The Research On The Development Of Oral Fluency Of Chinese As A Second Language Of European & American Students

Aims at the problems European & American students confronted when they learn oral Chinese as a second language, the article analyzed the mode to develop oral fluency raised by scholars worldwide and try to find the effective ways to promote European & American students' oral fluency of Chinese as a second language through teaching.In the first place, the article defines the concept of oral fluency, oral fluency as a second language and the standards to measure oral fluency. According to the article, nicety, liquidity and acceptability are the basic connotations of oral fluency and the oral fluency relates to the mastery of language for the ability to use language can't be separated from the mastery of language. Now that there're so many particularities appeared during the oral learning course of European & American students, it's meaningful to research the European & American students' oral fluency acquiring course and it'll bring inspirations for oral teaching of Chinese as a second language.Based on the definitions, the article lists the mode to develop oral fluency, including the theory base and basic meanings. Then, two modes were chosen and analyzed for their mature, including "Adaptive Control of Thought mode" and "In-put and Out-put mode". According to "Adaptive Control of Thought mode", knowledge is categorized into declarative knowledge and procedural knowledge and the course to acquire oral fluency is to acquire procedural knowledge, and oral fluency could be promoted through the automation of basic skills. However, according to "In-put and Out-put mode", oral skills are acquired through a course from language input to language process and language output, and oral fluency will be affected during each segment. Therefore, the way to promote oral fluency is to improve the segments, including input, process and output.According to the understanding of the oral fluency acquirement course, the basic principles applied for teaching course are raised. Besides, the paper proves and compares the modes through experiments, such as their effects and advantages. The experiments are conducted by the author and the objects are students of New York University, who learn Chinese in China. The textbook are chosen to be taught according to the two mode's teaching principles and the modes are compared at last. According to the conclusion, both of the teaching courses according to the modes could promote students' oral fluency. One the whole, the teaching effects of "Adaptive Control of Thought mode" is more obvious and the teaching according to "In-put and Out-put mode" is propitious to rectify students' errors of pronunciation.With linguistic as the base and jumping-point, the paper employs several angles of subject views, such as education and psychology. Used many research productions up to date, the dissertation analyze the modes to develop oral fluency deeply and put forward systematic, comprehensive teaching measures to promote European & American students' oral fluency accordingly. Adopted qualitative research and quantitative research, the discourse contains massive theory and comprehensive experimental argumentation.