Study On The Effects Of The Reading-speaking Continuation Task On Senior High School Students’ Oral English

Nowadays,because of the impact of college entrance examination,English teachers do not pay enough attention to the teaching of spoken English to high school students,which makes students have fewer opportunities for English speaking,poor learning attitude,and poor oral English proficiency compared with their reading ability.Therefore,these problems should be solved by improving English teaching.Based on Continuation Theory,combined with the previous research,this study takes the Reading-speaking Continuation Task into the teaching implementation in senior high school,exploring its effects on high school students’ attitude toward oral English and oral English proficiency（mainly focus on fluency,accuracy and complexity of oral English）,and aims to explore the effective ways to cultivate high school students’ attitude toward oral English and improve their speaking proficiency（accuracy,fluency and complexity）.The purpose of this study is to answer two fundamental questions: 1.What is the change in the attitude of senior high school students towards oral English after participating in the Reading-speaking Continuation Task? 2.What is the effect of the Reading-speaking Continuation Task on the complexity,accuracy and fluency of senior high school students’ oral English?This study was conducted with two classes of Dalian 108 Middle School,namely,Class11（experimental class）and Class 12（control class）.The experimental class was taught using a Reading-speaking Continuation Task and the control class was taught using a traditional approach.Through the sixteen-week teaching experiment,the analysis of the results of questionnaires,tests,interview and classroom observation showed that there was a notable improvement in the students’ attitude toward English speaking in the experimental class,and there was also a considerable distinction in the complexity,accuracy and fluency of English speaking in the experimental class before and after the Reading-speaking Continuation Task teaching.Two points can be summarized from this study: On the one hand,the Reading-speaking Continuation Task combines reading input teaching with speaking output teaching,providing students with learning materials and opportunities to express their ideas orally,and improving students’ competence to express their ideas orally in English.On the other hand,English teachers need to keep up with the times,learn new educational concepts,learn the newest educational theories and constantly try to apply advanced teaching methods to their teaching.