On Oral English Teaching in College English Classes.docx
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On Oral English Teaching in College English Classes.docx
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OnOralEnglishTeachinginCollegeEnglishClasses
OnOralEnglishTeachinginCollegeEnglishClasses
Ⅰ.Introduction
Inthepresent,thedevelopmentofscienceandtechnology,crossculturalcommunicationisfrequent.Thelinksbetweencountriesaremoreclosely.Sincethereformandopenpolicycarriedout,Englishhasbecomeanimportanttoolforustounderstandwesterncultureandadvancedtechnology.Englishasaworldlanguage,itsrolehasbecomeimportant.Becauseitisalanguage,itislikemothertongueinmanyareasoftheabilityoftheapplication.Itsaidthattheverbalcommunicationisawaytomeasurethelanguageisgoodorbad.Onceyoulosethisability,theapplicationofthelanguagewillbegreatlyweakened.However,weoftenseeanembarrassingphenomenon,itemphasizesonEnglishteaching,impartingknowledge,andignoresthedevelopmentofcommunicativeability.MostEnglishlearnersonlylearnthelanguageknowledge,theycan'tcommunicatewithEnglish.SomestudentshavelearntEnglishformanyyears.Althoughthestudentsgetgreatscoresinthewrittenexamination,theirverbalexpressionabilityisweak.ThisisoftenreferredtoChinesecollegestudents"DumbEnglish"phenomenonandthephenomenonincollegestudentsandoverseasstudentsisverycommon.
Theschemameanstoorganizearoundaparticularthemeandcharacterizationforstorageofknowledge.One'slifewilllearnandmasteralotofknowledgethatnotischaoticallystoredinthehumanbrain,butformacertainknowledgeelementthataroundaparticulartheme.Thisunitistheschema.Schemaisactuallytheknowledgeaboutthecognitivemodel.Schematheoryishowtospeakouttheknowledge.InspokenEnglishteachingprocess,teachersshouldtrytoactivatethestructureofknowledgeinthestudents’mindswhiletheteacherintroducethebackgroundknowledgetohelpstudentsbuildnewtips,andintegrationintoexistingdrawings,inordertoproducealargergroupofdrawingsfororalproductionpreparation.Teachersandstudentscantogetheranalyzethedifferencesincultures,valuesandmoralstandards.Atlastwhenthestudentscouldspeakthelanguagewiththesecondlanguagefluently,thestudentswillfinishthewholeprocessoflearningspokenlanguage.
Thepurposeofthestudyistofindandaffectstudents’oralEnglishlearning.ItiseasytofindthatmostschoolstudentscangetahighscoreinEnglishtests,butcannotmakeasimpledailyconversationintheclass,orcommunicatewithothers.Englishasaninternationallanguageplaysanimportantroleinourdailylife.Theaimofthesecondlanguageteachingistohelpstudentstoextendtherangeofcommunicationsituation.
Ⅱ.ThepresentsituationoforalEnglishteaching
ThousandsofyoungstudentsinChinalearnEnglishasthesecondlanguage.TheytrytogetahighmarkintheEnglishexam.Forexample:
collegeentranceexamination,theNationalEnglishLevelTests(NELTS),CollegeEnglishtest(CET),etc..Testsystemalsocontainsdifferentlevelsoftraining.Butinacountrywheretherearenooraltest.Theresultsofalleffortshavenotbeenshowntobeeffective.Theseyoungstudentscan’tgettheabilitytocommunicateinEnglish.MostofthemareweakinspokenEnglishandcan'tevenmakesimpleconversations.“InChina,aftermanyyears,theycanalsochatinEnglish,butthatisnotastandard,becauseforalongtime,theforeignlanguageteachinginourcountryhasbeenteacher-dominated,modemainlytoteachersasthecenter,ignorestudents'languageskillstrainingintheclassroom.’’[1]Sothatlearners’canonlyreadandwrite,theycan’texpresstheiropinionaccurately.Theylearn“DumbEnglish”.
Inaddition,languageandcultureofEnglishisdifferentfromlearningstrategysystem.ItiseasytolearnEnglishandtheirnativeculture.Wayofthinkinginlanguageoutputtendtoinfluenceawidevarietyof"ChinaEnglish"inEnglish.Learners’maylackofconfidenceandmake,pragmaticfailureintheprocessofcommunication,SothatitreducetheoveralllevelofEnglish.ThereisnodoubtthatEnglishhasbecomeamajorobstacletothecommunicationwithChineseEnglish.
2.1TheproblemsofthewayoftraditionaloralEnglishteaching
Foralongtime,efficiencyofEnglishteachingisweakinChina. Intraditionalteaching,EnglishreadingandoralEnglishteachingwillbeconfused,ItbelievesthatreadingistheoralEnglishteaching,andteachingintheruralareasismemorizingwords,grammar,sentence,etc.,donotpayattentiontooralexpression. ThesituationineachstageofprimaryandsecondaryschoolEnglishteachingisaffectstheenvironmenttheoralEnglishteaching.
