Three Factors Leading to the Poor English Oral Performance of Chinese Teenage English Learners
- 10.2991/978-2-494069-89-3_360How to use a DOI?
- Chinese teenagers; poor English speaking performance; reasons
Around the world, people use English as the general purpose language. In China, most students will learn English through primary school, junior high, and high school. The standard of mastering a language is how the learners can precisely and accurately use it. Daily communication (speaking), on the other hand, fully embodies the learners’ master's degree. According to the annual average TOEFL and IELTS score report, a common phenomenon has been found that Chinese teenagers perform worse in oral English. However, there is not much research on this question. So, this essay discusses three factors that may lead to this phenomenon from three aspects: social culture, the effect of L1 on L2 acquisition, and English teaching patterns in China. For the aspect of social culture, tests are the main purpose and the reason why so large amount of Chinese students learn English. For the aspect of L1 influence, we consider the way how Chinese is organized and pronounced as a factor causing errors in English speaking. For the aspect of English teaching pattern, we conclude that the combination of the test-oriented environment, the English teaching method, and the variations between Chinese native English tests and English tests from an English-speaking country contributes to the overall imperfect oral English performance of Chinese students.
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Cite this article
TY - CONF AU - Zeyu Li AU - Ziyi Zhao PY - 2022 DA - 2022/12/30 TI - Three Factors Leading to the Poor English Oral Performance of Chinese Teenage English Learners BT - Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022) PB - Atlantis Press SP - 3125 EP - 3132 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-494069-89-3_360 DO - 10.2991/978-2-494069-89-3_360 ID - Li2022 ER -