Junheng Kong

The oral expression skill of English teachers is crucial in teaching, which deeply affects the effectiveness of students’ acquisition and the development of their communication abilities. However, current researches predominantly emphasize students’ language learning, with relatively little attention given to teachers’ oral expression. This study focuses on the problems in the oral expression of senior school English teachers, and proposes some effective strategies from the three dimensions: normative, communicative and inspirational aspects of speaking. The goal is to enhance the professional quality and development of English teachers, thereby significantly improving the overall effectiveness of English instruction and providing students with a more conducive language learning environment.

Oral Expression; Problems; Strategies; Senior High School English Teachers

[1] Krashen,S.D.(1985).The Input Hypothesis:Issues and Implications.London:Longman. [2] Walsh,S.(2002).Construction or Obstruction:Teacher Talk and Learner Involvement in the EFL Classroom. Language Teaching Research,6(1):3-23. [3] Cheng,P.Y.(2001).Integrant Factors of Teachers’Speaking Competence and Its Presenting Form.Journal of Shandong Normal University(Humanities and Social Sciences),56(1):101-105. [4] Chen,H.H.(2019).The“Starting Point”for Enhancing the Discourse Effectiveness of English Teachers in the Classroom.Journal of The Chinese Society of Education,(8):107. [5] Gao,M.&Lin,D.L.(2021).On Secondary School English Teachers’Speaking Assessment Literacy:Theoretical Basis and Content Components.Basic Foreign Language Education,23(6):10-17. [6] Huang,X.H.(2008).The Significance of“The Input Hypothesis”for Improving the English Teacher’s Spoken English In China.Journal of Huaihua University,27(6):79-80. [7] Zhang,J.L.(2012).The Development Approaches of Oral English Proficiency for High School English Teachers.English Teaching&Research Notes,(11):35-39.

点击下载PDF