| Oral English is one of the most important teaching contents and plays an important role in higher vocational English learning.Nevertheless,in current higher vocational English teaching,oral English remains a weak chain as teachers often apply the teaching method of“force fed duck”.The teacher mainly analyzes linguistic knowledge including sentence patterns,sentence meanings and grammar.The students just take notes and do little oral practice in class,and learn by rote about the key and difficult phrases and sentences of the text after class.It is difficult to cultivate students' learning interest,learning autonomy and learning confidence.This thesis is aimed at the study of applying information technology to higher vocational oral English teaching.That is to say,by using the Xuexitong APP,University Interactive Space,micro class video,audio PPT,voice software and other information technologies and platforms before,in and after class.We can provide a informational teaching model for the teaching of oral English.It has greatly expanded the teaching resources,enriched the teaching contents and made the teaching more interesting.It is benefical to the improvement of students' learning interest,autonomy and confidence of oral English as well as students' oral English proficiency.On the basis of Constructivism,Krashen's Input Hypothesis theory and Swain's Output Hypothesis theory,this thesis aims at the explorationof the following questions:(1)What effects does the application of information technology have on students' learning interest,autonomy and confidence of oral English?(2)What effects does the application of information technology have on students' oral English proficiency?In this empirical study,two parallel first-year classes were selected.One is a experimental class,the other is a control class.Both of them major in Railway Transportation Operation and management in the school where the author teaches.Information technology was used in the experimental class to assist oral English teaching,but the control class still used traditional teaching method.This study lasted for 15 weeks.The research data were collected after carrying pre-test,post-test and questionnaires.The data were analyzed by Excel2007 and SPSS Statistics23.What's more,an interview was given to all students in the control class after the experiment in order to demonstrate the research results more powerfully.The study reveals that:(1)After applying the information technology in the experimental class,it effectively improved the learning drive of the students in this class.They showed more interest,more initiative and more confidence in specific behavior of oral English learning.While those students in the control class taught with traditional teaching methods have no obvious improvement in the above mentioned three aspects.So it indicated that the application of informationtechnology in oral English teaching can improve students' interest,autonomy and confidence significantly.(2)Due to the application of information technology in oral English teaching,students in the experimental class have apparently improved their speaking test scores while the control class taught with traditional teaching method haven't improved theirs distinctly.Moreover,the post-test scores of the experimental class were significantly higher than those of the control class.The study indicates that using information technology to guide oral English teaching can effectively improve students' oral English proficiency.There are only 88 students who took part in the experiment,so the sample size is limited.The experiment just lasted for 15 weeks,so there is limitation in regard to the experimental duration.And some unrelated variables in the experiment are actually related to the experiment.All of these might have influence on the generalization,representativeness and accuracy of the results of the study.In order to get a more precise conclusion,we should cover a larger sample size and last longer in the future research. |
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