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高一学生的英语口语能力差异悬殊,导致课堂气氛沉闷,学生不愿意说英语的现象越来越严重。针对这一现象,笔者进行了为期两学期的口语教学行动研究。研究结果表明强化情感效果可以有效促进英语口语教学质量的提高。
Differences in senior high school students ’oral English ability lead to a dull classroom atmosphere and students’ unwillingness to speak English becomes more and more serious. In response to this phenomenon, I conducted a two-semester of oral teaching action research. The results show that strengthening the emotional effect can effectively promote the improvement of oral English teaching.