how to improve students oral english ability如何提高学生的英语口语能力大学论文Word文件下载.docx
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how to improve students oral english ability如何提高学生的英语口语能力大学论文Word文件下载.docx
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InwhichwaycanweachieveabettereffectivenessinoralEnglishcourseforstudents?
InmodernsocietyEnglishteachinginChinausuallystartsinthejuniormiddleschool;
inmanylargecitiesitbeginsintheupperelementaryschool,evenearlierinthenursery.However,eventhemostdiligentstudentswiththemostresponsibleteachersoftencan’tachievecorrectpronunciation,stressandintonation,letalonetheabilitytospeakandunderstandEnglishintheirlifeandthings.Whyisthesituationthatserious?
Thatisbecause:
first,mostteachersintheclassroomusetheirmothertonguetoexplaingrammarandvocabularyinthetextandthentranslatethewholetextinChinese;
second,thestudentsareaskedtospendalotoftimelisteningtodetailedexplanationsofthestructureoflanguageinthetext,andengagingindullandde-contextualizedpatterndrills.Mostofthemareratherpassiveintheirstudyandhavingbeenusedtobeingfedwithvariouskindsoflanguageknowledge,andfewofthemhaveeverhadanopportunitytopracticeoralEnglish.Furthermore,mostofthestudentsknowlittleaboutwesterncultures.EnglishlanguagelearninginChineseenvironmentbecomesaratherdauntingandtedioustask.Thiskindofteachingmethodisveryusefulforpassingwrittenexamsandtranslationwork,butinalongrunitislessusefulforstudentstospeakitindailylife.Theold-fashionedtranslationandgrammar-rulemethodsareextremelywastefulandinefficient,forstudentsareactuallyencouragedtomakemistakes:
theyareaskedtoperformskillsbeforetheyareadequatelyprepared.Teacherswhousesuchmethodsunwittinglycreatetheveryproblemstheyseektoavoid.Atsomepointinthecoursetheirstudentsinevitablybecomeincapableofgoingon:
theyhavetogoback.Theyhavebecomeremedialstudentsandteachersarefacedwiththeproblemofremedyingwhathasbeenincorrectlylearnt.Noapproachcouldbemoreineffective,wastefulandinefficient.
InordertoknowbetterabouttheconditionoforalEnglishabilitiesusingbyschoolstudents,thewriterperformedaninvestigationonthat.Thesurveywascarriedoutinamiddleschool.Alltogether60studentsansweredthequestionsandallthequestionnairesweretakenbacksuccessfully.
Table:
self-evaluationofthestrongestandpoorestEnglishskills
Strongest
Listening
Speaking
Reading
Writing
30.1%
11%
47.6%
11.3%
Poorest
14.5%
61.7%
8.1%
Itdisplaysthatnearlyhalfofthestudentsthinktheirreadingcompetenceisthestrongestamongthefouraspectsand30%ofthemevaluatetheirskills,andspeakingandwritingareconsideredasproductiveskills.Studentsdon’thaveanoptimisticattitudetowardstheirproductiveskills.Anditreflectstheteachingfocusisstillputonreadingability.
Fromthequestionnaire,wecandrawconclusionsasfollows:
First,studentsshouldpaymoreattentiontotheiroralEnglishability.Amajorityofthemhaveapoorspeakingability.TheymustrecognizethatspokenEnglishisessentialforcommunication.
Second,studentshaveastrongabilityofreading.Sotheteachingfocusshouldbeputonspeakingability.
Aboveall,teachersarerequirednotonlytohelpstudentsbecomeefficientreadersbutalsotoimprovetheiroralEnglishability.Sothefirststepistogetsomeideasabouthowstudentsstudyitandfindputtheproblemstheymeet.
2.DeficienciesintheStudents’OralEnglishLearning
2.1ProblemsontheTeachers
2.1.1Teachers’LackofStrategies
WiththegrowingimportanceofEnglishasaninternationallanguageofcommunication,Englishteaching,esp.oralEnglishteachinghasdrawnmoreandmoreattentionfromthesociety.ButformanyyearsinChina,mostmiddleschoolstudentdesiretogototheuniversity.Soinmanyclassroomcoursesmostteachersemphasizewhollyonthestudents’readingandwritingability,lotsofstudentscannotevenachievecorrectpronunciation,stressandintonation,letaloneexpressthemselvesclearlyandfluentlyinEnglishafterspendingthreeyearsinEnglishclassroom.“DeafandmuteEnglish”hasbecomethepopularphenomenoninChina’sEnglishlanguageteaching.Thetraditionalteacher-centered,examination-oriented,grammar-based,vocabulary-basedclassroomteachingandlearningcanbeseeneverywhereinChina.Teachersareveryskillfulinexplaininggrammarrules,sentencestructuresandwordsindetails,whilethestudentsareverypassiveintakingdownnotesandmemorizingwhattheirteachersaskthemtorecite.Fewopportunitieshavebeengiventothestudentsformeaningfulpractice.Asaresult,studentsareclearwiththeusageofgrammarrulesandwordsisolatingly,butareweakinusingtheninrealcommunication,whichisdeviatedfarawayfromthegoaloflearningEnglish.
