Influence of Contextual Factors on Chinese Private College Students’ Spoken English

Cui Yanqiu; Huang Xiaorong

doi:doi:10.11648/j.ijll.20180604.14

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Influence of Contextual Factors on Chinese Private College Students’ Spoken English

Cui Yanqiu, Huang Xiaorong

Published in International Journal of Language and Linguistics (Volume 6, Issue 4)

Received: 13 June 2018 Accepted: 25 July 2018 Published: 16 August 2018

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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.

Published in	International Journal of Language and Linguistics (Volume 6, Issue 4)
DOI	10.11648/j.ijll.20180604.14
Page(s)	127-133
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Spoken English, Contextual Factors, Autonomous Learning, Psychological Barrier

References

[1]	Halliday, M. A. K. (1964) Linguistics Science and Language Teaching [M]. London: Longman.
[2]	Lyons, John. (1997)Semantics [M]. Cambridge: Cambridge University Press, Vol. 1: 572-603.
[3]	Verschueren, J. (2000) Understanding Pragmatics. [M] Edward Amold Ltd. 1999. Beijing: Foreign Language Teaching and Research Press: 75-114.
[4]	Sperber D. & D. Wilson. (1986) Relevance: Communication and Cognition [M]. Cambridge, Massachusetts: Harvard University Press.
[5]	Winberg, M T., Hellgren, J M., Palm, T. (2014). Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors. European Journal of Psychology of Education, 29(4): 673-691.
[6]	Jung Chang. (2001) Chinese Speakers [A]. Michael Swan and Bernard Smith. Learner English: A teacher’s guild to interference and other problems [M]. London: Cambridge University Press: 310-324.
[7]	Rodrigo Araga˜o. (2011) Beliefs and emotions in foreign language learning [J]. Fuel & Energy Abstracts, 39(3):302-313.
[8]	F. Duygu Bora. The impact of emotional intelligence on developing speaking skills: From brain-based perspective [J]. Procedia - Social and Behavioral Sciences, 2012, 46: 2094–2098.
[9]	Wang, Chuming. (2011) Three Complexes in Foreign Language Teaching and Effective methods of Language Acquisition [J]. Journal of Foreign Language Teaching and Research, (4): 540-549.
[10]	Hu Yanfen, 2009. Six Stages of Spoken English Acquisition [J]. Journal of Southwest University of Science and Technology (Philosophy and Social Science Edition), 26(1):76-81.
[11]	Kae Nakaya, Masao Murota. (2013) Development and Evaluation of an Interactive English Conversation Learning System with a Mobile Device using Topics Based on the Life of the Learner [J]. Research and Practice in Technology Enhanced Learning, Vol. 8, (1): 65-89.
[12]	WANG Dan, 2016. A study on the flipped classroom model in college English listening and speaking teaching based on Longman Interactive English teaching platform [D]. Shenyang Normal University, p37.
[13]	Quan, Lihong. (2010) New Teaching Mode for English Major—Four in One Spoken English Labs [J]. Journal of Changchun University of Science and Technology, (8):111-112.
[14]	Liang, Juan. (2013)Reform of Spoken English Teaching for Non-English-Major Students at Private Schools—A Case of Lanzhou Business College, Long Qiao Institute [J]. Journal of Harbin Vocational & Technical College, (3):94-95.

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APA Style

Cui Yanqiu, Huang Xiaorong. (2018). Influence of Contextual Factors on Chinese Private College Students’ Spoken English. International Journal of Language and Linguistics, 6(4), 127-133. https://doi.org/10.11648/j.ijll.20180604.14

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Cui Yanqiu; Huang Xiaorong. Influence of Contextual Factors on Chinese Private College Students’ Spoken English. Int. J. Lang. Linguist. 2018, 6(4), 127-133. doi: 10.11648/j.ijll.20180604.14

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AMA Style

Cui Yanqiu, Huang Xiaorong. Influence of Contextual Factors on Chinese Private College Students’ Spoken English. Int J Lang Linguist. 2018;6(4):127-133. doi: 10.11648/j.ijll.20180604.14

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@article{10.11648/j.ijll.20180604.14,
  author = {Cui Yanqiu and Huang Xiaorong},
  title = {Influence of Contextual Factors on Chinese Private College Students’ Spoken English},
  journal = {International Journal of Language and Linguistics},
  volume = {6},
  number = {4},
  pages = {127-133},
  doi = {10.11648/j.ijll.20180604.14},
  url = {https://doi.org/10.11648/j.ijll.20180604.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20180604.14},
  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.},
 year = {2018}
}

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TY  - JOUR
T1  - Influence of Contextual Factors on Chinese Private College Students’ Spoken English
AU  - Cui Yanqiu
AU  - Huang Xiaorong
Y1  - 2018/08/16
PY  - 2018
N1  - https://doi.org/10.11648/j.ijll.20180604.14
DO  - 10.11648/j.ijll.20180604.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 127
EP  - 133
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20180604.14
AB  - 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.
VL  - 6
IS  - 4
ER  -

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Author Information

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

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Cui Yanqiu, Huang Xiaorong. (2018). Influence of Contextual Factors on Chinese Private College Students’ Spoken English. International Journal of Language and Linguistics, 6(4), 127-133. https://doi.org/10.11648/j.ijll.20180604.14

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ACS Style

Cui Yanqiu; Huang Xiaorong. Influence of Contextual Factors on Chinese Private College Students’ Spoken English. Int. J. Lang. Linguist. 2018, 6(4), 127-133. doi: 10.11648/j.ijll.20180604.14

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AMA Style

Cui Yanqiu, Huang Xiaorong. Influence of Contextual Factors on Chinese Private College Students’ Spoken English. Int J Lang Linguist. 2018;6(4):127-133. doi: 10.11648/j.ijll.20180604.14

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@article{10.11648/j.ijll.20180604.14,
  author = {Cui Yanqiu and Huang Xiaorong},
  title = {Influence of Contextual Factors on Chinese Private College Students’ Spoken English},
  journal = {International Journal of Language and Linguistics},
  volume = {6},
  number = {4},
  pages = {127-133},
  doi = {10.11648/j.ijll.20180604.14},
  url = {https://doi.org/10.11648/j.ijll.20180604.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20180604.14},
  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.},
 year = {2018}
}

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TY  - JOUR
T1  - Influence of Contextual Factors on Chinese Private College Students’ Spoken English
AU  - Cui Yanqiu
AU  - Huang Xiaorong
Y1  - 2018/08/16
PY  - 2018
N1  - https://doi.org/10.11648/j.ijll.20180604.14
DO  - 10.11648/j.ijll.20180604.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 127
EP  - 133
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20180604.14
AB  - 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.
VL  - 6
IS  - 4
ER  -

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