| Education is the cornerstone of the prosperity of our nation and advancement of society.As there is an increased emphasis on curriculum reform,primary stage plays an important role in education development strategies.English,one of the compulsory subjects in basic education,aims to promote students’ comprehensive language skills.The primary school is the golden period in elementary education for students to lay a solid foundation.As for oral literacy,the ultimate goal is to master the initial for mental of the competence to communicate with others in English and promote basic English listening,speaking,reading and writing skills.Cultivating the ability of listening and speaking contributes to develop other comprehensive ability,which occupies the important part in centered development curriculum reform.In this transitional stage,with the far more flexible towards the current situation,students’ abstract logical thinking ability has increasingly enhanced.Based on this,it is crucial to stimulate students oral communication initiative and achieve accurate accent and standard intonation.Guided by the theories of Krashen’s Second Language Acquisition Theory,Learning Concepts of Humanism and Schema Theory,this thesis focuses on the subject which is the current situation of middle-grade students’ English speaking ability in ” Y ” Primary School to investigate and study by using the methods of literature,questionnaire interview and classroom observation.It is classified into core competence and related competence of oral English.Through questionnaire surveys,teacher interviews and classroom observations,it analyzes and explains the overall level of middle school students’ oral English ability and the problems encountered by middle school students in oral English learning.The core competencies are mainly reflected in the loss of oral learning motivation and oral language organization and expression skills.Related competencies are mainly reflected the lack of emotion of leaning oral English and the lack of investment in after-school learning.The study found that the reason is not only influenced by the teachers’ single and outdated teaching model,but also by the lack of self-fulfillment and loss of appropriateness of language acquisition environment among middle school students.In view of the above problems,several suggestions are available for reference: on the one hand,teachers should actively update the concept of oral teaching,improve the ability to integrate teaching resources and improve the interactive link of teaching questions.On the other hand,middle school students also ought to take initiative to oral training At the same time,with the efforts of teachers,students and parents,the pupils’ oral English ability should be truly improved. |
