--------Focusing on Solving the Stabilization Problem Yang Kun Design of Stereo-Trinity Oral English Teaching Model and Courseware for Senior English Majors --------Focusing on Solving the Stabilization Problem Yang Kun

Outline Reasons: for basing on stabilization instead of fossilization theory to explain the stuck-up phenomenon of foreign language learners’ learning. Experiment: proving the existence of stabilization problem in senior English majors’ oral English with respective to communicative functional language and language style. Methods: about how to destabilized and further promote the oral English competence of senior English majors: Stereo-Trinity Model Concluding remarks

Reasons Theoretical study on fossilization and stabilization Experiment Empirical case study on stabilization

Discrepancy-awareness raising Task-based language teaching Stereo-Trinity Model Career-related Discrepancy-awareness raising Content Task-based language teaching Design Method

Discrepancy-awareness raising design Career-related content Stereo-Trinity Model Discrepancy-awareness raising design Career-related content Task-based language teaching method

The Stereo-Trinity Model can serve as a guiding model of : advanced oral English teaching oral English text-book designing the students’ oral English learning.

activating the motivation stimulating meta-cognitive strategies The Model and the courseware is effective in: activating the motivation stimulating meta-cognitive strategies raising language awareness and discrepancy awareness creating effective and authentic learning environment solving the stabilization problem teaching advanced oral English

Concluding remarks Finally, I sincerely hope that the STUDY, the MODEL and the COURSEWARE in this paper can work as a trigger for more researches and more effective methods to solve the stabilization problems with senior English major’s oral English and further contribute to advanced oral English teaching.

Thanks !

Fact 2: more self-motivated and meta-cognition oriented learners. From senior English majors’ aspect Fact 1: knowledge about English language has internalized, in other word, stabilized. Fact 2: more self-motivated and meta-cognition oriented learners. From foreign language teaching aspect It stimulates the senior English majors’ learning strategies, especially the meta-cognitive strategies; It develops the students’ awareness of the discrepancies and form a custom of finding and correcting their inappropriate use of language and eventually solve the senior English majors’ stabilized interlanguage.

Explicit analysis phase Experimental phase D.A.R. Explicit analysis phase Students’ discrepancy awareness Conscious learning Destabilized and improved oral English competence

Career-related content My life Role-play

Ten units Role play Introduction The protagonist and other characters Unit one Pre-interview Unit two Interview Unit three I’m the new comer Unit four Receiving the tour Unit five Being promoted Unit six Business decision Unit seven Enjoying the weekend Unit eight Abroad on business I Unit nine Abroad on business II Unit ten Changing to a new job Role play

“Student-centered” teaching From senior English majors’ aspect Foreign language is most successfully acquired when the focus of instruction is on meaning rather than on form. From foreign language teaching aspect “Student-centered” teaching Exchanges in academic and work situations have more emphasis on the effective exchange of information, and turns may be longer and exchanges more complex that are more effective to advanced English learners.

intimate casual neutral consultative frozen Task-based language teaching method intimate casual neutral consultative frozen

It is more effective in solving the stabilization problem. From senior English majors’ aspect It is more appropriate to be used with senior English majors，because their learning largely depend on meta-cognitive strategies. From foreign language teaching aspect It is more effective in solving the stabilization problem.

Fossilization —— Selinker The subjects chosen for fossilization study need to have the optimal conditions of learning, adequate time, opportunity to acquire the target language in abundant and high motivation for many years before the study begins. —— Selinker

Fossilization vs. stabilization correctable incorrectable temporary stop permanent stop learning state learning result

Two hypotheses The communicative functional language of the subjects is quite limited and has stabilized. The limited stabilized interlanguage results in the stabilization of the subjects’ pragmatic and stylistic failures through repetitive inappropriate use.

One objective To work out effective methods to solve these problems and further develop the oral competence of senior English majors.

Existence of stabilization Empirical Case Study Monologue Dialogue Role play Data findings The subjects（30） Existence of stabilization Nine causes Interviews Record Analyze The author Questionnaire

Results of the empirical case study Foreign language teaching theories Senior English majors’ cognitive characteristics