Action Research On Developing Senior High School Students’ English Public Speaking Ability

With the rapid development of globalization,the ability to communicate in English has become one of the most important skills in today’s society.As English curriculum standards for general high schools(2017 edition)puts it,students should actively participate in language practice activities,thinking,expressing and communicating by making full use of the language they have learned,and gradually develop the core competence of discipline.With the advance of the third batch of comprehensive reform of college entrance examination,more and more provinces and cities have directly included the test of English listening and speaking ability into the college entrance examination to strengthen the inspection of oral English.However,it is common for us to face the phenomenon of “dumb English”,"one speech" and "full instruction" in senior high school English teaching in China,which is serious and worrying.Students lack space for language practice and activities,which is difficult for them to develop comprehensive language application ability and the core competence of discipline.The purpose of this study is to explore strategies to cultivate senior high school students’ English public speaking ability,which can break through the current bottleneck of senior high school English teaching,and to promote the development of students’ core discipline literacy.The core issue of the study is: how to improve the students’ English public speaking ability through English speech learning in the current high school English teaching environment? And further decomposed into the following three key issues:(1)What are the effective teaching methods to improve senior high school students’ English public speaking ability?(2)What are the operational teaching approaches to improve senior high school students’ English public speaking ability?(3)What are the effective teaching evaluation strategies to improve senior high school students’ English public speaking ability?Based on the constructivist learning theory and the input-output language learning theory,this study uses the teaching concept of project-based learning and task-based language teaching method,mainly takes action research method,and carries out according to the basic steps of action research.The whole research is divided into three rounds: the first round belongs to the stage of attempt and exploration,with emphasis on giving students the opportunity to "speak English openly";the second round belongs to the stage of adjustment and improvement,which mainly makes students more willing to "speak English on the stage";the third round belongs to the stage of promotion and perfection,focusing on making students better "show" English.Through quantitative testing,teacher-student interviews,reflection on learning,comprehensive English proficiency survey,questionnaires and contests,data collection,analysis and comparison,multi-angle argumentation,summary and summary.The results show that the comprehensive language qualities of the students in the experimental class,such as English speaking ability,oral English proficiency,cooperative ability,learning ability,speculative ability,self-confidence and other humanistic qualities have been significantly improved and strengthened.On this basis,this study constructs strategies to cultivate senior high school students’ English public speaking ability,and puts forward specific operational suggestions.The conclusions of this study are as follows:(1)English Speech Project-based Learning is an effective way to improve senior high school students’ English public speaking ability and core competence of disciplines;(2)Playing the support role and maximum function of learning groups is an effective teaching means to ensure the effectiveness of English Speech Learning;(3)Developing thematic training through various input activities is the main way to learn English speech knowledge;(4)Developing "output-driven" classroom English speech learning activities is an important channel to improve students’ English speech ability;(5)Developing enough English speech practice activities step by step is the key way to improve students’ English speech ability;⑹The comprehensive evaluation system based on formative assessment is an effective teaching evaluation strategy to improve students’ English speaking ability.The innovations of this study are as follows:(1)According to the specific characteristics of senior high school students in China,this study constructs strategies and specific operational suggestions for senior high school students’ English public speaking ability training,which provides a model for those who are willing to engage in relevant practice and research.At the same time,it explores the teaching path in advance for the "oral test" of the new college entrance examination,and promotes the construction of the oral English teaching mode in senior high school.(2)The "Senior High School Students’ English Public Speaking Ability Assessment Scale" has been constructed strictly and normatively,and its flexible internal dynamic adjustment function has been brought into full play in practice to guide students’ learning direction and make them achieve their goals,with remarkable results.(3)as a new teaching mode,English speech project learning has changed the traditional old teaching methods such as "full house" and "dumb English".Students become the main body of learning,teachers play the role of instructors,organizers,coordinators and collaborators,and the teacher-student relationship in teaching activities has been reshaped.(4)Most of the relevant studies at home and abroad are from the perspective of college students or adults.This study is mainly carried out from the perspective of senior high school students.Students are not only the object of the study,but also the participants of the study,which expands the research perspective of English speech teaching.