introduction

The importance of enhancing language skills in basic foreign language education was discussed, and it was pointed out that speaking and writing are the key to measuring the effectiveness of language acquisition. Emphasis was placed on the automated procedural knowledge characteristics of language skills, as well as the limitations of traditional teaching activities in improving language skills. Discourse recitation has been proposed as a traditional English learning activity, combined with theoretical frameworks and teaching designs to enhance students' oral and written expression abilities.

Teaching Design for Discourse Recitation

This article introduces the importance of discourse memorization in English teaching and the problems that exist in practical teaching, such as students' resistance to memorization, lack of patience and perseverance, etc. The author analyzed the relevant theories of memorization and, combined with practice, designed a set of memorization activity teaching processes from language input to output, aiming to improve students' memorization effectiveness and language output quality.

Theoretical support and practical operation of discourse recitation teaching design

Deeply explored how to improve students' language output quality through discourse recitation activities. Firstly, the author emphasizes the importance of carefully selecting memorization materials. Based on Krashen's theory of second language acquisition, the "i+1" principle, interest principle, and motivation principle are proposed to ensure that the selected materials not only meet students' language proficiency, but also stimulate their learning interest and motivation. For example, texts from "New Concept English 2" and colloquial texts that are close to students' daily lives, as well as narrative texts related to the continuation of the college entrance examination questions, were selected as memorization materials.

conclusion

The importance of discourse recitation in improving students' language output quality was emphasized, and the necessity of teachers designing teaching processes was proposed. Combining theory, the internalization of recitation content was promoted from the aspects of selecting recitation content, building support, monitoring deep processing, and ensuring recitation frequency. Ultimately, English learning knowledge and language sense were achieved through comprehensible language output.