A Study On The Correlation And Solutions Between Ego Boundaries And Oral English Ability Of Junior High School Students

In recent years,the focus of second language acquisition has changed from studying how teachers teach to studying how learners learn.Researchers emphasize the center of learners,pay attention to individual differences of learners,and study the emotional factors of learners' learning,such as the attitudes,self-confidence,anxiety and empathy.Ego boundary is an important emotional factor in learning English.As an aspect of personality,it plays an important role in the acquisition of spoken English in junior high school.The current researches on ego boundaries mainly focus on definitions,characteristics,measurements,and influences on second language acquisition.While there are few researches on the correlation between ego boundaries and language skills,and the only one is focused on reading skills.Based on the previous researches and current oral English researchers in junior high school,this paper studies the correlation between ego boundary and oral abilities of junior high school students(mainly students in Grade 9),and relevant measures.There are two questions in this paper: First,there is whether a significant correlation between ego boundaries and learners' oral English abilities.Second,what problems do ego boundaries learners have in developing their oral English abilities? What are the solutions?The main methods used in this paper are questionnaire and quantity analysis.The order of the research in this paper is as follows: this paper reviews the current domestic and foreign studies on the correlation between ego boundary,language acquisition,and oral English.By reviewing the previous researches,this paper analyzes the focuses and shortcomings of the current ego boundary and oral English test researches.Secondly,this paper analyzes the previous views on ego boundary and oral English tests,and gives the definition of ego boundary and spoken English.Thirdly,a questionnaire is used to test the degree of ego boundary of the subjects.Fourth,on the basis of several authoritative oral tests,the oral abilities of the subjects are tested for the first time.At the end of this semester,they are tasted for the second time.Fifth,the investigation results are collated and analyzed by SPSS,the conclusions are drawn,the features highlight in the conclusions and measures are put forward.Sixth,summarize the whole research,reflect on the shortcomings,and make comments.The conclusions of this study are:First,there is a significant positive correlation between ego boundaries and oral abilities.There is a significant positive correlation between fluency,communicative ability and ego boundaries.There is a difference in ego boundaries between proficient and unskilled speakers.There is no correlation in the degree of ego boundaries between men and women.2.The features of thick ego boundaries are as follows: There are many pauses;there is to be more verbal repetition;there is a relatively obvious sense of self-correction;communication strategies are rarely used.Therefore,for the above features,the author put forward some suggestions.Teachers should teach according to the degrees of ego boundaries.To change the role of learners is from passive listeners to active speakers.The role of the teacher is changed from the controller to the supervisor or resource provider.It is to reduce communication pressure and provide a relaxed speaking environment for learners.Teacher should create information gap and arose the interesting of speakers and listeners.Construct audio files for those who are the thick ego boundaries.Students set one-to-one helping groups.According to these features and suggestions,related activities mainly include: interactional short turns,description of pictures,role-playing,storytelling,eye-witness account,and expression of opinions.