College English Curriculum Requirements points out that English teaching objective is to develop students’ English language proficiency, especially listening and speaking skills so that they can communicate in English effectively in their future study, work and social interactions, meanwhile to enhance their autonomy ability, improve their overall cultural quality to meet needs of China’s social development and international communication Training College Students’ Comprehensive Qualities by English Class Lectures
College students have learned English for at least six years before they enter the university, but generally their listening and speaking abilities are weak, which requires a proper environment for them to practice in the limited class time. The research group introduces English speech activities into the class based on Output Hypothesis and College English Curriculum Requirements. The students practice their oral English by lectures in classes.
In order to improve students’ English proficiency, since 2008 our reach group has carried out one two-year experiment. For the experimental class, in the first ten minutes students are asked to give short English lectures in the different stages, first prepared speech, and later semiprepared speech, impromptu speech last. Presentation includes related questions from teachers and other students who make recommendations based on the performance of the speaker. After two years of experiments, questionnaire result in the experimental class shows that among 36 students 34 felt that their English proficiency improved, 27 of them had a more substantial increase. Only 2 did remain at the same level. About 94% students in the experimental class improved their English application abilities. In the experimental class, 31 students improved their learning ability, 34 improved language application capabilities, 33 improved their ability to analyze problems, 35 improved adaptability, 32 improved innovation ability. The research group made the sub-trace analysis over the 2 years scores of the experimental class, from which we drew a conclusion that there are significantly differences between the experimental classes scores and control classes scores compared to their similar entrance scores after 2 years’ experiments. That is to say, after 2 years of class lecture experiment, students’ English scores improved significantly.