大学生英语口语学习的问题与对策Word格式文档下载.docx

大学生英语口语学习的问题与对策Word格式文档下载.docx

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WiththeadvancementofinternationalpositionofChina,theintercommunicationbecomesmorefrequentbetweenChinaandothercountries.English,asaninternationallanguage,playsanincreasinglydominantroleinvariousfields.ThispaperdemonstratesthatlearningEnglishhasbecomeanoverwhelmingtendency,especiallyoralEnglish.ButlearningoralEnglishisalwaysconsideredasabigbarrierinEnglishlearningamongChinesestudents,anditisfoundthatstudentsusuallyspecializeinEnglishlistening,reading,writing,grammarandvocabularybuttypicallyarelackoftheabilityofspeaking．Consequently,ahostofcollegestudentswhospeak“dumbEnglish”havesprungup.Inreactiontothephenomenon,thispaperprobesintothewaysofchangingthisimbalanceandanalyzetheissueofimprovingstudents’oralEnglish,whichstudentsarenotonlyconcernedabout,butalsopuzzledwith．Currently,it’simperativetofindsourcesofChinesestudents’poorspokenEnglishandprovidesomefeasiblemethodstohelpthemtoimprovetheiroralEnglish,whichisofthevitalsignificance.

OnthebasisofthefactthatEnglishhasbecomeaninternationallanguageandthenecessityofinternationalcompetition，thisessaygivessomemethodsonhowtoimprovestudents’oralability．

Keywords:

problemcountermeasureoralEnglishlearningcollegestudent

摘要

随着中国国际地位的提高，各个国家间的交流也越加地频繁。

英语，作为一门国际性语言，在各个领域有着举足轻重的地位。

因此英语口语的学习一方面给我们带来了机遇，但同时它也给我们带来了挑战。

口语的学习对于中国学生来说一直是一道难以跨越的槛。

作者了解到宁波大红鹰学院的学生普遍存在缺乏说的能力的问题，因此，本文根据这一现象，深入探究其根源，最终提出一些相应的解决对策。

其目的在于提高学生的口语表达能力，摆脱哑巴英语的尴尬，以促进大学生英语口语水平的提高。

关键词：

问题；

对策；

英语口语学习；

大学生

Contents

Abstract………………………………………………………………………..I

摘要………………………………………………………………………...II

Contents…………………………………………………………………........III

1.Introduction………………………………………………...……………1

1.1ThePurposeoftheStudy……………………………………………………………1

1.2TheModeoftheResponse.............……….…............................................................1

2.LiteratureReview...…………………...…………………….…..….……………………2

2.1TheDomesticResearchonStudents’OralEnglishLearning………….……..………2

2.2TheForeignResearchonStudents’OralEnglishLearning….……….…….…2

3.AnalysisoftheSurvey……………...…..3

3.1TheLearningInitiativeofStudents..….......................……….……..............................3

3.2TheLearningAwarenessofStudents..............…….……………………………......4

3.3TheRestrictingFactorofStudents'

OralEnglishLearning….…..…………………4

3.4TheTeachingMaterialofOralEnglish……………………………….……….……....5

4.StrategiesofImprovingStudents'

OralEnglishAbility……………………..7

4.1ToRemovePsychologicalBarriers…………...........7

4.1.1ToStrengthenStudents'

LearningMotivation…………………………………..7

4.1.2ToAlleviateStudents'

LearningAnxiety..............................................................7

4.1.3ToEnhanceStudents'

LearningSelf-confidence..…………………..….......8

4.2ToRemoveEnvironmentalBarriers…………….……......9

4.2.1ToCreateaSoundAtmosphereofOralEnglish....……………….........9

4.2.2ToFormaGoodHabitofPracticingEnglish……….……….............................9

4.3ToRemoveOtherBarriers………………………….....10

4.3.1TheBarrierofPronunciation……………..….10

4.3.2TheBarrierofVocabulary………....11

5.Conclusion…………………………………………………………………11

References.....13

Acknowledgments……………………………………………………...14

——ACaseStudyofNingboDahongyingUniversity

1.Introduction

1.1ThePurposeoftheStudy

Languageisdeemedasasystematicmeanofcommunicatingbyusingsoundsorconventionalsymbols,andwhichisthemainchannelofcommunication.Consideringthefourbasiclanguageskills——listening,speaking,readingandwriting,speakingisofmoreemphasesanddifficulties.Withtheglobalizationoftheworld,English,asaverballanguage,hasanincreasingapplicationincontemporaryChina,sothatthecultivationoforalcommunicativecompetenceincollegebecomesparticularlyimportant．However,forthecollegestudents,listeningandspeakingoccupythepredominantplaceindailycommunication,whichinvisiblytriggersthebiggestbarrierinEnglishlearning.

Inthispaper,aquestionnairewasconductedinNingboDahongyingUniversity.Afteranalyzing,thepapergavespecificdescriptiontothecurrentsituationandproblemsamongstudents.Andcombinedwiththeresultofthesurvey,itputforwardsomesolutionstoexplorenewwaysofimprovingcollegestudents'

oralEnglish.