Thetraditionalteachingmodehasbeenthephenomenonof“payattentiontotheteachers,neglectthestudents”,thestandardformeasuringtheprocessofteaching:
teacherpreparationshouldbecarefullydetailed,lecturesshouldbelively,clear.Thestandardofmeasuringtheteachingismainlybasedonthequantitativeassessment.SotheproblemsintraditionalEnglishteachingareasfollows:
one,teachingenvironmentandlearningenvironmentunchanged,theteachingprocessisrelativelyrigid;two,intheclassroomteaching,theteacheristhecenter,studentshavelittlechancetousingthelanguage,listeningandspeakingpractice;three,toomuchemphasisongrammarandreading,ignoresayandhear;four,teachersaregoodatsplittingthelanguageintofragmentedgrammarandvocabulary,toexplaintheclassification,deviatefromessenceofthelanguageapplicationdoesnotpayattentiontopracticality;five,thereisnoplanningforautonomouslearningoutsideoftheclassroom.Classroomteachingisteachingandnotes,therelationshipbetweenteachingandlearningwithwrongposition,onlythenegativeeffectonthestudents'learning.StudentsarenotinterestedinEnglish.Famousscholarcape(s.p.Coder)pointedout:
"Effectivelanguageteachingshouldnotviolatethenaturalprocess,butshouldadapttothenaturalprocess.Ishouldnothindlearningandshouldhelptolearnandimprovelearning.Theycan'tletstudentsadapttoteachersandteachingmaterials,andshouldmaketeachersandteachingmaterialstostudents."[2]However,theuniversityEnglishisapracticalcourse,theimprovementofvariouslanguageskills’improvingcannotleavethestudentspractice
2.2Weakcommunicativecompetenceoflearners’oralEnglish
Theuniversitycampusactivitiesshouldalsobeconsideredasthemainobjective,toparticipateinactivities.Activitiesshouldalsobeconsideredasthemainpurposeforallthosewhoparticipateinactivitiesorparticipantswillbeawardedtoacertaindegreeofpsychologicalcomfortabletobeloserandencouragementintheuniversitycampus.Fromapersonalpointofview,thepsychologicalfactorthatisalsonotdifficulttoovercome.First,giveyourselfcheerup,believeinyourself,encourageyourself.Everyoneshouldknowthatmistakes,errorsarenotterrible,feelingterribleisthereforelostthecouragetotry.Inthemirroreverymorningandshout,"Icandoit!
"Identifyopportunitiesto"English-Speaking"DonotbetooconcernedwiththeevaluationoftheviewsofpeoplearoundpracticingtheirEnglish.Letotherssay.Totry,keeppracticing,muchtimethenerve"thick"naturally.Theerrorisindeedslowlybecomeless,verbalnaturallymorefluently.Fortheclassroom,Iwanttosaythattheyare"listening","speaking","reading",and"writing".Youwillaccumulatevocabularyandmasteritsuseinthecourseoflistening,speaking,readingandwriting.
Allinall,oralEnglishproblemscan’tbeeliminatedallthetime.LearningtheEnglishlanguagecan’tbedoneovernight.Inthefuture,IbelieveIcanspeakEnglish.Englishwillhavetheopportunitytomoreandmorepractice.Theconditionswillbebetter.Eachofusalsoshouldtrytheirbesteffortstoovercomevariousproblems.Goodmentalconstructionaccumulation,moreexercises,learningthelanguageforthe"cancer"earlyremoved.
Ⅲ.StrategiesofimprovingoralEnglishteaching
IncollegeoralEnglishteaching,especiallyforEnglishskillsandcommunicationskills,itisveryimportanttoimprovetheoralEnglishteachingmethods.Atpresent,thereareanumberoforalEnglishteachingmethods,whicharegood.Butnoteachofmethodcanachievetheintendedpurpose."OralEnglishclassroomactivitydesignshouldfollowtheprinciplesasfollowinitiativeandtheprincipleofparticipation,funandtheprincipleofrelevance,thoughtandtheprincipleofinnovation".[3]ifteachersincreaseappropriateteachingmethodsandactivities,oralEnglishteachingwillbemoreeffectiveinEnglishclassroom.InthetheoryofChenJian:
"teachers’languageverbalexpression’ssensecaneffectivelyimprovetheefficiencyofclassroomteaching,teachingmethodsandmeans.Furtherimprovethestudents'oralEnglishlevel."[4]NotonlythekeytopointishowtouseteachingmethodstoimproveEnglishlanguageteaching,butalsothekeypointishowtouseteachingmethodstoimprovestudents’oralEnglishteaching.
3.1Inquirymethod
Inquirymethodisakindofteachingmethodbasedontheproblems,mainlythoughthedatawascollectedbysystematictodiscusstheproblemofteachingmeans.PracticinginoralEnglishteaching,firstofall,itneedstodefinethesubjectresearch;itdeterminesthecenterofresearchproblem.Bythecooperativelearning,studyresearchtheirinterviewdatesandgroupdiscussions.Atthesametime,accessingtoinformationalsocanenlargestudents’vocabularyeffectivelywhichcanbroadenstudents’horizonswhichcaneffectivelyimprovethestudents’learningenthusiasmandinitiative.Intheevent,thepapersummarizesthecollecteddateandrelatedtoinformation.Byinqui
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