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An Action Research on the Influence of Classroom Interaction on High School Students’ English Speaking Proficiency

Author: XiaoYan
Tutor: YangWenZuo
School: Guangzhou University
Course: Subject Teaching
Keywords: classroom interaction speaking proficiency action study classroom assessment
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 28
Quote: 0
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Abstract


This study investigates, within the input hypothesis, output hypothesis and interaction hypothesis, the effect of English classroom interaction(CI) on senior high school learners’ English speaking proficiency.A cohort of 22 Grade One students in a senior high school was chosen by convenience sampling to be intervened by an action study. Based on a speaking pre-test which identified the students’ current level of speaking proficiency and speaking difficulties, a series of classroom interactive activities, aiming at improving students’ speaking fluency, accuracy and complexity were then designed by the researcher. A classroom assessment was administrated to facilitate student speaking practice. Two students’ classroom performance was observed throughout the whole process for a case study purpose. The action research lasted for a duration of fourteen weeks. A post-test was conducted and its results were compared with that of pre-test. These results were analyzed from quantitative and qualitative perspectives.The findings show that CI improved the learners’ speaking proficiency in the categories of fluency and lexical complexity. They performed significantly better in the post-test than they did in the pre-test. Although learners show minor progress with regard to accuracy, but the results was of no statistic significance. Still, it was found that CI failed to enhance the learners’ syntactic complexity. As for the effect of CI on the medium and low level learners, it was found that the former benefited from CI in aspect of fluency, accuracy and lexical complexity, while the latter only exhibited progress in accuracy. These findings suggest CI has a facilitative effect on senior high school learners’ L2 speaking proficiency on the whole. The interaction hypothesis is feasible.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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