Abstract: With the increasing demand for English teaching methods, the information gap theory is gradually recognized by the teaching community and widely used in college oral English teaching. Commonly used forms of "information gap" include oral jigsaw reading, * * overcoming obstacles, content difference comparison and so on. The application of information gap theory in college oral English teaching is conducive to improving learners' comprehensive English application ability, cultivating students' team consciousness, stimulating learners' motivation in oral English learning, improving learners' interest in learning and eliminating students' boredom.
Keywords: information gap; Oral English teaching; App application
First, the concept and characteristics of the "information gap"
1. The concept of "information gap"
The "information gap", also known as the information gap, refers to the gap that people have in mastering information. It is precisely because of this information gap that people have the desire to make up for it. Therefore, there is a verbal activity of information transmission and communication. The existence of "information gap" has led to the emergence of various information transmission and exchange activities, thus realizing the balance of information. Psychological research shows that internal drive is one of the basic elements of learning. Once a person has the motivation and makes it work, he can have a strong interest and endurance in learning. Therefore, the application of "information gap" theory in modern language teaching can stimulate and maintain learners' interest and motivation in learning foreign languages. When there is a gap in people's mastery of information, it is necessary to carry out information transmission and exchange activities. Therefore, we should give full play to the role of information gap in foreign language teaching.
2. Characteristics of the "information gap"
(l) The "information gap" is absolute and eternal.
People's mastery of information is very different, and the existence of differences is absolute and eternal. The purpose of English teaching is to enable learners to master English language skills. This process consists of many concrete steps of information transmission and reception. Therefore, in English teaching, we should make full use of this feature and set up various "information gaps" as far as possible to induce learners to seek "information balance" and make teaching develop in the preset direction.
(2) The "information gap" is characterized by rapid regeneration and unpredictability.
The "information gap" is the foundation, inducement and starting point of people's communication. Its reproducibility and unpredictability determine the diversity of people's communication activities and will continue to develop. Therefore, while reaching the "information balance", there will be new imbalances, and people have to make further explorations quickly to seek a new balance, thus generating new "communication".
Second, the application requirements of information gap in college oral English teaching
1. To mobilize the initiative and subjectivity of learners.
English teaching should be changed from teacher-centered to student-centered, so as to ensure the practice time and amount of students' oral English expression to the maximum extent. At present, large class teaching is widely used in college English teaching in China. In order to fully mobilize students' initiative and enthusiasm in learning and improve their oral English expression ability in a limited and specific time, teachers are required to strengthen students' oral English training by asking questions, lists, charts, stick figures and multimedia demonstrations according to the specific content of teaching, so as to improve students' oral English ability.
2. The design of communication activities should adapt to the actual situation of learners.
In view of the uneven oral English level of college students, the design of oral English teaching activities must be based on students' existing language level. The design of the activity should adapt to the students' oral English level, pay attention to inspiring students' thinking, and let students give full play to their existing oral English level, so as to improve their oral communication level.
3. Language training should adopt the way of group cooperation to help students build up their self-confidence.
In teaching, teachers should always set up some obstacles for students to overcome in groups, divert students' attention from English grammar rules in oral communication, help students overcome their timidity in learning a second language, relieve excessive tension in communication, and help students build their self-confidence in participating in oral communication activities.
Third, the application of information gap in oral English teaching
1. Common application forms of "information gap"
(1) oral jigsaw reading method
Oral jigsaw reading is a training method that effectively combines the cultivation of oral English ability with reading ability. This method can significantly improve students' listening attention. At the same time, it can greatly improve students' initiative in obtaining, analyzing and exchanging information.
(2)*** Use the method of overcoming obstacles.
* * * The method of overcoming obstacles is often used in situational oral dialogue exercises related to real life, and pays more attention to the use of English language functions. Through flexible coping and division of labor and cooperation, learners can overcome the learning obstacles set by teachers and complete their learning tasks.
(3) content difference comparison method
The content difference comparison method is often used to compare two similar pictures. Students can find out the differences of pictures through the exchange of information in the language exchange activities of observing their own pictures, describing their own pictures and asking each other's pictures. This can not only train students' oral expression ability, but also improve students' listening level.
