Abstract

English Public Speaking has been introduced into China’s tertiary curriculum only very recently. Although similar to its Western counterpart in many ways, a number of crucial elements of this course have yet to be localized. Apart from being a communication course, it is intrinsically an EFL course which builds upon and extends other courses in the EFL curriculum. Accordingly, the teaching objectives and content should be localized and adapted to China’s status quo and students’ need. Then this article moves on suggesting some localized methods to instruct small classes as well as large classes. It suggests that the formative assessment be used to best elicit students’ reflection and progress and that a combined measure of quantitative-and-qualitative assessment, teacher-and-student assessment be used to achieve the best backwash. Last but not least, the article also introduces the potential research areas that can be explored in the years to come.

This work is licensed under a Creative Commons Attribution 4.0 License.