Lixin Cao

Teachers’ oral proficiency is one of the core elements of English classroom teaching, directly influencing the quality of language input, classroom interaction effects, the cultivation of cross-cultural communication skills, and learning motivation among students. However, current research in China on improving students’ oral proficiency mostly focuses on the students themselves, with insufficient attention paid to the oral proficiency of middle school English teachers. Starting from analyzing the importance of middle school English teachers’ oral proficiency, this paper explores the connotation of English teachers’ oral proficiency and its role in the classroom based on Krashen’s Input Hypothesis and Long’s Interaction Hypothesis, and proposes relevant improvement strategies, aiming to provide guidance for enhancing English teaching quality and promoting teachers’ professional development.

Teachers’ oral proficiency; English classroom; Improvement strategies; Language input

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