An Application Of CLT Into The Oral English Teaching In A Rural Senior High School

With the increasingly frequent international exchange and cooperation,the English gradually become the language that people must master. Englishoral communication ability is especially important. Due to various reasons,however, high school students’ oral English learning is still the weak link.Traditional teaching emphasis on imparting knowledge of the language, andneglect the cultivation of the ability to use language, students’ oralcommunication ability is generally weak.According to the teaching situation where the author is teaching, shetook full advantage of existing teaching resources, designed a variety of oralcommunicative activities, applied the concept of the communicative approachinto oral classroom teaching, which stimulated students’ interest in verballearning and achieved oral communication objectives. This paper consists offive parts.The first part is the opening part. It describes the background of the study,rural senior high school students’ spoken English learning status, purpose andsignificance of the research as well as the framework of this paper.In part two, it is literature review. First elaborates the definition andcharacteristics of related concepts; then discusses the research status at homeand abroad of oral English teaching and CLT; finally, introduces thetheoretical basis of this research: Chomsky’s theory of language ability;Hymes’s theory of communicative competence, Canale and Swain’s theory ofcommunicative competence, etc.Part three is experimental design and implementation. After states thepurpose, hypothesis subjects and instruments of the experiment,pre-questionnaire and pre-test are carried out in experimental class andcontrol class. The purpose of doing so is to learn of students’ attitudes andabilities of oral English learning; then apply communicative activities intoexperimental class’ oral classroom teaching practice, such as dialogues, role-plays, information-gaps, etc. At the same time, implement traditionalteaching in control class as usual. Through five months’ teaching experiment,post-questionnaire and post-test are carried out so as to verify whethercommunicative language teaching can stimulate students’ interest of learningoral English and improve their oral communicative ability or not.The fourth part is the analysis of results. First analyze the informationobtained from the pre-questionnaire, know of students’ attitude towards oralEnglish learning; then analyze the pre-test, and found that little gap betweenthe two classes’ students’ oral ability; however, after the author measures thedata from post-test, it shows that the experimental class students’ oralcommunicative ability is significantly enhanced; post-questionnaireconfirms that CLT has been accepted by the majority of students.The last part is conclusion part. The author states research findings first,CLT can stimulate students’ interest in oral English learning and can improvestudents’ oral communicative ability; however, it has disadvantages, too.Author suggests that we should realize them in the process of implications;then summarizes the limitations of the research and gives recommendationsfor further research, etc.