1 Introduction

The promotion and rapid development of English speech courses in Chinese universities, as well as their importance in improving foreign language expression skills and cross-cultural communication abilities. The lag in research on English speech teaching, as well as the challenges of teaching itself, the difficulty of collecting and analyzing research data, and the impact of domestic and foreign teaching differences on research. The classification of innovative research on foreign language classroom teaching proposed by Wen Qiufang includes innovative dimensions of teaching content, teaching methods, and teaching research methods, as well as innovative types such as introduction and evaluation, introduction and transformation, rooted in local culture, and integration of domestic and foreign cultures. The analysis of 5 selected empirical research papers on English speech teaching involves macro curriculum positioning, micro teaching methods, and teaching research methods, as well as the adaptability, practicality, and theoretical requirements of "introduction and transformation" research. Provide suggestions for innovative directions in future research on English speech teaching.

Analysis of Innovative Research Cases in English Speech Classroom Teaching

Explored in depth multiple aspects of innovation in English speech classroom teaching. Tian Chaoxia's (2013) research emphasizes the localization transformation of English speech courses in Chinese universities, proposing a teaching method of "output driven, integrated teaching", focusing on enhancing students' English application ability and international community participation awareness. The research conducted by Jin Shuangjun and Yang Xiaogang (2011) focuses on reducing English speech anxiety, improving students' speech effectiveness through language and nonverbal skills training, as well as enhancing their psychological perception. Lin Yan's (2020) research focuses on the "persuasion strategy" in English speeches and explores how to cultivate critical thinking skills through case studies. Wan Jiangbo's (2013) research is based on the theory of "assessment to promote learning" and explores effective methods for formative assessment of English speeches in Chinese universities. Sun Min (2018) attempted to design a method for assessing the critical thinking skills of English speech learners related to teaching content. Through comparative analysis, suitable assessment standards for English speech learners in Chinese universities were proposed.

3 Conclusion

The paper emphasizes the importance of solving practical teaching difficulties. Through analyzing empirical research on English speech teaching in Chinese universities, three themes are proposed: teaching philosophy, emotional and cognitive factors, and evaluation methods. The current innovation in English speech classroom teaching mainly focuses on "introduction and transformation", but the types of innovation are limited. The author suggests that future research should cultivate cross-cultural communication skills, strengthen the assessment of speech anxiety, collect argumentative examples that fit the characteristics of Chinese learners, incorporate international audience feedback into the assessment, and incorporate Chinese elements and social hotspots into impromptu speeches. Teachers should continue to 'introduce and transform' to ensure theoretical basis and practicality, while also focusing on 'Chinese wisdom', 'Chinese stories', and' Chinese issues', and clarifying the cultural dissemination mission of English speech teaching. When designing speeches, cross-cultural communication contexts should be highlighted, such as introducing China's poverty alleviation measures, aerospace projects, etc. On the basis of practice, propose English speech teaching theories with Chinese characteristics, carry out practical verification and theoretical revision, actively participate in international exchanges, and ultimately achieve "integration of China and foreign countries".