English Oral Language Teaching Approaches in Primary Schools in China

Abstract

In China, primary school students are expected to achieve higher English oral language proficiency as well as good academic literacy scores. Thus, these students will take extra English class in language schools to enhance their English second language skills. Teachers from language school or primary schools all have true desire to use innovative ideas to promote their students’ oral language proficiency, but there is a lack resources and support. The purpose of this study is to determine what approaches teachers use and the problems of fully implementing them to achieve oral language proficiency at Chinese primary level. The study was conducted within a mix methodology framework applied questionnaires and semi-structured individual interviews. Forty-four Chinese English teachers from a mixed context including public, private and language schools in cities or rural area completed the anonymous questionnaire and seven of them were interviewed. Thematic analysis technique is used to analyze the qualitative date to address the research questions. This study recommends and extends the understanding that teaching approaches in English as a second oral language in primary school in China.