Volume 6, Issue 4, July 2018, Page: 127-133
Influence of Contextual Factors on Chinese Private College Students’ Spoken English
Cui Yanqiu, Department of Foreign Languages, University of Electronic Science and Technology of China, Zhongshan Institute, Zhongshan, China
Huang Xiaorong, Department of Foreign Languages, Beijing Institute of Technology (Zhuhai), Zhuhai, China
Received: Jun. 13, 2018;       Accepted: Jul. 25, 2018;       Published: Aug. 16, 2018
DOI: 10.11648/j.ijll.20180604.14      View  624      Downloads  77
Abstract
Spoken English has long been a bottleneck for Chinese English learners, which is caused by not only the exam-oriented teaching mode, but also the negative psychological factors of shyness and timidness. Besides, in private colleges, high student-teacher ratio and less class hours also hinder the effect and efficiency of spoken English class. To improve spoken English ability, contextual factors including situational factors and personal factors were tested by a questionnaire with 201 students from a private college in Guangdong Province. Then an SPSS analyses were conducted on the correlation of spoken English and contextual factors. Special attention was given to the students who were good at writing but poor at spoken English, whose communicative mode, psychology and motives of spoken English acquisition were analyzed. The results indicated that non-verbal contextual factors related closely to students’ speaking ability, among which psychological factors were the most remarkable. In addition, the students’ autonomy was the weakest part and demand attention from teachers. Therefore, apart from language ability, cultivating positive psychology and autonomous learning could be break-throughs for spoken-English ability. The teachers should be more creative in creating a relaxing and interesting class by using multi-modality input in class. Besides, as mobile phone has become an indispensable learning tool, teachers should recommend more effective Apps and encourage ubiquitous learning. As a stimulus, teachers may use the Apps to assess students’ progressive grades. To increase students’ confidence in speaking English, pronunciation and fluency should be the focus of training, using Apps such as dubbing English movies. Furthermore, teachers should explain cultural differences and pragmatic aspect of English, such as body languages, customs, politeness and pertinence in expression to enhance students’ cross-cultural communicative skills. Through such training, students can not only become a fluent English speaker, but also a cultural expert which is beneficial to their future career.
Keywords
Spoken English, Contextual Factors, Autonomous Learning, Psychological Barrier
To cite this article
Cui Yanqiu, Huang Xiaorong, Influence of Contextual Factors on Chinese Private College Students’ Spoken English, International Journal of Language and Linguistics. Vol. 6, No. 4, 2018, pp. 127-133. doi: 10.11648/j.ijll.20180604.14
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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