A Study On The Application Of Micro-lessons To Oral English Teaching In Junior High School

With the development of modern educational technology,new teaching methods such as micro-lessons are gradually applied to English teaching.Under the conventional oral teaching method,students are lack of learning environment and communication opportunities in class.In addition,teachers are using repeated dialogues and mechanical memorial materials in their classes,which decrease the students’ interests in oral English learning.Various factors lead to the difficulty in improving students’ oral expression level.The micro-lessons,to some extent,can improve the teachers’ oral English teaching method.Based on the theory of constructivism,input and output hypothesis and the theory of autonomous learning,this study discusses the application of micro-lessons in junior high school oral English teaching and its effects on their learning attitudes and learning effects.According to the research,the micro-lessons,by using the input of understandable oral materials,can promote the language expression in different parts of oral English learning,such as pre-lesson,present-lesson and post-lesson parts.Based on the analysis,this study explores two questions:(1)What effects does the application of the micro-lesson on students’ oral English Learning attitudes?(2)What effects does the application of the micro-lesson on students’ oral English learning effects?In this study,two paralleled classes of grade one were randomly selected from a junior high school in Yueyang city as the experimental class and the control class.The experiment lasted for4 months.In the process of the experiment,the experimental class implemented the micro-lessons in their oral English teaching,and the control class implemented the regular way in their oral English teaching.In the process of the experiment,the use of the micro-lessons to promote students’ oral output,can improve students’ oral expression ability and the teaching purpose of autonomous learning ability.The pre-test and post-test of the oral English levels are based on the design of the sample test paper of PETS II Oral English test,and are adapted according to the actual oral English learning of junior high school students.The data collection and analysis of the questionnaire were mainly used to explore the influence of micro-lesson teaching on junior high school students’ oral English learning attitudes.SPSS software was used to conduct statistical analysis of the test results before and after the oral English tests.Combined with the results of the interviews of the teachers,the influence of micro-lesson teaching on the oral English learning effect of junior high school students was discussed.The experimental results show that:(1)The application of micro-lesson in oral English teaching in junior high school has a positive impact on the attitude of junior high school students in oral English learning.Combined with the results of the questionnaire survey,in terms of cognitive participation,the students recognized the role of micro-lessons in helping them understand oral English background information.In the aspect of emotional participation,students have positive emotional experience in the micro-lesson.In terms of behavioral participation,students can focus on and actively participate in oral communication.(2)Compared with the regular oral English teaching,the application of micro-lesson in junior high school oral English teaching has better effect on students’ oral English learning.According to the pre-test and post-test data,the experimental class students’ oral English performance is significantly higher than control class students’ after the experiment.Combined with the interview of the junior high school English teachers on result of oral English teaching effect,micro-lesson applied in junior high school English teaching has a positive impact on oral English learning of junior high school students.This study is an extension of the application of micro-lessons in the oral English teaching in junior high schools,and can be used for reference to improve the oral English teaching methods in junior high schools.Since the samples of this study are not enough,and the research time is short,the conclusion is not comprehensive enough,and further exploration is needed in the selection,design and application of the micro-lessons.