The Application Research Of English Fun Dubbing APP In High School Oral English Teaching

Van Lier holds that authenticity should penetrate into all aspects of the teaching process.Teachers should not only choose appropriate and authentic language materials according to the actual level of students,but also design authentic activities to create an authentic teaching environment so that students can practice while learning knowledge.The realization of authenticity is a dynamic process,which is closely related to teacher-student interaction during the learning process.Therefore,teachers can apply English Fun Dubbing App to the class in order to enhance interaction and make the learning process authentic.Besides,English dubbing meets the need of activity-based English teaching approach in the English Curriculum Standard for Senior High School(2017 Edition).Moreover,the goal of the activity-based approach stresses the development of students’ core competencies.The English Fun Dubbing App can provide students with space to choose learning materials and methods independently in order to make students’ choices free,flexible and authentic.During the dubbing process,students can employ the good input and try their output to improve their own speaking ability.According to the requirements of the latest educational informatization by the Ministry of Education,teachers must integrate information technology with English teaching and students must also learn to use information technology to learn knowledge.Therefore,it is of great significance to incorporate English Fun Dubbing App with oral English teaching.Based on van Lier’s theory of authenticity and autonomy,this study applies English Fun Dubbing App to oral English teaching.The specific research questions are as follows:1.How should teachers maximize the value of English Fun Dubbing App in order to improve students’ learning authenticity and autonomy according to the activity-based English teaching approach outlined in the 2017 curriculum?2.How can students exercise their autonomy to make full use of the activities provided in the English Fun Dubbing App to improve their oral English ability in terms of fluency,accuracy,pronunciation,intonation and stress?3.How to integrate the English Fun Dubbing App with students’ information technology ability in the 21 st century during the authentic process of Englishteaching?One hundred senior high school students from two classes in a Xiongyue high school participated in this study.These two classes were the treatment group and the control group respectively.The entire research process included a pre-experiment questionnaire,a pre-test and a post-test,as well as a post-experiment questionnaire,and the whole process lasted 16 weeks,with only the treatment group receiving the English Fun Dubbing App teaching in class.The research result showed that the treatment group and the control group had improved after 16 weeks of teaching.However,the treatment group progressed faster than the control class.Specifically,teachers combined oral English teaching with English Fun Dubbing App,making students in the treatment group to learn English in real language materials,which realized the authenticity of the outline;The teacher guided students in the treatment group to participate in the real class during the dubbing process,which achieved teacher-student interaction and student-student interaction,therefore,it realized the authenticity of the interaction;Students were able to acquire knowledge and apply it to life,and they achieved personal authenticity on the basis of students’ autonomy.In the process of dubbing,teachers encouraged,supported and guided students to learn,giving students enough space;In this process,students made plans actively for learning content and learning methods,and pursued their expected results and they were responsible for their choices.So,it is a kind of true autonomy.At the same time,it would improve students’ spoken fluency,stress,word accuracy,intonation and completeness.In addition,the various dubbing activities met the requirements of activity-based English teaching approach.During the teaching process,teachers had better realized the value of the English Fun Dubbing App,and students’ information technology capabilities has been improved since they used the app.Based on the result,the teaching implications are made:Firstly,teachers should construct appropriate dubbing resources according to the arrangement of teaching content.Secondly,teachers still need to stress the difficult points,then students can understand the content.Thirdly,teachers can help students clarify role assignments and provide useful guidance so that it will increase students’ interest in English learning and devote themselves to the classroom.