A Study Of The English Video-aural-oral Experimental Unit Course

The idea of the Video-aural-oral course was first proposed in the late 1990s. At that time there were few colleges or universities that offer that course. The Video-aural-oral course rises as a reflection of the times in order to improve the situation in foreign language ability through training processes. The teaching purpose is to use modern teaching equipments, by integrating the traditional unitary video course, listening course and speaking course into a multidimensional teaching mode of English video-aural-oral course, which aims to cultivate students'abilities to English language learning and communication skills. However, the research about the Video-aural-oral course at home, in this aspect, has little systematic theory basis and few researchers.The thesis has been exploring English Video-aural-oral experimental unit course amd found it more suitable applicability in terms of science, humanities. The course is the rapid development of knowledge and academic needs. It is not only the objective discipline of modern linguistics, education, psychology of"teaching"and"learning"research, but also the requirements of adapting to the society and developing student's inner quality. The new video-aural-oral teaching is built on modern information technology, particularly network technology. The model combines the principles of practicality, knowledge and interest, mobilizes the initiative of both teachers and students, attaches particular importance to the central role of students, and attains to a high level of interactivity, feasibility and operability.According to the relevant fundamental theories, such as constructivist teaching and learning theory, Krashen's Five Hypotheses, especially, the Input Hypothesis and Treicher's two famous psychological experiment results, the thesis has done some teaching researches on the course. On the one hand, the Video-aural-oral course can integrate the traditional unitary video course, listening course and speaking course into triunity and multidimensional teaching mode of English video-aural-oral course, which actively alters teaching skills and avoid the inadequacies of simple teaching methods. On the other hand, The Video-aural-oral course using a new technology, multimedia, can provide"text, graphics, audio, video, etc."and"combine listening, speaking, reading, writing, in a single activity."(Liu Shunlin, 2004:222)It is a remedy for the defects of traditional video, listening and speaking courses teaching mode. In such a simulated and vivid environment of learning English, one would have an immersed sense. In the easy and practical English atmosphere, teachers can fully communicate with learners, which can fully realize interaction between teachers and students. It has also changed the three text materials of the video, listening and speaking courses into one. And it has effectively improved learners'English integrative competence. These changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more important, consist of changes in teaching philosophy and practice.The results of the experiments indicate that we have improved the ability of the students'comprehension and their ability in oral expression on the basis of the video-aura-oral activities. Based on the intuitive pictures, the contents and plots, we have developed all kinds of practice such as listening and speaking by integrating the video, listening and speaking courses in order to develop students'ability to use English in a well-rounded way. That means in their future learners will be able to communicate effectively, and at the same time enhance their abilities to study independently and improve their general cultural awareness so as to meet the needs of China's social development and international exchanges.There are seven chapters in the thesis. Chapter One is about backgraound, objection and significance of the research. Chapter Two is made up of two parts: problems in the Video-aural-oral course and its necessity. Chapter Three consists of four parts: the relevent fundamental theories—constructivism, Krashen's five hypotheses, multiple intelligences theory and psychology. In Chapter Four is about practical language teaching research. Chapter Five includes Video-aural-oral teaching research results. In Chapter Six is about advantages and characteristics of the course. Chapter Seven is conclusion about the research.