Exploration and Research on Oral Presentation in Classroom Teaching in Foreign Language Teaching

Abstract

The oral presentation teaching mode introduced from the West has been widely used in foreign language teaching in universities of China. This student-centered teaching method can greatly mobilize students' learning enthusiasm, exercise foreign language comprehensive level, improve their speaking ability, and enhance the feelings between teachers and students at the same time. However, due to many factors, oral presentation in the classroom often cannot effectively play its role in practice. On the basis of years of research and practice, the author puts forward four suggestions for improving the effectiveness of oral presentation in the classroom: firstly, the goal should be clear, and the topic should be combined with the content of the class; secondly, the group cooperation display that is reasonably divided can mobilize the enthusiasm of the students. And through the group assessment method, it helps to improve the overall foreign language level of the whole class; in addition, the teacher's guidance and evaluation level is directly related to the quality and effect of the display; finally, peer assessment is used to guide the whole class to actively participate and achieve common progress.

The Most Suitable Way of Teaching

“…Expressing themselves in many ways teachers ended up stating that the most suitable way of teaching -and also the one most commonly used-is Group collaborative teaching/learning. Of course opinions regarding Collaborative teaching/learning (González & Muñoz-Repiso, 2017;Kumi-Yeboah, Dogbey, & Yuan, 2017;Stahl, Koschmann, & Suthers, 2006;Dillenbourg, 1999), Empirical learning/method (see also Valovičová & Sollárová, 2017), Experiential learning/method (Kolb & Kolb, 2017;McCarthy, 2016;Rendell & Cho, 1990), Traditional way (Black & Roberts, 2006), Differentiated Teaching (Tulbure, 2011), Constructive learning (Naif & Atia, 2020;Damnik, Proske, & Körndle, 2017;Vermunt, 1998), "Frontal learning", Personalized learning (Heller, Steiner, Hockemeyer, & Albert, 2006;McLoughlin & Lee, 2010), Student-Centred Way (Czajka & McConnell, 2019;Emaliana, 2017;Estes, 2004), Role playing (Tsergas & Fragkos, 2021;Epstein, 2013), Theory presentation (Qu & Teng, 2019;Butko, 2019), Interactive way (Yarmatov & Ahmedova, 2020;Бульвінська & Ханикіна, 2019;Sessoms, 2008), "Apocalyptic learning" were heard (please, when reading the text, be aware of the translation's needed "inquisitions"; some terms are not easily translated and even when we literally translate them we still can' t find the real conception hiding in interviees' responds). One answer, teaching Computer Science/IT without using computers (Nagy, 2020;Johnson et al, 2019;Bell, Alexander, Freeman, & Grimley, 2008;Pollard & Forbes, 2003), needs also enlightenment cause its very special and unique, since it reminds us that Computer Science/IT is Science (Salatino, Thanapalasingam, Mannocci, Osborne, & Motta, 2018;…”