1.1 Research Background
Shanxi Management Vocational College opens the course of listening andspeaking for non-English majors on the basis of the requirements of “VocationalEducation English Teaching Basic Requirements' issued by education ministry.The teaching materials used there is 'Practical English Communication Course”.The school’s teaching plans request the freshmen to complete 11 units, 4 lessonsper week, 60 planned hours at the first semester; and they also should participate ina unified exam of listening and speaking at the end of the first academic year. Eachunit focuses on a fixed theme; the teaching materials cover daily conversation,music, sports, electronics, business, finance and many other industries. Thelanguage is real, practical, and fit for speaking. Accordingly, it is an ideal spokencorpus for imitation.However, during the teaching practice we find such problems as: collegestudents' English foundation is weak; fewer study hours for English learning; theteaching task is heavy, what’s more, large capacity classes; so there’s not enoughtime for oral English practice in class. In the final oral test, there are a lot ofproblems found in the students’ oral output summarized as follows:(1) The accuracy in pronunciation and intonation is not high, dull intonation,lack of a sense of cadence. (2) Low in language accuracy, some commonly usedsentences and phrases are used incorrect, syntax errors frequently occur. (3) Poorin oral fluency, there are too much repetition and pause when they speak. (4)Students are anxious, not dare to speak English in public.
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1.2 Research Purpose and Significance
Students in the Higher Vocational College have lots of language problemslisted above for the sake of their limited English learning conditions. In order tosolve the above questions and help learners to improve their oral expression abilityand finally satisfy the teaching requirements of the Higher Vocational College, theresearcher raises the method that using story-retelling to improve students’ oralEnglish. To testify the efficiency of the method in improving English learners’ oralEnglish ability, the author puts forward the following three questions to discuss.(1) In oral English, can retelling improve learners’ notice to the specificlanguage forms and further to improve their oral English ability?(2) Can retelling plus feedback improve learners’ notice to the specificlanguage forms and further to improve their oral English ability?(3) What kind of treatment method (retelling, retelling plus feedback) ismore effective on the improvement of learners’ attention to language forms in oralEnglish?It is a new trial to improve oral English expressions of learners from theHigher Vocational College by story-retelling. The form of retelling exercise canfully play the main role of students, mobilizing the enthusiasm of students’language expression. The method to facilitate language acquisition for Englishlearners is becoming more and more urgent, hence the selection of the presentstudy.
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Chapter Two Literature Review
2.1 Output Hypothesis
After the in-depth study of Krashen’s input hypothesis, Swain believes thatinput is not sufficient in language acquisition. To enable learners to achieve ahigher language，英语论文范文，英语论文
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