The Impact of Pre-Task Planning Intervention on Learners’ Oral Communication: A Study Based on the Controlled Experiment Method
Abstract
The “Belt and Road” initiative has led to a diversified and increasing demand for international talents, signifying that current foreign language teaching needs to promote the integration and interaction of online and offline methods, deeply reform classrooms, and innovate learner-centered teaching models. A survey of the language abilities of university students at 9 border-region institutions revealed that oral expression skills were the weakest among the five measured dimensions: listening, speaking, reading, writing, and translation. Given this situation, this study employed a controlled experiment to explore and analyze the impact of pre-task planning intervention on students’ learning attitudes, learning strategies, and oral communication abilities, aiming to provide insights for improving overall oral communication teaching.
References
Bandura A, 2013, Self-Efficacy: The Foundation of Agency. In Control of Human Behavior, Mental Processes, And Consciousness, Psychology Press, 16–30.
Ellis R, Yuan F, 2003, The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24(1): 1–27.
Jiang Z, 2016, A Study on the Cultivation of Critical Thinking in English Majors Through Collaborative Teaching from The Perspective of Scaffolding Theory: Taking Basic English Teaching as an Example. Journal Of Heihe University, 7(07): 105–106.
Li H, 2009, Analysis of The Current Situation of University Students’ Language Expression Ability and Strategies. Higher Education Development and Evaluation, 25(6): 100–104.
Nunan D, 2004, Task-Based Language Teaching. Cambridge: Cambridge University Press.
Sayare Y, 2011, Discussion on Cultural Differences in University Teaching in Multi-Ethnic Regions: Taking Universities in Xinjiang as an Example. Heilongjiang National Series, 2011(4): 4.
Skehan P, 1998, Task-Based Instruction. Annual Review of Applied Linguistics, 18: 268–286.
Su Y, 2014, Cultivating Students’ Creative Thinking in College English Class Based on Task-Based Teaching Method: Comment on Task-Based Language Teaching. Contemporary Educational Science, 2014(21): 1.
Wang J, 2018, Exploration of Flipped Classroom Design Strategies Guided by Scaffolding Theory. Teaching Research, 41(03): 81–87.
Willis J, 1996, A Flexible Framework for Task-Based Learning. Challenge And Change in Language Teaching, 1996: 52–62.
Xu H, 2009, Cultivation of Cross-Cultural Communication Ability in College English Teaching. China Adult Education, 2009(12): 2.
Zhang L, Zhou Y, 2009, The Significance of Oral Communication Teaching in the Context of Contemporary Culture. Charming China, 2009(28): 1.
