Abstract:
In Second Language Teaching, skills training is generally divided into the five asplects of
listening, speaking, reading, writing and translation. From the perspective of language
communication, oral skills training is particularly important. However, the traditional oral
teaching mode and teaching methods are not really different from other classes. The main
problem of the traditional oral class is that the sentence practice is boring, the interaction
between teachers and students is low, and the students' speaking rate is not good. Moreover, it
is difficult for the students to get out of the frame of the textbook form in practical
communication, and they cannot adapt to the flexibility and creativity of the language. In recent
years, group activities are used as a teaching method by many languages. Compared with other
forms of classroom teaching, group activities have many advantages. They will increase the
degree of communicative training, improve the interaction between teachers and students and
reduce the anxiety of students. At the same time, group activities can also improve the speech
opening rate of students and stimulate students' learning motivation.
At present, the use of group activities in the oral Chinese class is common, and group activities
are considered to be an effective class teaching method with high interactivity. Group activities,
including the role of reading and reciting the role of sub-text, role-playing, group games, topic
discussions, improve language proficiency. There are debates, interviews, surveys, and live
simulations, which are closer to real life situations. Students in group activities have shown a
great deal of enthusiasm, and tension has been eased. The new language knowledge and
communication functions of the activity have been clearly established. This study focuses on
the design, implementation, evaluation and feedback of group activities from the perspective of
a large number of oral classroom observations. The author further analyzes several factors that
affect the success or failure of group activities and provides some reference-point for the
teaching method of using group activities for oral Chinese teachers.
