Research On The Application Of The Write-to-speak Method To Senior High School Oral English Teaching

in EnglishTaking writing as the breakthrough point,the Write-to-learn concept promotes internalization and acquisition of language knowledge by helping learners overcome their psychological barriers.This concept accords with the national conditions of English learning in China and has gained extensive recognition among experts,scholars and teachers.As one of its branches,the effect of the Write-to-speak method has been testified as well.However,the researches on its application are still insufficient.In view of this,this research attempts to apply the Write-to-speak method to senior high school oral English teaching in hope of exploring problems occurred during the application process and the corresponding solutions.Based on Swain’s Comprehensible Output Hypothesis,Krashen’s Affective Filter Hypothesis and Wang Chuming’s Length Approach,this research took 43 students from a senior high school in Guangdong Province as the research subjects.In the research,the teaching experiment was carried out for 16 weeks and employed test,observation and interview to better understand the implementation situation of the Write-to-speak method in senior high schools.The research questions are as follows:(1)What is the teaching effect from the analysis of the tests?(2)What are the results of the classroom observation?(3)What are the problems encountered in the application process of the Write-to-speak method? And what are the causes?Through the experimental research,the following findings were obtained:(1)The Write-to-speak method could effectively improve students’ oral English proficiency.(2)Some impediments were found in the application process of the Write-to-speak method in senior high schools.Firstly,some students were exam-oriented and treated English speaking negatively.Secondly,the Write-to-speak method could not satisfy the demands of all students.Finally,affective factors play an essential role in the effect of the Write-to-speak method.Based on the above results,some suggestions were put forward concerning how to better apply the Write-to-speak method into the oral English teaching in senior high schools.First of all,measures should be taken to reconstruct students’ mindset about English speaking.Moreover,attention should be paid to individual difference.Finally,more measures should be taken to reinforce students’ positive affective factors.The Write-to-speak method was adopted in the oral English teaching in a senior high school in the research.Though the research needs further improvement,this thesis hopes to provide some new ideas for L2 acquisition and oral English teaching in senior high schools,so as to help students improve their oral English proficiency.