1.2TheModeoftheResponse

Thisquestionnairesurveychose100sophomoresastherespondents.ThemajorsincludedEnglish,financialmanagement,internationaltrade,informationengineering,computerscience,mechanicalautomation,electricalautomation.Thissurveywasinvestigatedamongthestudentswhohadexperiencedthreesemesters’EnglishlearningatcollegeandhadbeenparticipatedinthetestofCET-4.Besides,thisresearchchosethesecondgradestudentsasrespondentsbecausehavingbeenunderwentmorethanoneyearofuniversitylife,theyhadmoreknowledgeofcollegeEnglishteachingmodelandalsohadformedacomparativelyfixedlearningstrategies.Thus,sevenrelativequestionsweredesignedaboutoralproblemsinEnglishforcollegestudents.Thesurveysof100questionnairesweresentoutand100validquestionnaireswerecollectedatlast.

2.LiteratureReview

Nowadays,learningEnglishhasbeenatendency,whicharousesmoreandmorescholarsdoingresearchesonthisissue.

2.1TheDomesticResearchonStudents’OralEnglishLearning

ThecurrentsituationoforalEnglishteachingisnotquitesatisfactory.Forthecollegestudents,listeningandspeakingoccupythepredominantplaceindailycommunication,whichhasbecomethebiggestbarrierinEnglishlearning.Therefore,thereflectionandreformonoralEnglishteachingsystemneedstobeenforcedrightaway.Apartfromimprovingstudents’ownlearningability,teachersalsoneedtostoptheexam-orientededucation.（LiuLihuaandGaoYa’s,2011）

SongYing（2008）statessomereasonsofwhyChinesestudentsarepoorinoralEnglish.Beingenteredintothecollege,studentshavebeenstudyinghardfortheentranceexams;

mostofwhoareaccustomedtomemorizingnewwordsandexpressionsandpayingattentiontogrammarpointsandlanguagestructureduringlearning,butitishardtoexpressthemselvesinoralEnglish.Besides,EnglishlearnersmustpossesssomespiritduringEnglishlearning,suchasthespiritofdiligence,industriousness,carefulness,patienceandpersistence.

TherearevariousfactorsofpoororalEnglish:

1.Indolenceofstudents.Itisadmittedthatthewillingnessofthestudents’desiretospeakcannotbeoverlooked.Theextrovert,confidentandseriouslearnerscanstudybetterthanthosewhoareintrovert,unconfidentandafraidofspeakingEnglishinastrangesituation.2.Over-estimation.ManystudentsarewillingtospeakEnglishwithpartnersaccordingtowhattheteacheraskedthemtodo.Butafterenteringcollege,theythinktheyhavereachedacertainhighlevelanddonotwanttomakemistake.Theeffectivewaytoavoidthisistozippertheirmouths.（AiPing’e,1997）

2.2TheForeignResearchonStudents’OralEnglishLearning

HensonK．T．（1996）inMethodsandStrategiesforTeachinginSecondaryandMiddleSchoolspointsoutthat“speakingandwritingisverydifferentandtherearemanystudentsexpressingtheirmindswithmixedEnglishandChinesethinking.Plusthelackofvocabulary,sometimestheycannotclearlystatetheirrealthoughts.SoifyouwanttolearnoralEnglishwell,studentsandteachersmustgetridofthetraditionalideasofteachingandlearning.”BrownGillianandYuleGeorge（1983）inTeachingtheSpokenLanguagehavesimilarviewpoints“whenlearninggrammarstudentsalsoneedtopayattentiontothepronunciation.Fromtheperspectiveofspokenlanguage,oralEnglishabilityincludesdialogueandmonologue.Dialoguehasthecharacteristicsofbothpartsincommunication.Dialogue,therefore,isoftenunpreparedandverycasual.”Monologuelanguageshouldpaymoreattentiontothewordsofadministrativelevelssense,logicandintegrity.Monologuewordscontainthenarrativeskillofspeaking,presentationskill,evaluationabilityandtheabilitytoexpresspersonalthought.（JeremyHarmer,2000）

3.AnalysisoftheSurvey

3.1TheLearningInitiativeofstudents

Table1:

surveyofstudents'

oralEnglishlearninginitiative

Q1：

whichskilldoyoumostwanttoimprove?

Q2：

HowdoyouthinkofyouoralEnglish?

A:

listening

40%

excellent

3%

B:

reading

25%

normal

45%

C:

speaking

20%

poor

52%

D:

writing

15%

beyondexpression

0%

Q3：

what’syouattitudetowardoralactivityinclass?

Q4：

TheallocationproportionbetweenlisteningteachingandoralEnglishteaching?

participateactively

fifty-fifty

30%

participateoccasionally

Bmorelistening

48%

participaterarely

36%

morespeaking

18%

neverparticipate

4%

withoutspeaking

Thegraphshowsthatmoststudents（nearly97%）aredissatisfiedwiththeircurrentoralEnglishlevel.Butitseemsthatstudentsaremoreeagertoimprovetheirlisteningskillsratherthanspeaking（refertotable1）.40%studentswanttoimprovetheirlisteningskill,whereasonly20%studentschosetoimprovetheirabilityoforalEnglish.

withregardtotheproblemofallocationproportionbetweenlisteningteachingandoralEnglishte