Snapshot, Bold Show - Application of Student’s Micro-video in Spoken English Teaching in Chinese Higher Vocational Colleges

Li Xi-ping^1,

¹School of Foreign Language and International Communication, Guangdong Industry Polytechnic, Guangzhou, China

Cite this paper:
Li Xi-ping. Snapshot, Bold Show - Application of Student’s Micro-video in Spoken English Teaching in Chinese Higher Vocational Colleges. Journal of Linguistics and Literature. 2017; 1(1):21-28. doi: 10.12691/jll-1-1-5

Abstract

The importance of spoken English has been intensified by the economic globalization and internet revolution due to the special role of English as a universal language. However, it is a consensus among researchers and teachers that its teaching effect in China is unsatisfied: many learners are in “dump English” state; furthermore, Chinese students are in high anxiety to learn spoken English, they are reluctant or even afraid to speak in public not to mention its quality in aspects such as fluency, accuracy and appropriateness. Therefore, it is a heated discussion among researchers of foreign-language teaching on how to enhance the interest of study and teaching effect through the application of teaching strategy in classroom teaching of EFL, which is responsible for the enhancement of the student’s spoken competence. This study is devoted to explore the teaching design and application of the strategy “snapshot, bold show”. Result of contrastive analysis and survey shows that it can stimulate the learner`s motivation, arouse their learning desire and simultaneously improve their performance in English speaking.

Keywords:
snapshot bold show teaching strategy spoken English teaching

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Warshauer, M. (2000). The Changing Global Economy and the Future of English Teaching. TESOL Quarterly, 34, 511-535.
[2]	WU Yan, CAI Ye. (2008). The Enlightment of Input - Output Theory to the Teaching Reform of College Spoken English. Journal of Yangzhou University (Higher Education Study Edition), 12 (3): 94-96.
[3]	LIU Yingjie. (2014). Inquire into the Characteristics in English Learning and Learning Strategies of College Students. Journal of Educational Institute of Jilin Province, (9) 34-36.
[4]	Wei Hai-bo. (2011). A comparative Study of Learners` Attitudes, Engagement and Performance in Oral English Class and ESL Class- a Survey in Guangxi Normal University and University of Memphis, USA. Guangxi: Guangxi Normal University.
[5]	Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. http://tip.psychology.org/bruner.html.
[6]	Razak, R., & Asmawi, A. (2004). The use of Dialogue Journal through E-mail Technology in Developing Writing Internet and Skills. Malaysian Online Journal of Instructional Technology, 1(2), 14-24.
[7]	Maryam Foroutan & Nooreen Noordin (2012). Effect of Dialogue Journal Writing through the Use of Conventional Tools and E-mail on Writing Anxiety in the ESL Context. English Language Teaching, 5(1), 10-19.
[8]	Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. http://tip.psychology.org/bruner.html.
[9]	Shu, Dingfang & Zhuang, Zhixiang. (2008). Modern Foreign Teaching—Theory, Practice and Method. Shanghai Foreign Language Education Press.
[10]	Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
[11]	Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Cambridge Books Online. Internet from Mon May 6, 2013.
[12]	Willis, J. (1996). A Framework for Task-based Learning. London: Longman.
[13]	Lantolf, J. P. & K. E. Johnson (2007). Extending Firth and Wagner`s 1997 ontological perspective to L2 classroom praxis and teacher education. Modern Language Journal 91, 877-892.
[14]	Cheon H. (2008). Sociocultural Theory and Computer-Mediated Communication-based Language Learning. Teachers College, Columbia University, Working Papers in TESOL & Applied Linguistics, Vol. 8, No. 1. [Online] Available: http://journals.tc-library.org/templates/about/editable/pdf/Cheon%20Forum.pdf
[15]	Mondada, L., & Pekarek Doehler, S. (2004). Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom. The Modern Language Journal, 88, 501-518.