An Empirical Study On The Application Of Flipped Classroom Model To English Listening And Speaking Teaching In Secondary Vocational School

Flipped Classroom Teaching Model originated in the United States, and gained popularity in global education from 2012. As a product of today’s information age, Flipped Classroom Teaching Model has innovated traditional teaching model and it is the future development trend of the education informationization. Our national general high schools and universities have tried to practise this new teaching model since it was introduced to our country in 2012, but Secondary Vocational English Listening and Speaking Teaching using Flipped Classroom Teaching Model remains backward.This research starting from the researcher’s teaching practice tries to apply the model to Secondary Vocational English Listening and Speaking Teaching by literature research, action research and experimental research as the basic research methods. It aims to explore the feasibility and the design of Flipped Classroom Teaching Model in its study field so as to provide theoretical directions and practical references to educational professionals and other related researchers.This paper deeply expounds the rise and development of Flipped Classroom abroad, domestic research status and the application of Flipped Classroom Teaching Model on Secondary Vocational Teaching,and the theory and practice of our national Secondary Vocational English Listening and Speaking Teaching. It then discusses the theoretical basis of Flipped Classroom, including Constructivism, Krashen’s Input Hypothesis theory and Swain’s Output Hypothesis theory in the process of its application as well.In the teaching practice of more than four months, the auther firstly picked two classes from the school where she teaches as the experimental class and the controlled class respectively. Then she understood the characteristics of Secondary Vocational School students and their present situation of English learning through the questionnaire survey and realized that the experimental class and the controlled class had no differences in their English listening and speaking study through the SPSS statistical software on the analysis of the two classes’ pretest results.After the experiment, the students from the two classes took the post-tests and another questionnaire survey was carried out in the experimental class. The results of the post-tests from Independent Sample T Test showed that there was a significant difference between the experimental class and the controlled class, which means Flipped Classroom Teaching Model can improve the students’ English Listening and Speaking learning. The author learned that most of the participates in the experiment hope teacher will continue adopting the Flipped Classroom Teaching Model in their future English learning through another questionnaire after the experiment. The Flipped Classroom Teaching Model can improve the students’ oral English communicative ability, self-learning ability, and has a significant role in promoting the cultivation of the ability to cooperate.