2. The application of "information gap" in college oral English teaching
Spoken language is oral expression. In the process of communication, creating an "information gap" can give students the motivation to "speak" and make it a reality. One of the main characteristics of the above "information gap" is the unpredictability of information. For example, when the teacher says "I am very happy, I am really happy", students will naturally say "why" after entering a specific context, and then the teacher will not directly say the reason, but say "Ihaveapieceofgoodnews" in suspense, and students will naturally ask: whatisthegoodnews? "Then in the next oral communication, teachers should continue to hold students' appetite, deliberately create an' information gap', keep students interested in this novelty, and let the information transfer go smoothly, so that the communication can continue. The application of "information gap" should be designed according to students' existing learning level and ability. Psychologist Gu Lang said: "Being asked to speak a foreign language is not only psychologically threatened, but also directly affects the whole body and mind system. "In oral English teaching, teachers should pay attention to reducing students' pressure. If the teacher asks too much of the students, which is beyond their ability to accept, the students will have fear and resistance. Therefore, when teaching oral English, teachers must fully consider their own acceptance ability, let nature take its course, step by step, and avoid rushing into it. In addition, teachers should not emphasize grammar, vocabulary and pronunciation unilaterally in oral English teaching. When students have some problems, if teachers correct them immediately, it will seriously disturb the speaker's thinking and affect the smooth expression. Students with poor English foundation, nonstandard pronunciation and lack of confidence should be encouraged. Teachers should not damage students' enthusiasm, but should adopt an encouraging and affirmative attitude to correct their mistakes, eliminate their anxiety and help them build their confidence in oral expression. The setting of "information gap" provides an effective teaching method for oral English teaching and can play an important role in oral English classroom teaching.
"College Experience English Listening and Speaking Course" is designed based on the principle of information difference. For example, in the face of Unit 6, Book 2 of the Listening and Speaking Course, "What do you like about him?" In the question of "2 1", first let the students list as many words or phrases related to personality as possible, and then summarize Otsuka's views and show them to the students to ensure that each student can get information from others. In the second part, some simple dialogues are set up, and some questions are designed by using the information gap, such as "some pleasant things, talking about people's types". What qualities does everyone have? WhatqualitydoesNOTeachpersonhave？ According to these questions and four small dialogues, let students learn how to evaluate a person's quality. In the third part, using the principle of information difference, this paper designs such a question: "Sheristellingherco-workeraboutanewguyshevelwhatdoyouthinkshelikesa-Bouthim?" Discuss a person's quality again, but the content is different from the first and second parts, which embodies the characteristics of step by step. Therefore, students have a strong interest in this topic in the process of constantly obtaining new information. The fourth part designs two scenes closely related to real life, so that students can design their own dialogues. The topic is "Two students talk about their Prince Charming or Snow White after dinner and give each other their own comments". This topic is very close to the reality of students' lives, and students can naturally tell a lot of relevant content, which is conducive to students accepting this dialogue close to the real situation. Teachers should be good at grasping the characteristics of "information gap", give full play to the creative function of thinking, make plain content full of life after setting a certain "information gap", and let "information gap" play its due role in teaching. The application of information gap should run through the whole oral English teaching.
Fourthly, the importance of applying information gap theory in college oral English teaching.
1. is conducive to improving students' comprehensive English ability.
The application of information gap in college oral English teaching plays an important role in improving students' English application ability and creating a free learning atmosphere. Students discuss the value of self and discover the role of self through oral communication. In addition, teachers can also try to apply the information gap theory to discuss the cognitive relationship between English and society and culture. After students get information in oral communication, they will analyze and judge the information, and then reach an understanding through negotiation and communication. This process can not only train students' oral English ability, but also strengthen their intelligence in analysis, judgment, evaluation, imagination, aesthetics and other aspects, so as to achieve the goal of overall improvement.
2. It is beneficial to cultivate students' team consciousness and stimulate learning motivation.
The "information gap" provides a space for students to freely imagine and play. In the process of developing oral English teaching practice, students can not only share their ideas with others. Moreover, you can express your ideas in your own unique way. When the goal is achieved through collective efforts, pride and sense of accomplishment will become the driving force for learning. At the same time, in the process of participating in activities with students, students will sublimate their sense of responsibility and obligation to the collective because of the successful completion of tasks, which is conducive to enhancing students' autonomy and initiative in oral English learning. As a communication tool, English's ultimate goal is to obtain all kinds of information in communication, and the acquisition of information can only be achieved in the transmission and exchange of information. The existence of "information gap" stimulates students' internal motivation to study hard and obtain information. In oral English teaching, teachers should consciously and purposefully set up "information gap" to cultivate students' team consciousness and stimulate students' learning motivation.
3. It is conducive to stimulating students' interest in learning and eliminating students' boredom. The traditional oral English training is reading and retelling the text. This simple and rigid way can't build an information gap between the listener and the reteller. The reteller will be stressed under certain retelling procedures, and the listener will be bored. The emergence of "information gap" will make communication a subjective game, make communication open, stimulate students' interest in learning through information exchange and complementarity, eliminate boredom, improve the efficiency of oral learning and ensure high-quality teaching tasks.
Teachers should consciously apply the information gap theory to teaching practice to stimulate students' interest in learning and cultivate their sense of cooperation. Creating the context of oral communication activities can make oral learning lively and interesting, so as to improve the quality of college oral English teaching.
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