Integrated Teaching Model for Undergraduate English Majors’ English Public Speaking Course in China
- 1 Foreign Languages Department, Baoding University, Baoding, China
Abstract
Recently more and more universities in China design public speaking course in English for the undergraduate English majors. This course can facilitate the students’ oral presentation skills as well as critical thinking improvement. In practice, the outcome of public speaking course is not satisfactory for most students feel anxious to speak in a foreign language and the traditional teacher centered teaching model is not sufficient for the enhancement of students’ achievement in such oral skill focused course. In this paper , the author investigated a new and creative teaching model to activate students’ motivation and forester their performance in English public speaking course for English majors. This model combines neuro-linguistic programming and cooperative approach to create an integrated model. NLP can help recreate a positive and friendly atmosphere for students’ success in English public speaking course and cooperative approach is the learning model which emphasis that a group of students to learn together to optimize the learning environment and reach the learning goals. The newly designed integrated model can be an effective model for a valuable and productive English public speaking course.
- Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc.
- Churches, R., & Terry, R. (2007). NLP for Teachers: How to Be a Highly Effective Teacher. Carmarthen: Crown House Publishing.
- Darmuki, A., Andayani, A., Nurkamto, J., & Saddhono, K. (2017). Evaluating Information-Processing-Based Learning Cooperative Model on Speaking Skill Course. Journal of Language Teaching and Research, 8, 44-51. https://doi.org/10.17507/jltr.0801.06
- Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
- Khoshsima, H., & Shokri, H. (2017). The Impact of ESA Elements on Motivation of EFL Learners to Speak: A Case of Iranian EFL Learners. International Journal of Applied Linguistics and English Literature, 6, 144-157. https://doi.org/10.7575/aiac.ijalel.v.6n.6p.144
- Kurtus, R. (2001). Overcome the Fear of Speaking to Groups. https://www.school-for-champions.com/speaking/fear.htm#.WrB6ebyWa70
- Lucas, S. E. (2010). Public Speaking Teacher’s Mannual. Beijing: Foreign Language Teaching and Research Press. (In Chinese)
- Lucas, S. E., & Suya, Y. (2011). Public Speaking Teacher’s Mannual. Beijing: Foreign Language Teaching and Research Press. (In Chinese)
- Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511733017
- Nazara, S. (2011). Students’ Perception on EFL Speaking Skill Development. JET (Journal of English Teaching), 1, 28-43.
- Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
- Rogozińska, E. (2016). Neuro-Linguistic Programming for Teaching and Learning. Journal of Linguistic Intercultural Education, 9, 149-159.
- Slavin, R. E. (2009). Cooperative Learning: Theory, Research, and Practice. Boston, MA: Allymand Bacon.
- Sumner, W. G. (1906). Folkways a Study of the Soiological Importance of Usages Manners Customs Mores and Morals. New York: Ginn and Company.
- Susniene, D., Virbickaite, R., & Purvinis, O. (2010). Insights on Problems of Public Speaking and Ways of Overcoming It. Nation and Language: Modern Aspects of Socio-Linguistic Development, 2010, 106.