An Empirical Study Of Picture Books Of English In Teaching For Pre-School Teachers' Oral English Training

As being future preschool teachers,students majored in preschool teaching shall process a good command of oral English requested by characteristics professionally inherited.Preschool teachers' English speaking ability has received more and more attention,and has become the central task of their English learning.However,unsatisfied teaching outcomes due to the limitations of teaching reality left students ridden by severe speech anxiety,inaccurate pronunciation,and flat intonation.Moreover,being poor to think in English surrounding Chinglish expressions made the development of oral communication skills were more difficult to be improved.Therefore,the writer has made a teaching proposal assisted by picture books of English tailored in response to this unsatisfactory status quo and also the issues mentioned above.Further afield,the writer conducted a teaching experiment as an attempt to answer the following three questions.Firstly,how to apply picture books of English to pre-school teachers' oral English training? Secondly,whether teaching assisted by picture books of English improved pre-school teachers' English speaking skills? Thirdly,whether teaching assisted by picture books of English ameliorated the standard of pre-school teachers' learning willingness.This empirical study was carried out in the pre-school teachers college that the writer herself was on the faculty of.It was completed in 16 teaching weeks and so lasted for one semester,given the center of attention at first year undergraduates of a 5-year Associate of Arts in preschool teaching degree program.The control was remained the same to the experiment in terms of quality and quantity before experiment requested by comparable worth.In addition,prior to this study was ready to process,the writer paid a particular emphasis on picture books' categorization and selection in a point of view of characteristics,illustration and literature,which was also abide by unmannerly and professionally inherited characteristics of preschool teaching majored students.Experiment rigorously followed a clearly contented weekly plan,which covers the whole 16 weeks,and quality guaranteed by A-R-A-R oral teaching procedure which was generally accepted and very well received as a methodology by foreign language teaching community.Test,in-class observation,and interview were taken as major research methods.Test as research method was referred to take tests to the subjects before and after the completion of this teaching experiment.Test materials were come by unified source to secure the integrity of level of academic difficulty so as to the research comparability.Test results were reaped as statistical data to reflect experiment progression and serve further analysis.In-classroom observation was more focused on in-classroom performance and subjects' feedbacks.Interviews in term of research means were taken in one-on-one manner to collect each subject's information based on conversation.Subsequently,the writer went deeply with all the statistical data,observation results and interview information.The writer reached satisfied conclusions.Firstly,empirical study have shown obvious results to support the vision that teaching assisted by picture books of English was able to stimulate the learning willingness of a majority of students.Observation and interview results conferred students' mental transition from passive marginalization to being very fully engaged,which was supported also by test results on academic performance.Secondly,the subjects' speaking skills were drastically improved showing an upward trend in general as well as upward trends in most.Thirdly,this study as a set of rigorous academic investigations suggested a possible plan to implement teaching assisted by picture books of English to pre-school teacher's English speaking training.