1. Literature Review
1.1 Problems with Traditional Spoken English Teaching and Learning in Junior Middle Schools
The purpose of this study is to explore the problems with traditional spokenEnglish teaching in junior middle schools in China and how role-play can improvestudents’ attitudes towards English as well as communicative ability.Although lots of teaching methods were introduced into china in the early 1980sto improve Chinese students’ listening and speaking abilities, not much improvementand effect have proved in china’s EFL teaching. The Chinese Educational system has been criticized for decades due to its overly emphasis on examination. It fails toprovide proper instruction, such as language communicative ability for junior highschool students. The foreign language educators are facing a problem, that is, how canan effective borrowed teaching approach root and grow in the soil of china’s EFLeducation. In the realistic teaching process, the importance of listening and speakingare not recognized. Nowadays, more and more students who have high grades inEnglish find it difficult to communicate face to face with others. That means a greatlack of practice in listening and speaking. When English teachers teach language tothe students, they should also make the students learn to communicate with othersfreely and express their own ideas and thoughts. However, it needs a rather long timeto develop this ability. The period of the students in junior middle school is thestarting stage to learn English listening and speaking skills, so it is the most importantstage for them to develop a good habit to be actively involved into listening andspeaking activities. On the other hand, most middle school students show less interestin learning English. In rural areas, English teachers pay more attention to teachingstudents grammar and reading and writing abilities, for all these skills foster a bettersoil to gain higher grades. Although listening and speaking abilities are also important,teachers have less time to let students practice in limited class time or just leave oralpractice as homework. For lack of the ability to self-control, students don’t have agood environment to practice speaking English. In rural school, students don’t have acorrect attitude toward oral English learning and practice, nor does a clear motivation.When the exams arrive, the main goal for both students and teachers is to gain highscores. So what teachers ask students to do is to recite words and expressions, readtexts and do exercises as many as possible, but never to practice listening andspeaking competence.
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1.2 New English Curriculum Standards for Junior Students
Due to this kind of problem, the Ministry of Education actively created newtextbooks and English Curriculum Standards for junior students in 2017. Its purposewas to reform the educational system and help students become proficient in the fourskills of English: reading, writing, speaking and listening. “The revised curriculum placesan emphasis on promoting students’ communicative competence” (Chen, 2017, p.3)English curriculum, as a part of education, plays an important role in fosteringstudents’ overall competence. It intends to concentrate on students’ affect and attitudesas well as the need for study according to their specific characters and competence foraccepting knowledge. “Linguistic skills, language knowledge, affect and a，英语论文范文，英语毕业论文
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