1 Introduction

Emphasis was placed on the importance of doctoral students introducing their research work clearly in English during international exchanges, and the shortcomings of current research on academic English speech teaching were pointed out. This article introduces the role of the "5-minute Research English Speech Contest for Chinese College Students" in improving graduate students' academic English speaking abilities, as well as the application of the "Output Oriented Approach" (POA) in teaching, especially its effectiveness in helping students write opening speeches that are easy for non professional audiences to understand.

2 POA Teaching Design

This article introduces the application of the Output Oriented Approach (POA) in the teaching of academic English speeches for doctoral students, especially in the facilitation stage. The teaching target is 30 newly enrolled doctoral students, most of whom have English writing experience but few have academic speaking experience. The teaching objective is to assist students in writing a five minute academic English speech opening based on an English paper, requiring them to be able to use the structure of academic English speech steps, popularize the speech content, and transform the written language of the academic paper into spoken language. The POA teaching process includes three stages: driving, facilitating, and evaluating. This study focuses on the facilitating stage and aims to use structured methods to help students write an opening outline and a speech in an easily understandable way. The research aims to improve teaching effectiveness by collecting data such as student interviews, assignments, and teacher observation records to verify the achievement of teaching effectiveness and research objectives.

The Practice of Writing Opening Speeches and Speeches for Doctoral Students' Academic English Speeches

This chapter explores how to use content and language to facilitate practice and assist doctoral students in writing academic English speech opening remarks for non professional audiences. Taking the mathematics major group as an example, they wrote a speech based on a paper on the second-order system of delay gyroscope. The goal of teaching experiments is to achieve popularization of content and colloquialization of language.

Analysis of the Facilitating Path for Writing Opening Speeches and Speeches for Doctoral Students' Academic English Speeches

Explored the cognitive and social dimension needs of doctoral students when writing academic English speeches, and how to meet these needs through output oriented approach (POA) teaching strategies. In terms of cognitive dimension, guiding students to observe language phenomena, extract transformation methods, and try to apply them can help them develop key abilities. On the social dimension, by creating a cross disciplinary academic exchange environment, it promotes interaction and common understanding between teachers and students from different backgrounds, and transforms the "internal language" of academic papers into a wider range of acceptable content and expression.

5 Teaching effectiveness

Explored the application of the "output oriented approach" in improving the effectiveness of academic English speech teaching for doctoral students. Through scaffolding strategies, students' learning autonomy has been promoted, which is closely related to their future career development and stimulates their enthusiasm for learning. Students have improved their ability to use English for professional work through observation and practice. The teaching method also promotes the development of students' higher-order thinking and enhances audience awareness. In terms of output quality, by comparing the driving stage and the final output of the speech, it was found that students were able to connect abstract concepts with the knowledge and experience of non professional audiences, use storytelling techniques to attract audiences, use language that is more accessible and easy to understand, effectively transform academic paper content, and make it suitable for non professional audiences to understand.

6 Conclusion

By applying the Output Oriented Approach (POA) to the teaching of academic English speeches for doctoral students, a strategy of popularizing content and colloquialization of language has been proposed to help assistant engineering graduate students transform complex professional paper introductions into speech opening remarks that are easy for non professional audiences to understand. The research results indicate that this method effectively improves the quality of teaching. Future research needs to further explore the challenges posed by the diverse professional backgrounds of graduate students on teaching, and seek corresponding solutions to optimize teaching design.