1. --------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

2. 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

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

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

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

6. 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.

7. 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

8. 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.

9. Thanks !

10. 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.

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

12. Career-related content
My life
Role-play

13. 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

14. “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.

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

16. 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.

19. 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

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

21. 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.

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

23. 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

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