| With the deepening of globalization,as an international language,English is becoming more and more important.China need English talents with strong comprehensive ability,especially communicative talents with excellent spoken English.However,at present,domestic English teaching has an obvious tendency of examination-oriented education.Most of schools,teachers and students focus on the teaching and learning of English knowledge and neglect the teaching and practice of spoken English,which result in the phenomenon of "dumb English".As a new teaching mode,flipped classroom was introduced into China in2012,and applied to subject teaching.It has achieved certain achievements in English teaching,and has been recognized by a large number of teachers and students.It reverses the order of traditional instruction and renders students watch assigned online videos or read learning materials before class,and replaces the traditional lecture format with active class activities,such as cooperation with peers,problem-based discussion and teacher-student interaction.Under this background,by reading a large number of domestic and foreign literatures,based on the present situation of English teaching in secondary vocational schools in China,and by means of questionnaire survey,educational experiment and other research methods,the author applied flipped classroom teaching mode in spoken English teaching in secondary vocational school in order to improve students’ spoken English.The research participants are 40 freshmen who are majored in Preschool Education in Baoji Vocational and Technical College.This research intends to investigate two questions:(1)Is flipped classroom effective in improving students’ English speaking achievement?(2)What is student’s attitude towards flipped classroom? The experimental study goes over a whole semester.Through analyzing the results of tests,it’s been discovered that the flipped classroom teaching model is able to help students improve English spoken ability.The author makes correlation coefficient analysis of the students’ pretest scores and posttest scores.The mean score of students’ posttest is higher than pretest in experimental class and posttest in controlled class.From the paired-sample T test,we can see that the Sig.(2-tailed)is less than 0.05,which indicates that there is a significant difference between the students’ pretest scores and the posttest scores,students’ spoken English grades are remarkably improved.By analyzing the results of questionnaires and interviews we can conclude that students’ learning interest is increased,their anxiety is lessened and their confidence is strengthened.In addition,because of the limited time and energy,the author cannot choose a larger sample to test the reliability and validity of the scale,and the research tool is not accurate enough.Meanwhile there arestill problems such as the insufficient preparation of learning materials before class,the imperfect teaching evaluation system,and so on.For further study,researchers should explore this teaching method by applying it to more subjects and classes with more preparations. |
