral English Teaching model with Concept map is adopted in the experimental class while the regular traditional Oral English Teaching model is employed in the control class.Finally,based on the comparison of the control class and the experimental class before and after the experiment,The thesis is to analyze the collected data with SPSS20.0.The results of the research reveal that the application of Concept map in Oral English Teaching has a positive effect on students' spoken ability in terms of fluency,coherence,accuracy and completeness.The application of Concept map in Oral English Teaching is accepted and welcomed by the majority of students.Through cultivating students' English logical thinking abilities,this new spoken teaching model is not only beneficial for relieving students' anxiety when expressing ideas,but also conducive to facilitate their desire of language expression.Besides,the application of the Concept map in Oral English Teaching in senior high school can effectively promote students' English spoken ability.Generally speaking,the Oral English Teaching with the help of Concept map is more effective than traditional spoken teaching.Therefore,it deserves the attention of teachers and students.