Production-Oriented Approach on ESL Listening and Speaking Teaching in College*

DOI

10.2991/assehr.k.191217.132How to use a DOI?

Keywords

production-oriented approach, Learning-using Integrated Principle, listening and speaking teaching

Abstract

Listening and speaking, as two of the four requisite skills (listening, speaking, reading and writing), are the most important factors that influence communication. Nowadays, improving English listening and speaking ability has been called to the front in English teaching and studying. However, it is still found some unsatisfaction in the current listening and speaking teaching. Based on the traditional input & output theories, the college English listening teaching is often characterized by teaching new words and grammatical knowledge, while English speaking teaching emphasizes imitating and repeating too much. In the listening classes, teachers are instructors while students were often acting as passive receivers. Initially, listening was believed as a passive one-way comprehensive process, just like reading. This way of listening teaching severely frustrated students’ initiative and hinders students’ interest and creativity, which may obstruct students’ speaking as well. With the development of research on listening and speaking teaching process, it was gradually found that listening and speaking was an interactive process in which learners’ production played an active and important role. Learning-using Integrated Principle in Production-oriented Approach (POA) laid a theoretical foundation for this discovery. Though researchers had done lots of research based on POA and English learning, few studies were conducted in listening and speaking based on Learning-using Integrated Principle. Therefore, the author tries to expand horizons on “POA on ESL Listening and Speaking Teaching in College”. On the basis of previous theoretic researches, the writer conducts an experiment by teaching English listening and speaking based on Learning-using Integrated Principle in POA. It aims to check whether the theory is effective in improving students’ English listening and speaking or not. The author also tries to find out whether there are some differences between high-mark students and low-mark students in using POA in listening and speaking. 60 freshmen from two classes with the similar achievements in English Listening and speaking test, who major in English in Xi’an Peihua University are treated as subjects. The teaching lasts for twelve weeks. POA is used in one of the classes as the experimental group and the other class is the control group taught by common used method (re-listening and imitating method called by the author in this paper). At the end of this teaching process, the two classes were asked to take the post-test. After the experiment, it is concluded that POA can improve the achievements of students’ English listening and speaking more effectively. And students with high-mark are good at using POA in listening and speaking process.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Haiyan Xi
PY  - 2020
DA  - 2020/02/14
TI  - Production-Oriented Approach on ESL Listening and Speaking Teaching in College*
BT  - Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019)
PB  - Atlantis Press
SP  - 304
EP  - 307
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191217.132
DO  - 10.2991/assehr.k.191217.132
ID  - Xi2020
ER  -