An Analysis Of Teaching Effect Of Oral English In Vocational School Based On Output Hypotheses

It is of great importance to develop students' ability in communication with foreigners in the world.As intermediate English learners,vocational school students should not only master their own professional knowledge,but also need to be competent in oral English to meet the needs of social employment and development.However,in English teaching in vocational schools,the skills of developing students' oral English output are still weak.Students' oral English is poor in frequency,quality,flexibility and accuracy,it is necessary to improve oral English teaching in vocational schools.Nevertheless,due to the poor foundation in English,students in vocational and technical schools are poor in oral English and they have no interest in it.To improve students' ability in oral English,the research is conducted based on the output hypotheses.It attempts to answer the following questions:1.What changes does my experiment teaching bring about in Students' interest,confident,strategies and satisfaction?2.What changes does my experiment teaching bring about students' speaking strategies and abilities to organize their speaking materials?3.What changes does my experiment teaching bring about in students' score in speech output length,accuracy and fluency of Oral English output?The research aims to find some strategies in oral English teaching based on the output hypothesis.It is expected to help the teachers in the vocational schools in their oral English teaching and help students improve their ability in oral English to adapt to the development of employment in the future.In the research,two classes of Guangxi Engineering Vocational School are taken as the research objects.With Krashen's input hypothesis and Swain's output hypothesis and Wen Qiufang's output-driven hypothesis,the research lasts about 20 weeks inthe fall term in 2018.In the process of research,the methods of tests,questionnaires,interviews and the classroom observation are adopted to explore the oral teaching strategies based on the output hypotheses.After a semester of the experiment,my major findings are that: to begin with,the students in the experimental class feel more satisfied with the teaching mode and become more interested and confident.The new teaching mode helps to increase students' effective speaking strategies and abilities of revise repeatedly in organizing their speaking materials.Finally,The new teaching mode helps to improve students' score in speech output length,accuracy and fluency of Oral English output.