An Action Research On The Effects Of Audiovisual-based Speaking Continuation Teaching Model On Alleviating Junior High School Students’ English Oral Anxiety

English oral teaching contributes to training outstanding talents to spread the voice of China,as well as training students for daily communication.Oral English is one of the necessary language skills for students in compulsory education.It requires students can communicate and interact in a meaningful way.However,as the main function and purpose of English learning,English communicative competence is often ignored or alienated and students’ oral communicative competence is not adequately developed in today’s educational environment.Moreover,the phenomenon of students’ English oral anxiety has also become a concerning issue in foreign language teaching and research.Wang Chuming（2016）proposed the audiovisual-based speaking continuation teaching model,which possesses various learning facilitative advantages,including evoking endogenous motivation to express ideas,accompanying contexts,relieving pressure on language output,enhancing attention and decreasing the interference of the mother tongue.This thesis attempts to explore its’ efficiency in alleviating junior high school students’ English oral anxiety by applying the advantages of audiovisual-based speaking continuation teaching.Based on the Affective Filtering Hypothesis and Continuation Theory,this study adopted questionnaires and interviews as the research instruments and selected 49 students in grade eight of junior high school as the research subjects for two rounds of action research.The research questions were as follows: 1.What are the effects of the Audiovisual-based Speaking Continuation Teaching Model on alleviating junior high school students’ English oral anxiety caused by low self-cognition evaluation,low self-emotion experience,and low self-behavior tendency? 2.How can teachers apply the Audiovisual-based Speaking Continuation Teaching Model to alleviate junior high school students’ English oral anxiety?Through three-month action research,the author selected English fables,film fragments and popular science videos as speaking continuation materials,and implemented 15 audiovisual-based speaking continuation lessons.The main findings of the study are as follows: Firstly,there were significant differences in students’ oral anxiety values on all six factors（low-efficacy,low-esteem,fear of negative evaluation,communication apprehension,less active tendency and avoidance tendency）in pre-action research and post-action research,with overall English oral anxiety levels lower than the pre-action research.Secondly,of the six factors of students’ oral anxiety,the oral anxiety values of communication apprehension,fear of negative evaluation and avoidance tendency changed more significantly,which had the better alleviation effect,mainly due to the application of the collaborative audiovisual-based speaking continuation model.It reflected that the audiovisual-based speaking continuation teaching model was effective in alleviating students’ English oral anxiety.In future oral English teaching,teachers can alleviate students’ oral anxiety by selecting extensive audio-visual materials and designing a variety of audiovisual-based speaking continuation models to enhance students’ self-cognition evaluation,self-emotion experience and self-behavior tendency in English oral learning.