Sofar,mostChinesestudentslearnEnglishfromtheirteachersintheclassroom.Thatistosay,theteachersandtheclassroomplayaveryimportantroleintheprocessofEnglishteaching-and-learning.SoinordertochangethepresentsituationoflearningEnglishinschool,theteachersmustapplysomeeffectiveteachingstrategiesintotheirclassroominordertoencouragethestudentstotalk.
Herearesomeusefulstrategiestheteacherscanuseintheclassroom:
Advice-offeringteachingstrategy:
whichmeans,teachersdon’tcriticizestudents’incomplete,awkwardorevenincorrectanswers,butgivegoodadvicewhiletheyarespeaking.
Discussionteachingstrategy:
whichmeanstoasksomestudentstotalkatopicinorafterclasstofosterthepersonalityofchallengeandadventureandprecisethinking.
Question-askingteachingstrategy:
whichisinevitableandfrequentlyusedbyteachersintheprocessofteaching.
Aboveall,themajorreasonwhythestudents’oralEnglishabilityispoorisbecausethelanguageteacherslackteachingstrategies.Ifteacherscanuseatleastoneortwostrategiesnotedabove,thestudents’oralEnglishabilitywouldbeimprovedalot.
2.1.2Teacher-centeredClassroom
Weallknowthatteacher-centeredactivitiesusedtodominatemostoftheclasstimeintheoralEnglishteachingandlearningclass.Duringthewholeclass,theteachersoccupiedmostoftheclasstimewhodidmostoftheworkfortheirstudents:
thestudentsfollowedwhatevertheteachersread,copiedwhatevertheteacherswrite,andrecitedwhatevertheywererequiredto.Thisputthestudentsinaverypassiveconditionandtheywerenotgivenanychancetoperformorallywhattheyhadlearntfromtheirteachersandthetextbookintheclass.Sotheteachersjustfocusedonwhattheyshouldteachaccordingtotheschoolcurriculumwithoutpayingattentiontotheneedsofthestudents.Asaresult,thestudentscouldonlyrememberwhatevertheteachersaidintheclass,butcouldn’tusethemproperlyinrealconditions.
2.1.3Teachers’RoughlyTunedTalk
Roughlytunedtalkislanguage,whichtheteacherexposestothestudents,andthestudentscanmoreorlessunderstandeventhoughitisabovetheirownproductivelevel.ThestudentscannotreceivesufficientinputsincetheydonotliveinEnglish-speakingenvironmentandmostofthemattendschoolswhereEnglishistaughtasacurricularsubject.Sotheteacherisamajorsourceofroughlytunedinput.TheEnglishteachershouldprovidealargeamountofroughly-tunedinformationforthestudentsaccordingtothecontentofteachinginordertoenlargetheamountofinput,e.g.whenteachingthetextaboutshopping,theteachershouldsupplementsomemorewordsthestudentsneedintheirdailylifeexceptthewordsinthetext.Suchasmicrowaveovens,VCDmachines,digitalcameras,tennisshoes,MP3players,CDplayers,microradios,mini-discs,computers,etc.WhenteachingthelessonaboutChristmas.E.g.howtodecoratetheChristmastree,howtogetreadyforChristmas,whoisJesusChristandwhoisSantaClaus.Thesupplementarylanguageandculturalknowledgewillmaketheclassmoreinterestingandlively.Butitisworthpointingoutthatroughlytunedtalkcanonlybepresentedatslightlybeyondthestudents’currentlevelandcannotleadtothestudents’frustration.
2.2ProblemsontheStudentsThemselves
Thestudentsandtheteacheraretwoveryimportantfactorsintheorganizer.Theteachingcannotsuccesswithouttheirgreateffortsandtheproblemscannotarousefromoneside.Sothestudentsalsohavesomeproblemsneedtobesolved.HereIjustlisttwoproblems:
2.2.1Students’LackofMotivation
Manyfactorsneedtobetakenintoaccount,whenweconsiderthequalitiesofagoodlearner,suchasattitude,motivation,personality,anxiety,empathyandconfidence.Amo
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- how to improve students oral english ability 如何提高学生的英语口语能力大学论文 如何 提高 学生 英语口语 能力 大学 论文
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