Research On The Current Situation Of Oral Communication Ability Cultivation In Primary School English Classroo

Oral communicative competence in English has become one of the important bases for evaluating students’ learning outcomes and English proficiency.However,in traditional English teaching,teachers often ignore the importance of developing students’ oral communicative competence and neglect the cultivation of students’ oral communicative competence in the classroom teaching of English.This study aims to clarify the current situation of developing students’ oral communicative competence in primary English classroom teaching,analyze the problems of developing students’ oral communicative competence in primary English classroom teaching,analyze the reasons for these phenomena,and finally put forward relevant suggestions from both teachers’ and students’ perspectives.This study mainly adopts the classroom observation method as the main research method,using the Communicative Orientation of Language Teaching(COLT)observation scale based on Spada,Fr(?)hlich,and Patrick to study the teaching situation of five teachers in four elementary schools in Shanghai.After conducting classroom observations,interviews were then used to compile the interview materials through interviews with teachers and students,thus supplementing the study and making the collected materials more comprehensive.Through the compilation of the observation scale data and the combination of the interview materials conducted with teachers and students,the researcher combined the COLT observation scale to present the current situation of developing students’ oral communication skills in the English classroom.The reasons for the presented phenomena were further explored in five aspects: the development of classroom activities,the setting of discourse content and content themes,discourse elicitation and classroom control,the use of the target language,and classroom feedback.Finally,the researcher proposes suggestions for improvement from two perspectives: teachers’ teaching and students’ learning.On the teachers’ side,suggestions for improvement were made in five areas: development of classroom activities,setting of discourse content and content topics,discourse elicitation and classroom control,use of target language,and classroom feedback.For students,suggestions for improvement were made in three areas: learning awareness,practice and rehearsal,and developing learning habits.