A Study On The Application Of Audio-visual Continuous Speaking To Senior High Students’ Oral English

When mentioning the concept of Audio-visual Continuous Speaking,it serves as an efficient method proposed by professor Wang Chuming to improve students’ English learning efficiency.In the application of it,students are assigned to watch the relevant materials first,and then they will spontaneously form their own English way of thinking in certain contexts.Then they will start the continuous speaking.Audio-visual Continuous Speaking attaches great importance to “completion”,“expansion” and “creation”,emphasizes the significance of fully tapping the motivation,potential and imagination of students.By doing this,they will be able to get their collaborative ability improved when speaking and learning English.Since this concept was put forward first,researches on it mainly focus on the immediate synergistic effect of speakers when it comes to the pronunciation,vocabulary and syntax of the original text.However,as for the delayed effect in these aspects,researches on them are fewer.Moreover,no empirical analysis has been carried out based on the context.Therefore,in this paper,it will focus on fields rarely mentioned by other scholars based on Audio-visual Continuous Speaking,and further study the application of it in oral English teaching held in senior high schools.In this study,it works to study that as for enhancing high school students’ interest and ability in oral English learning through Audio-visual Continuous Speaking,whether it is applicable and how to carry out this work.The main questions put forward in the research are as follows: First,what are effects of Audio-visual Continuous Speaking on phonetic fluency,lexical complexity and sentence accuracy of high school students’ oral English learning? Second,what are effects of Audio-visual Continuous Speaking on the context creation of senior high school students?During the conduction of the research,the author carried out an Audio-visual Continuous Speaking teaching experiment for 21 weeks in the autumn semester of2019.The experiment was held in No.108 senior high school,Dalian City,Liaoning Province.Later,two parallel classes(40 people each)of grade one were selected as the experimental subjects.They were chosen randomly as the experimental group and the control group respectively.Then eight inspirational films were used as audio-visual materials for students to finish the pre-test,post-test and delayed test,then relevant data were collected as samples.The results show that Audio-visual Continuations have a positive effect on thephonetic fluency,lexical complexity and sentence accuracy of high school students’ oral English learning,but have poor effects on some measurement indicators.Specifically,evaluated from the speech-sound rate(SR),Audio-visual Continuous Speaking embraces a significant positive effect on it.However,as for its impacts on word repetition rate(WR)and average length of pause(ALP),they are not evident enough.Later during the delayed test,the two groups of students’ WR and ALP tend to rebound and approach.As for the lexical complexity(LC),Audio-visual Continuous Speaking does not show an obvious impact on it.And during the delayed test,students become unwilling to use complicated words.Moreover,the LC indicator of the experimental group and the control group further approach.In terms of sentence accuracy,the positive effects of Audio-visual Continuous Speaking on rate of error sentences(RES)and connective words proportion(CWP)are significant,and it remains unchanged in the delayed test.From this,we could draw a conclusion that Audio-visual Continuous Speaking has a long-term influence on sentence accuracy.As for the context creation,the expression creativity(EC)of the experimental group and the control group in the post-test gets improved,that is to say,students are getting better in making immediate responses thanks to the training.And during the delayed test,it was found that the context creation of students in the experimental group was still better than that in the control group,and the test results in the delayed group remained basically the same as that in the post test.Obviously,the effect of Audio-visual Continuous Speaking on EC is significant as well.Considering the fact that English class hours are limited and students have to pass relevant tests,in order to ease the conflict between the audio-visual practice and English teaching,some teaching suggestions are proposed: such as imitating Audio-visual Materials,combine audio-visual continuous speaking training with cloze training and so on.Due to limitations of some subjective and objective factors,the study inevitably has some shortcomings and limitations.