A Research On Oral English Teaching In Rural Middle Schools In Guizhou From The Perspective Of Activity Theory

Spoken is one of the main ways for language learners to convey information.In rural areas of Guizhou,English teaching conditions are poor,and oral English teaching is a difficult part of teaching.Therefore,it is very important to help teachers in rural areas of Guizhou to put forward feasible strategies for oral English teaching.Activity Theory originates from the classical philosophy of Kant and Hegel.This theory takes “activity” as the base analysis unit and logical starting point.It can deeply deconstruct and show the interaction and correlation between major participants and other individuals,social elements and environmental elements in specific social activities.It emphasizes teaching itself internally and colorful forms of teaching expression externally.So a series of teaching activities are designed according to students’ characteristics.Activity Theory provides an important perspective for deconstructing teaching activities and carrying out evaluation in class.However,most relevant studies on Activity Theory take urban learners as their research objects,and few studies explore the applicability of Activity Theory from the perspective of rural learners.In this research,84 rural middle school students in Guizhou were selected as the research objects.From the perspective of Activity Theory,oral English teaching activities were conducted for 4 months.The purpose is to explore the following two questions: Firstly,what kinds of teaching activities can make students have higher autonomous participation?Secondly,what measures can be taken to effectively improve the oral English level of rural junior high school students in Guizhou through the design of teaching activities?The results show that students have higher autonomous participation in many-to-many teaching activities from the perspective of Activity Theory.In order to improve students’ oral English,teachers should design multiperson activities for students according to different teaching contents and make effective adjustment in the activities so that students of different ability levels can actively participate in oral activities and improve their oral ability in mutual cooperation.Combined with students’ oral English performance and research results,this study reflects on the oral English teaching activities of rural junior high schools in Guizhou,and puts forward the following suggestions: Firstly,most junior high school students in rural areas of Guizhou are left-behind children who are afraid to speak alone in class.Therefore,teachers should use group cooperation more frequently to guide students to speak.Secondly,the design of oral English activities should be close to real life of students and make good use of group leaders.Thirdly,influenced by the local dialect of Guizhou,students habitually use dialects in oral activities.So teachers need to create an English learning atmosphere and correct them in time to help they form English thinking.In general,English teachers in rural middle schools in Guizhou should increase the interaction between teachers and students in class and mobilize students’ participation in oral English activities,and then carry out effective oral teaching activities for students to promote the improvement of oral ability.