课堂交谈会影响以英语为第二语言的学生在SLOTE的测试成绩

Problem statement

Having a conversational environment for students who study English as a Second Language is very helpful in the English Language class.The SLOTE test used to measure ESL students’ English oral grammatical structures.The focus of this study is to investigate whether or not conversation in class help ESL students scores higher on the Second Language Oral Test of English test.I hypothesize that ESL students who participate in class conversation will score better on the SLOTE test than the students who do not participate in class conversation.

Justification

This topic is significant because many ESL students face a great deal of trouble learning English without English conversations.For example，many of the Asians studied English grammar and vocabulary in school，but most of them had virtually no ability to speak English.During their learning processes，students were strong in their grammar and reading，but their speaking and listening abilities were not as good as they should be.As a result，conversational English skill was not only a tremendous advantage for students to communicate with others，but also it could help students find good jobs in the work place.If the findings from this study support the hypothesis that class conversation reinforces ESL students’ English conversation abilities as assessed by the SLOTE test，all the Language schools’ teachers should consider engaging in more class conversations.Furthermore，the class could become more interactive than the regular class for students that are learning English as a second language and foreign cultures.

Literature Review

English is the most universally spoken language.In addition，it is the global language of education，science，technology，and business（Fox，2000）.Due to its importance in these occupations，many ESL students are striving to learn English as an individual，in order to be competitive in different type of industry.The ESL teacher should create an English speaking environment in a way that is best to help ESL students develop their communicative skill.

The study of Hendrix（2000）showed“After studying English for many years，ESL students still struggle to speak fluently.Although they know the grammar and vocabularies well，they lack the ability to communicate clearly and effectively when they speaking English or give an oral presentation to the class.The problem is that they are not motivated to use English orally.They prefer achieving high grades on the written test”（p.641）.it point out the student still need keep communicate and keep practice speaking English to improve the present skill.In this study，accessible population included 315 eleventh grade students enrolled to learn English.There were 90 students randomly chosen out of the 315 eleventh grade students who took English class.The Comprehension Test used as the dependent variable in this research.The threats to internal validity considered in this study because the differences on the dependent variable directly related to the independent variable.The effect of this study is that conversation improves ESL students’ listening ability.

According to Kaye & Matson（2000），“There are various ways to teach ESL students.For example，speaking can play a determining role in advancing students’ progress toward learning quality conversation.The act of conversation is necessary at this stage to improve speaking.”（p.9）.an example of quality conversation is art in which students learn through speaking.The ESL teacher gives a conversation assignment to students.Students have an occasion to articulate their ideas effectively.After reviewing students’ speaking，the ESL teachers can indicate what the students’ barrier is on learning English and help student solve the problems.In addition，ESL teachers can enhance students’ conversation by creating international contexts for cultural communication.For classmates of English alike，video exchange projects allow students to take charge of their learning and develop their creative and technical abilities.

At the same time，Tlust & Gersten（1994）reported，“students also learn to make decision and solve problem collectively.”（p.8）.in this study，the school size ranged from 250 to 1500.The data collected through interview and classroom observation.The participants were ESL students；the study found that if was successful in sustaining the interest of ESL students with varying backgrounds and goals.Developing other courses is a rich area for classroom exploration.The research gave an idea that the teacher can use produced video as a tool for communication to support the ESL curriculum for student.ELS teachers are important point to assist ESL students in learning English.

Another study by Bridget（1998）pointed out that，“Class conversation aims at creating an environment to develop ESL student’s oral communication capabilities in English.It stresses the conversational skills with interesting topics in a non-threatening atmosphere.ESL students have the opportunity to listen and speak.By using English to communicate with American students，ESL students can develop a range of abilities in meaningful social contexts.”（p.8）.the study observed an English language school.The study observed 20 ESL students for Eight weeks.The researcher divided students in four groups with five students each giving each group an English tutor.The English tutor indicated individual the student’s barriers on learning English while help the student solved the problem.The study gave ESL student an opportunity to improve English with the English tutor.Overall，conversation is an importance part in English studying.

Class conversation has three important factors for ESL students.First，class conversation can help students perform well in speaking fluent English.Therefore，students may get a job easier.Second，students can speak English to understand foreign cultures of native English speakers or other ESL students.Third，students have experiences to communicate in the ESL class conversations giving students move confidence talking to foreign people or English speakers.Overall，class conversations are important in enhancing ESL students’ English level.

References

Fox，J.（2000）.The triumph of English.Fortune，142，209.

Saffer，N.（1999）.English and your career.Occupational Outlook Quarterly，43，27-31.

Hendrix，K.G.（2000）.Now what do I do：Advice for non-ESL instructors teaching courses with oral presentations.College Student Journal，641.

Sawin，G.（2000）.How to communicate with people who speak English as a second language（ESL）.ETC：A Review of General Semantics，57，140-147.

Gonzalez，A.（2000）.The acquisition and labor market value of four English Skills：New evidence from NALS.Contemporary Economic Policy，8，259-270.

Shih，May（1999）More than practicing language：Communicative reading and writing for Asian Settings.TESOL Journal，20-25

Tlust，N，& Gersten，B.F.（1994）.Creating international contexts for culture communication：Video exchange projects in the EFL/ESL classroom.TESOL Journal，8，11-16.

Kaye，N，& Matson，D.（2000）.From writing to speaking：Enhancing conversation.ESL Magazine：Retrieved Mar.2003

Bridget，F，& Norbert，T.（1998）Creating international contexts for culture communication：Video exchange project in the ESL classroom.TESOL Journal，8，11-16.

Marlatt，E.A.（1995）.Learning language through total physical response：Perspectives in Education and Deafness，13（4），18-20.