《暗示教学法在初中英语口语教学中的应用》

ContentsTOC\o"1-3"\h\uChineseAbstract 2EnglishAbstract 31.Introduction 41.1ResearchBackground 41.2ResearchPurposeandSignificance 52.AGeneralOverviewofSuggestopedia 52.1DefinitionsofSuggestopedia 52.2PrinciplesofSuggestopedia 62.3FeaturesofSuggestopedia 72.4ResearchesofSuggestopedia 73.AnalysisofOralEnglishTeachingSituation 103.1CurrentSituationofOralEnglishTeaching 103.2MainCausesoftheCurrentSituation 114.ApplicationofSuggestopediainOralEnglishTeaching 124.1TheConcreteManifestationofSuggestopedia 124.2TheFeasibilityofSuggestopedia 134.3TheLimitationsofSuggestopedia 135. Conclusion 14References 16暗示教学法在初中英语口语教学中的应用摘要随着新课程改革的不断深入，提高英语口语教学效果是每位英语教师都追求的目标。现行的初中英语教材的设计注重对学生口语交际能力的培养，但在实际教学中，学生英语口语学习效率低，教学效果并不显著。保加利亚心理学家洛扎诺夫创造的暗示教学法在英语教学中发挥了重要作用。本文从暗示教学法的定义、原则及特点的介绍入手，分析了目前初中英语口语教学现状及其成因，说明了暗示教学法应用于初中英语口语教学中的可行性，并指出在应用其优势的同时也不应该忽略它的局限性。关键词：暗示教学法；英语口语；初中英语ApplicationofSuggestopediatoOralEnglishTeachingofJuniorHighSchoolAbstractWiththedeepeningofthenewcurriculumreform,everyEnglishteacherpursuesimprovingtheeffectoforalEnglishteaching.ThecurrentdesignofjuniorhighEnglishtextbooksdoesfocusonthecultivationofstudents’oralcommunicationability,butinactualteachingsituation,students’learningefficiencyislowandtheteachingeffectisnotprominent.CreatedbytheBulgarianpsychologistLozanov,suggestopediaplaysanimportantroleinEnglishteaching.Thispaperintroducesthedefinition,principlesandfeaturesofsuggestopediaandanalyzesthecurrentsituationoforalEnglishteachinginjuniorhighschoolaswellasthemaincausesforthepresentsituation.ItillustratesthepracticabilityofapplyingsuggestopediatooralEnglishteachinginjuniormiddleschool.Itisalsopointedoutthatwhileapplyingitsadvantages,thelimitationsshouldnotbeignored.Keywords:suggestopedia;oralEnglish;juniorhighschoolEnglishIntroduction1.1ResearchBackgroundWiththeimprovementofthenewcurriculumreformandopeningtotheoutsideworld,thedemandforforeignlanguagetalentsisalsoincreasing.Asawidelyusedinternationallanguage,Englishhasattractedmuchattentionintheteachingreformoftheeducationcircle.In2017,TheEnglishCurriculumStandardsforChineseJuniorMiddleSchoolsemphasizedthat“Asatool,Englishcurriculumundertakesthetaskofcultivatingstudents’basicEnglishliteracy;intermsofhumanities,theEnglishcurriculumundertakesthetaskofimprovingstudents’comprehensivehumanisticquality”(义务教育英语课程标准,2017).ItcanbeseenthatEnglishlearningisgettingmoreandmoresignificantforstudents.“ThegeneralobjectiveofEnglishcoursesincompulsoryeducationistodevelopstudents’initiallinguisticskillsthroughEnglishlearning”(义务教育英语课程标准,2017).OralEnglishisanimportantpartoflanguageuse.Itpromotesthedevelopmentoflistening,readingandwriting.ThecurrentEnglishteachingmaterialshighlighttheteachingof“speaking”skills,andteachersalsolayemphasisonthecultivationofstudents’oralcommunicationability,butthepracticalteachingsituationisnotoptimistic:studentsarepronetopsychologicalbarriersandunabletodeveloptheirpotential.Therefore,teachingmethodsarevitaltothedevelopmentofstudents’oralability.Inthe1960s,suggestopedia,pioneeredbyBulgarianpsychologistGeorgiLozanov,hadaremarkableeffectonenhancinglearningmotivation,overcomingpsychologicalbarriersandcultivatingall-roundphysicalandmentaldevelopment(Lozanov,1978).Comparedwiththenon-directiveteaching,proceduralteachingandscaffoldingteachinginthesameperiod,thespreadofsuggestopediawashinderedbypolitics.Atfirst,itwasgeneralizedintheformerSovietUnionandEasternEuropeancountries,inthelate1960s,itwasstronglyrecommendedbyUNESCOandthenspreadrapidlyintheUnitedStates,Canada,Japanandothercountries.InthewakeofthethirdplenumofthecentralcommitteeofthecommunistpartyofChina(CPC),theintroductionofforeignteachingmethodshadstartedbecomingpopularintheeducationfield,suggestopediawasalsoknownbytheeducationalfieldatthattime.Inthemiddleandlate1970s,experimentsonEnglish,ChineseandmathematicswerecarriedoutinJiangsu,ShandongandJilinprovinceswithfruitfulresults(杨帆,2012:2).“Suggestopediaisthespecificapplicationofsuggestiontheoryintheteachingprocess.Thekindofteachingmethodisacompleteteachingsysteminsteadofasimpleteachingmethod(suchastalkingmethod,practicemethod,etc.),whichhasaseriesoftheoreticalbasis,teachingprinciplesandteachingproceduresandevencertainrequirementsonthecomplicationoftextbooks.”(王敏勤,1990(5):43).1.2ResearchPurposeandSignificanceSuggestopediaisaflexibleandefficientteachingmethod,whichisdifferentfromthestuffyandboringtraditionalteachingmethod.Itcanbuildarelaxingandhappylearningatmosphereforstudents.Ifwecanmakeuseofthereasonablepartofsuggestopedia,theenthusiasmofstudentswillbearoused.Learningwithouttension,studentswillconsiderlearningasapleasureratherthanaburden,thusimprovingtheirlearningefficiencyandenhancingtheirmemory.Englishisacoursethatneedstobememorized,sothereisnodoubtthatsuggestopediaisthefirstchoiceforlearningEnglish.Juniorhighschoolstudentsareatanageinwhichagoodteachingmethodislikeagoldenkeytotheirsuccess.Thecoreconceptofthenewcurriculumreformispeople-orientedandcomprehensivequalityeducation.Howtoprotecttheenthusiasmofstudentsandhowtotaptheirpotentialaretheproblemstobeconsideredinthecourseimplementation.Numerousstudieshavefoundthathumanpotentialisenormousandordinarypeopleuseonlyasmallpartofit.InoralEnglishteaching,thestudents’self-confidentstatecanbringtheirpotentialintofullplay.Throughtheconcreteimplementationprocess,summarizingtheexperiencefromsuggestopedia,whichwillbeabeneficialattempttomasterthekeypointsofskillsandseekwaystostimulatethepotential.Tosomeextent,suggestopediaarousesstudents’learninginterestandteachers’teachingenthusiasm,promotingtheimprovementofinterpersonalrelationshipbetweenteachersandstudents,enhancingstudents’self-regulationcapacity,andalleviatingstudents’academicpressure.2.AGeneralOverviewofSuggestopedia2.1DefinitionsofSuggestopedia“SuggestopediaisateachingmethodthatwasdevelopedinBulgariafromthe1960stothe1990s.Themethodwasderivedfromsuggestology,amedicalstudyofsuggestioninhumancommunicationsanditsroleinthedevelopmentofpersonality”(Norbert,(2012):53).AccordingtoLozanov(1978),thecreationofahighlearningmotivation,thestimulationofindividualpotentialandtheformationofunconsciouspsychologyconstitutesuggestopedia.Studentsshouldberegardedasacompleteindividual;teachersshouldtrytoorganizevariousunconscioussuggestionstomaximizestudents’learningefficiency.Somescholarsdefinesuggestopediaasthecontinuousexchangeofinformationbetweentheteachingenvironmentandthestudents.AstatementbytheSovieteducatorSuhomlinskycanbeusedasafootnoteforsuggestopedia,heholdsthat:“Inanyeducationalphenomenon,theweakerthemotivationfeltbytheeducated,thebettertheteachingeffectwillbe.Weconsiderthisruleasthecoreofeducationalskills,thefoundationonwhichwecanfindourwaytotheheart”(杜殿坤，1984).2.2PrinciplesofSuggestopediaThefirstprincipleistobepleasantandnotnervous.Psychologicalresearchshowsthatinterest,emotionandcognitionareinterlinked,cognitionisthebasisofinterest,andinterestisanimportantdrivingforceofemotion.AccordingtoLozanov(2009),positiveaffectcanbeempoweringandcanhelpreleaseone’sfullpotential,whilenegativeaffectcanhaveadetrimentaleffectonthepsychophysiologicalstateofthelearner.Whenpeopleareafraid,nervousorangry,thesenegativeemotionscanhinderthedevelopmentofintelligence.Positiveemotionssuchaspeaceofmind,self-confidenceandoptimismcanenhanceintellectualactivities.Insuggestopedia,emotionandlearninghavealwaysbeeninseparableand“learningisfacilitatedthroughstimulationofthepositiveemotions”(OmahaBoy,2010:37),ontheonehand,positiveemotionscatertothelearner’spsychologicalwell-being.Theycanhelpbringoutthe‘child’ineachlearnerandleadtoconcentrativerelaxation.Ontheotherhand,positiveemotionalstimuliareusedthroughart,teacherattitudeandbehavior,acomfortableandstimulatingenvironment,singing,role-play,andotherengagingactivities,toclusterwiththemainmessageofcommunicationsotheinformationcanbesenttolong-termmemory.Suggestopediarequiresthatteachersshouldtrytheirbesttoavoidstudents’negativeemotionsinclass,guidingandstimulatingstudents’positiveemotions.Studentsshouldtakelearningasakindoffunandenjoyment.Theatmosphereofstudyshouldalwaysbecheerful,relaxingandcomfortable.Thesecondprincipleistounifytheconsciousnesswiththeunconsciousness.Comparedwiththetraditionalteachingmethod,“Suggestopediademandsthefulluseoftheindividual’svariouscapabilities.Thismeansthatalongsidetheconsciousfactorsthatcomeintoplayintheeducationalprocess,ahostofunconsciousfactorsmustbetakenintoaccountandbroughtmoreandmoreintouseatthesametimeastheformer”(Lozanov,1981).Intheprocessofteaching,studentsareinfluencedbysensibilityandrationality.Teachersshouldloveandencouragestudents’self-confidence,remindingthemappropriately,topromotetheunityofconsciousnessandunconsciousness.Theprincipleofthetwo-wayeffectsofsuggestiononthelevelofthereservecomplexmeansthattheteachermustreceiveinformationonthepupils’assimilationofthesubject-matteroflessons(Lozanov,1978).Thepurposeofsuggestopediaistoachieveagoodlearningeffect,butatthesametimetohaveahealthybodyandmindisalsoimportant,theyinteractpositivelywitheachother.Inthemeanwhile,thesuggestionalsoexistsbetweenstudentsandteachersTherefore,studentsshouldrespectandloveteachers,teachersshouldalsoconcernandunderstandstudents.Therelationshipbetweenteachersandstudentsshouldbeequalandbasedonmutualtrustandrespect.Teacherspaymoreattentiontostudents’emotioncanimprovetheefficiencyofclassroomteaching.Thethreeprinciplesofsuggestopediaisaninseparablewhole,theyinteractwitheachother.Whenteachingactivitiesofsuggestopediaarecarriedoutinanatmospherethatcanproducerelaxingeffect,itstimulatesstudents’memory,comprehension,imagination,andpromotesstudents’personalitydevelopment.Itisapleasantprocessallthetime,evenonethatproducestheeffectsofpsychotherapy,ifoneofthethreeprinciplesisnotbefollowed,itcannotberegardedassuggestopedia.2.3FeaturesofSuggestopediaThefirstfeatureofsuggestopediaisthatitisinaparticularsituation(廖坤,2003(6):68).Thesuggestionmechanismexistsinthepersonandtheenvironment,andtheenvironmentcanaffectone’ssenses.Therefore,thewell-designedteachingsituationcanmakesuggestopediaeffectivelyimplemented,andthisparticularsituationenablesstudentstoreceiveeducationinarelaxingandharmoniousteachingatmosphere.Intermsofphysicalsurroundingsandhumancontribution,theclassroomisconsideredthekeyfactorsinthelearningofsuggestopedia.Teachersareexpectedtoconstructawarmandcomfortablelearningenvironmentforstudents,creatingarelaxedandharmoniousatmosphere,makingstudentsfeelthejoythatlearningbrings.Infact,Lozanov(1978)alsoconsideredthatthespecificsituationisimportant.EventhestyleofthehallwaysandthewholebuildingweremadetobeconducivetopositivesuggestionatthesuggestopedicresearchinstituteinBulgaria.Thesecondfeatureofsuggestopediaisenlightening(王章雄,1992(3):17).Inessence,suggestopediaisaheuristicteachingmethod.Teachersuseeuphemisticandimplicitlanguageaswellassimpleactionstogivestudentssomeinspiration.Teachersgivestudentssuggestionswhenspeakinganddoing,thesuggestionsareacceptabletostudents,butnotmandatory,andcanachievethebesteffectofthesuggestions.Thefeatureofenlighteningcanhelpstudentsreachtheirhiddenlearningandcreativepotentialandabsorbagreatamountofinformation,guidingstudentstothinkaboutquestionsandimprovetheirlearningefficiency.Suggestopediabelievesintheirrationalpower(廖坤,2003(6):68).Inthelearningprocess,itisdifficultforstudentstocombineconsciousnesswithunconsciousness;rationalitywithirrationality,solearningefficiencyisalwayslow.However,focusingonirrationalfactorssuchasneed,motivationandinterest,students’learningpotentialcanbeexertedtothemaximumandsuggestopediacanachievethebesteffect.2.4ResearchesofSuggestopedia2.4.1ForeignResearchSituationWhentheresearchresultsofLozanov’ssuggestopediaweretranslatedintoEnglish,theteachingmethodhadagreatinfluenceontheeducationcircle.Atthattime,theBulgarianMinistryofEducationattachesgreatimportancetothisresearch,andinordertoexpanditsinfluence,aninstituteofsuggestopediawasestablished,Lozanovisresponsibleforfurtherresearch,experimentsandteachers’training.Ithastaken30yearsforthisachievementtobepublished,verified,approved,promoted,developedandperfected,andtheresearchstillhasanimpactonthestudyofteachingtheoryintheworld.2.4.1.1ResearchStage(before1971)Asaclinicalpsychologistandpsychiatrist,Lozanovhadbecomeanaccomplishedresearcherintheareasofhypnosis,memoryenhancementandabnormalmemorybeforehebeganhisresearchintosuggestopedia.Inthepracticeofclinicalmedicalresearch,hefoundamethodsimilartotreatingpatientscouldbeusedtoimprovememorytrainingandlearningefficiencyofnormalpeople,andhecalledthismethodsuggestionmethod.Hethoughtthissuggestionwasdistinctfromhypnosisinthetreatmentofpatients:hypnosisistheprocessofinducingthatthehypnotisttoexertinfluenceonthepatientinthestateofsleep,suggestionmethodistheprocessofinfluencingpeoplewhiletheyareawake.Hypnosisandsuggestionmethodarebothusefulforenhancingthememoryofpeople,butsuggestionmethodiseasiertouseinteachingorotherpracticalactivitiesthanhypnosis.Heappliedsuggestiontothefieldofeducation,andcalledtheactivitythataffectedthetransferofknowledgebysuggestopedia.Thisconceptanditsresultsweredescribedinhis1968researchreporttoUNESCOandhisbookpublishedin1971(徐万晓,2012(9):79).2.4.1.2ResultsPublicationandVerificationStage(1971-1984)ThefirstinternationalseminaronsuggestopediawasheldinBulgariain1971.In1976,anacademicconferenceonsuggestopediawasheldinLosAngeles,USA.Lozanov’s1971monographsweretranslatedintoEnglishin1978andintoFrenchin1984.Inthebook,Lozanovidentifiesseveralfeaturesofsuggestopedia:direct,massive,high-speed,preciseandeconomical.Meanwhile,Lozanovbelievesthatsuggestopediaisnottheonlyoneinthistheory,desuggestopediaisalsoveryimportant.Itisnecessarytoeliminateallresistancetosuggestion,becauseitisdirectlyrelatedtotheeffectofsuggestopedia.Lozanovdividedtheresistanceintothreecategories:criticalandlogical,intuitiveandemotional,moral.Toeliminatetheseobstacles,wemustrelyontheharmoniousmethodnotthesimplemethodtoovercome.Thatistosay,thedemandsonindividualscausedbytheseobstaclesmustfirstmeetwithsuggestion,tocreateanatmosphereofrelaxationandtrust.Thesuggestivememoryenhancementcomesnotprimarilyfromtheeffectoftheenhancedcapacity,butfromtheliberationoftherepressedcapacityofthepast.SuggestopediaisrelatedtothecontentofSovietpsychology,soitwasquicklyrecognizedintheSovietUnionandtheEasternEuropeancountries.Butatthattime,theSovietUnionwasinapositionofpoliticaloppositionwithwesterncountries,especiallyinNorthAmerica,thescientificityoftheteachingtheoryandeffectwasrejected,until1970,whenSheilaOstrander’sbookThePsychologicalDiscoveryBehindtheIronCurtaincameout,westerncountrieshavebeguntopayattentiontothetheoryofsuggestopediaandteachingtechnology.InAsia,JapanpublishedtheAmericanSuperLearningMethodin1980,whichcausedasensationinJapan.AlthoughitwasintroducedlateinJapan,duetothewell-equippedlaboratory,theymadetheirowncassettesbasedontheprinciplesofsuggestopediaandprovidedsuggestioncassettestoothercountries(王敏勤,1990(5):43).2.4.1.3ApplicationandRevisionStage(1985-1992)Duringthisperiod,Lozanovcontinuedtopromoteandstudytheresults,andtheytransformedtheresultsobtainedintheoriginallaboratoryintoteachingpracticesthatcouldbeimplementedinthegeneralclassroomandcontinuouslyimprovedthequalityandacceptanceoftheirexperiments.Forexample,whenLozanovetal.selected6foreignlanguageclasses(4Frenchclassesand2Englishclasses),afterlearningthefirstbatchof1000words,theyrandomlyselected100wordstotest,andtherecallrateofalltheclassesreached92.9%to99.7%.Later,subjectsagedfrom22to60wereselectedfortheexperiment,andtherecallratewas98.08%.AsLozanov’sexperimentbecamemoreandmoreperfect,somewesterndevelopedcountriesgraduallyacceptedhisteachingideas.Someeducatorsalsodrewlessonsfromthismethodandestablishedanewteachingmethod:SuperLearningMethod.Inparticular,theapplicationofmultimediatechnologymakesthetheoryandtechnologyofsuggestopediamorematureandwidelyspreadinothercities.(张文霞等,2017(6):21).2.4.1.4MaturityandPromotionStage(1993-present)WiththeacceptanceanddemandofthetheoryandpracticeofsuggestopediainEuropeanandAmericancountries,inaddition,duetoproblemsarisingfromBulgaria’seconomicandpoliticaldevelopment,thetalentswhohadbeenengagedinthetheoryandtechnologyresearchofsuggestopediahavebeendiscoveredbywesterncountries,theresearchcenterofteachingtheoryandpracticehasbeengraduallytransferredtodevelopedcountriessuchasCanada,theUnitedStates,GermanyandAustria.In1998,LozanovestablishedtheteachertrainingcurriculumandinternationalresearchcenterinAustria.Teachers,doctors,psychologists,andadministratorswhoengageinsuggestopediaandotherworkrelatedtosuggestionmustgothroughtwostagesof160to240hoursoftheoreticalandtechnicaltraining,onlyinthatwaycanonetrulymasterthetechniqueofsuggestopedia.Nowadays,withtheimprovementandmaturityofsuggestopedia,thetheoryandmethodhavebeenpromoted,adoptedandappliedindevelopedcountriessuchasEuropeandAmerica,newteachingmethodsandtechniquesaswellasnewteachingtheoriesandpracticeshavebeenborn,whichfullyreflectsthevitalityofsuggestopedia(李志厚,2003:72).2.4.2DomesticResearchSituation2.4.2.1IntroductionStageChinahasmadegreatachievementsintheresearchofsuggestopediaandachievedsomeexperimentalresults.Intermsoftheory,ProfessorHongPixifromEastChinaNormalUniversityinShanghaiandProfessorWuTang,aforeignlanguageteachingexpert,firstintroducedthebasicprinciplesofsuggestopediatoChina.Intermsofpractice,itisreflectedinthebasiceducationstage:intheearly1980s,educatorWangMinqinintroducedsuggestopediatoShandong,healsoconductedteachingexperimentsinseveralschoolsinZouzhongcountyandZibocityinShandongprovince.Zhaoyiquan,ateacherofNo.4middleschoolofJilinchemicalcompany,conductedthreeroundsofEnglishteachingexperimentsin1981,1982and1986.In1983,SongFang,ateacherinNantongmiddleschoolofJiangsuprovince,madeanattempttoteachChinesebysuggestopedia.Inthefieldofhighereducation,in1985,LiuJun,ateacheroftheforeignlanguagedepartmentofSuzhouUniversity,conductedanEnglishteachingexperimentofNo.10juniorhighschoolinsuzhoucitybymeansofsuggestopedia.ZhongshanMedicalUniversityhasalsocarriedoutresearchonthe“SuperLearningMethod”(suggestopedia).Inotherfields,therearealsoattemptsatphysics,abacusandotherdisciplines(徐万晓,2012(9):79).2.4.2.2IntegrationStageSuggestopediahasgivenenlightenmenttosomeChineseteachers,andaseriesofoverallteachingreformexperimentshavebeencarriedout.Forexample,WangMinqin,ateacherfromShanghaiFirstNormalAffiliatedPrimarySchool,onthebasisofsuggestopediaandabsorbedSignalGraphicTeachingMethodinSatarov’sTeachingMethodofUkraineandstartedtheexperimentof“TwoHappyTeachingMethods”.Onthepremiseofretainingthebasicmodelofthesuggestopedia,combiningwithblackboardwritingartbySatarov,whichledtotheformationofthelater“happyteachingmethod”,thatis,“harmoniousteachingmethod”,pilotprogramshavebeencarriedoutinmorethan100primaryandsecondaryschoolsinChinaandachievedgratifyingresults(杨帆,2012:6).3.AnalysisofOralEnglishTeachingSituation3.1CurrentSituationofOralEnglishTeachingJuniormiddleschoolisanimportantstageofcompulsoryeducation.Inmanycases,studyingisonlyforthepurposeofgettinggoodpoints.Althoughthecurriculumreformisconstantlypromoted,intheEnglishteachingofjuniorhighschool,thetrainingoforalEnglishismarginalizedinEnglishteachingandhasnotreceivedmuchattention.“ThemainreasonisthatthestatusandimportanceoforalEnglishtestarerelativelylow”(彭程,2018:10).Studentsspendmostoftheirtimeonimprovingwrittentestscores,whichleadstothemarginalizationoforalEnglishteaching.Inmostregions,thelackofEnglishcontextistheprevailingsituation(李淑娟,2018:6).Chineseisourmotherlanguage;everyonestartstolearnChineseataveryyoungage,sothereisalmostnohabitorenvironmenttocommunicatewithothersinEnglish.Students’learningofEnglishislimitedtoschoolclasses,andtheycannotpracticetheiroralEnglisheffectivelyinthelimitedclasstime.ListeningpracticeinclassisonlyanauditorystimulusforstudentstolearnEnglish;theycan’treallyapplyEnglishjustbylistening.Moreover,someteachersareevennotEnglishmajors;theydon’thaveenoughprofessionalknowledge.IntermsofEnglishpronunciation,someteacherscannotaccuratelygrasptheintonationofEnglishreading.ItisalsohardtocommunicatewithstudentsinEnglish.3.2MainCausesoftheCurrentSituationZhangwenxiaetal.