本文是一篇初中英语教学论文，笔者通过对两个班级的实验研究，作者得出以下主要结论：第一，角色扮演教学活动有效地为学生创造了一个贴近现实的语言环境和轻松的气氛，提高了学生的英语学习兴趣，促进了学生的课堂参与，在听说课上培养学生积极的情感体验，改变学生对听说课的态度。角色扮演中的场景设置为学生提供了交际目的。有效的口语语境对学生有很大的吸引力，使学生在听说课上有用英语表达自己的愿望。此外，语言输入和活动设计影响学生参与角色扮演活动。
Chapter One Introduction
1.1 Research Background
With the development of the world, the opportunities of communication between people in different countries have been greatly increased. English, as a widely used language, is an important tool for global cultural exchange and international communication. Under such conditions, English becomes a language required by talents in the modern society. It is necessary for English learners to learn how to use English in their real life, which promotes the crucial position of oral English teaching in English teaching. Therefore, the efficient teaching ways are required to improve English learners’ oral competence in school English classes.
English Curricular Standards of Compulsory Education (2011) issued by the Ministry of Education points out humanity and instrumentality in compulsory education. It emphasizes the development of basic comprehensive English skills and aims to make students form the ability of communicating with others. Meanwhile, one of its specific requirements for junior high school students states that English learners are to take part in activities like role play under the guidance of the teachers (Education Administration, 2011: 15). Besides, the concept of six elements in English learning activities is mentioned in English Curriculum Standard of General High School (2017), which makes it clear that learning activities are the basic organizational form of English classroom teaching and the main channel to implement the curriculum objectives.
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1.2 Purpose of the Study
Language output reflects the cultivation and the consolidation of students’ communicative competence. In tiered standards of English Curricular Standards of Compulsory Education (2011), there are level 3 standard, level 4 standard and level 5 standard for junior high school students. For speaking skills, both level 3 standard and level 4 standard mention role play (Education Administration, 2011: 15-16). Role play, as one of the language output activities, has a significant effect on oral English teaching and is easily accepted by students in junior high school. In the PEP English textbook, there are some texts especially designed for the implementation of role play. Although some teachers try to apply role play to their classroom teaching, it doesn’t make it work efficiently. On the basis of the current situation, this study is to apply role play to the junior high school English listening-speaking classroom teaching to find out the effectiveness of role play as well as the changes that role play bring to the students’ oral English such as their attitude and oral English proficiency.
The research questions explored in this study are:
(1)What is the change of students’ attitude towards their English
