| The 21st century is an international era of knowledge economy,which determines the training objectives and specifications of English majors in Chinese colleges and universities.They are required to have solid basic skills,broad knowledge,certain professional knowledge,strong ability and high quality.Namely,on the basis of laying a solid foundation in English language and basic skills and getting a good command of English professional knowledge,broaden the knowledge of humanities and science and technology knowledge,master professional basic knowledge related to the job after graduating,pay attention to cultivate the ability of acquiring knowledge,the innovation ability of independent thinking,and improve the ideological and moral quality,cultural quality and psychological quality.Since the reform of English education in China,universities have attached great importance to the cultivation of students’ comprehensive application ability,among which the oral English ability is an important aspect to show the comprehensive English level of students majoring in English.In order to meet the needs of social development and self-development,they should not only master their professional knowledge,but also constantly improve their oral English.Although the domestic ordinary full-time universities all set the spoken English curriculum and students also all participates in the English spoken language curriculum to varying degrees,in fact,the emphasis on English output skills of English majors is not enough.Students’ oral English output still has some problems,such as low frequency,inflexibility,inauthentic and inaccuracy and the phenomenon of putting more emphasis on input than output still occupies the main position.Therefore,in view of the present poor English majors’ oral English proficiency and the embarrassing situation of English teaching mode,this thesis decides to select this research subject and tries to applying the theory of output-driven and input-enabled hypothesis proposed by professor Wen Qiufang to the oral English teaching of college English majors,in the hope of offering suggestions for exploring the teaching mode suitable for Chinese college students’ oral English learning,so as to improve the current situation of English majors’ oral English proficiency as soon as possible.Firstly,this paper clarifies the concept of oral proficiency and the theory of output-driven and input-enabled hypothesis as well as the current situation of the study on oral proficiency at home and abroad.The emphasis and hot spot of the study on oral proficiency at home and abroad are found by literature research method.Then,the paper summarizes the domestic and foreign researches on the influencing factors of oral English proficiency from the aspects of the influencing factor and the research object.Secondly,based on the empirical research method,this paper investigates the factors influencing the oral English proficiency of the sophomore and junior majoring in English in Liaoning university by questionnaire survey,including teaching implementation,teaching textbook,teachers,learning attitude,learning psychology and recognition of the importance of oral English.The results of regression analysis show that the teaching implementation is the main factor affecting the improvement of oral English proficiency in English majors,followed by learning psychology and learning attitude.Finally,according to the theory of output-driven and input-enabled hypothesis,it is considered that strengthening schools and teachers’ attention to the cultivation of students’ oral ability and strengthening teaching management are the fundamental measures to improve the current situation.In addition,the hypothesis requires teachers to create a relaxed and pleasant communication atmosphere and improve students’learning motivation.However,the limitation of the study is that the influence of listening on students’ oral English proficiency is not taken into account when analyzing the influencing factors.What’s more,the output-driven and input-enabled hypothesis chosen by the study is relatively new and more efforts should be made to explore and verify the feasibility of its application in oral English teaching,so that the oral English proficiency of English majors can meet their future career development needs and social development needs. |