(2017)mentionedthatthepresentsituationoforalEnglishteachingisnotoptimisticinCurrentsituationandreformSuggestionsofEnglishteachinginChina.ManystudentshaveastrongdreadofspeakingEnglish,becausetheyareafraidofmakingmistakesinexpression,beingafraidoftheteacher’scriticism,andbeingafraidofclassmates’teasing.Asaresult,theyshowstrongtensionandanxietywhenspeakingEnglish,whichaffectstheirmindandexpression.Inseriouscases,eventhesimplestdailyEnglishcannotspeakcorrectly.Gradually,studentsaremoreafraidtospeakEnglish,andtheiroralEnglishabilityisnoteasytobeimproved,thusformingaviciouscircle.Whenstudentsenterjuniorhighschool,theirlearningpressuresincrease.AlthoughthenewcurriculumstandardssetclearrequirementsforEnglishproficiencyinjuniorhighschool,however,duetovariousreasons,therearestillmanyproblemsinoralEnglishteachingofjuniorhighschool.ManyEnglishteachersattachimportancetovocabularyandgrammarandneglecttheteachingoforalEnglish.Therearealsoteachers,whoareawareoftheimportanceoforalEnglishandconsciouslyaddoralEnglishteachinginclass,buttheirteachingmethodsaremonotonousandtheycannotusetextbookstodesignappropriateoralEnglishactivities.SomeEnglishteachersrequirethestudentstomemorizeknowledgepointsbyrote,sothestudentshavenoenthusiasmforlearning.Theatmosphereofthewholeclassroombecomesverydreary.Inaddition,teachers’ownEnglishabilityisalsooneofthefactorsaffectingoralEnglishteaching.InoralEnglishclassroomteaching,teachersshouldnotonlysetanexampleinoralexpression,butalsoshouldcommunicatewithstudents,tobealanguagelearninginstructortogivetimelyandaccuratefeedbackonstudents’classroomperformance(白帆,2014:2).Therefore,thebasicskillsofteachersmustbesatisfactory.ThereisnoshortageofexcellentEnglishteacherswithstrongoralEnglishabilityinEnglishteachinginourcountry.However,itisnotexcludedthatsometeachersaregoodatEnglish,buttheylacktheEnglishcontexttopracticeoralEnglish,whichmayleadtothedeteriorationoftheiroralEnglishability.4.ApplicationofSuggestopediainOralEnglishTeaching4.1TheConcreteManifestationofSuggestopediaSuggestopediaismainlydividedintosixparts:authority,infantilization,double-planeness,intonation,rhythm,andfalsenegativestatesintheconcertscene.AccordingtoLozanov,wehavetheconceptofauthoritybecausewearetovaryingdegreessusceptibletosuggestion;otherwisewewouldnotbeabletolearn.Inadditiontobeingsusceptibletosuggestion,toacceptapieceofknowledgewemusthavegreatrespectforitssourceandregarditassomethingimportanttoremember.Onlyauthorityfigurescansucceedintheinfusionofconsciousknowledgebydirectverbalcues.Thatistosay,iftheteacherhasmoreacademicstatus,thehighertheaccomplishment,themorecredibility,themoresuccessintheconsciousknowledgeinfusionwithdirectlanguagesuggestion.Therefore,foraforeignlanguageteacher,itisveryimportanttovaluetheimprovementofprofessionalknowledgeandtheirownquality.Asateacher,whetherinimprovingtheirspecializedknowledgeortheirownability,theyshouldbeamodelforstudents.Infantilizationreferstotheteacher’suseofstudents’psychologicalcharacteristics,tohelpstudentsoutoffearandanxiety.Studentsregardteachersaspeers,andteachers’viewsandattitudesaremoreeasilyadoptedbystudents.Forexample,