Teaching Spoken English in Classroom Under Cultural Context in ChinaWord格式文档下载.docx
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Teaching Spoken English in Classroom Under Cultural Context in ChinaWord格式文档下载.docx
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Keywords:
SpokenEnglishproficiency;
Culturalawareness;
Culturalcontext;
Classroomteaching
Wang,L.(2015).TeachingSpokenEnglishinClassroomUnderCulturalContextinChina.CanadianSocialScience,11(4),-0.Availablefrom:
http:
//
DOI:
//dx.doi.org/10.3968/6881
INTRODUCTION
Withtherapidgrowthofeconomyandinteractionwiththeoutsideworld,thereisagrowingneedamongChinesestudentstolearnEnglish.Throughhundredsofpapertests,mostofthemperformexcellentinEnglishpassage-reading,grammars,andcompositions.However,aftereightormoreyearsofEnglishstudy,moreoftenthannot,manyChinesestudentsstillfeelithardtocommunicatewithforeignersinEnglish.Intherealworldinteraction,theyappearawkward.Whatarethereasons?
Howtoimprovethecurrentsituation?
AsaChinesecollegeEnglishteacher,it’sanunavoidabletask.IfthereisanapproachwhichcanhelpstudentspromotetheproficiencyofspokenEnglish,atthesametime,itaidsthemtocrossculturaldifferencesamongnationssuccessfully,theapproachisworthpracticing.
1.WHATARETHEREASONS?
Accordingtomysurveytoabout400collegestudentsinmyuniversity,over20%ofthemdon’twanttojoinspeakingactivities.Onlyabout30%participateintheoralpractice.Onethirdofthembelievetheydon’tgraspenoughwordsandphrasestoexpressthemselvesfreelyandclearlyinEnglish.DifficultyinspokenEnglishforChinesestudentscomesfromthereasonsforvariousaspects. 1.1LackofCommunicativeEnvironment
Inthecurrentteachingenvironment,especiallyinmyhometown-Qiqihar,anon-provincialcityinthenortheastpartofChina,studentsseldomhavetheopportunitiestocontactEnglishinarealcommunicativesituation.TheiracquisitionofEnglishknowledgemainlycomesfromtheclassroom.Attheverybeginning,youngstarterswillacquiretheirspeakingcompetencesoonandtheirspeakingskillsareconsiderablyhigherthanotherskills,suchaslistening,readingandwriting.Unfortunately,fromtheirelementaryschooltotheirmiddleschoolandhighschool,timeleftforspeakingEnglishinclassislessandless.Insufficientvocabulary,littleaccumulationofcommonlyusedsentencepatternsandmodelsentences,togetherwithlow-levellisteningcompetenceallleadtotheresultthatstudentscannotevengetthemeaningofEnglishspeakers,nottomentionthecommunicationwiththem.Smoothinteractionacrossculturalgapsisbeyondreach.InfluencedbyChinesegreatly,Chinglishemergesoneafteranother.Tothoseshystudents,thecaseisworse.ManyrestrainedChinesestudentschoosetokeepquieteventhoughtheyclearlyknowwhattosayandhowtosayinEnglish.Theyareusedtoremainsilentandtheyprefertobeasidelinerandpassivereceiverthananactiveparticipant.Consequentlymorechancestoexpressthemselvesaremissed.
1.2LackofEnoughAttention
UnderthepressureofNationalMatriculationEnglishTest,grammaticalstructureofthelanguageisthemainconcerninjuniorandseniormiddleschoolEnglishsyllabusforChinesestudents.Therefore,students’motivationofimmediateneedforpracticingthelanguageisoftennotbroughtintofullplay.Theinstructionmaterialsusuallyconsistofnewvocabulary,readingmaterialsandagreatamountofcorrespondingexercises.Teacherspaymoreattentiontotheexplanationofgrammaticalandvocabularypoints,andstudentsspendmoretimeongrammarexercisesinordertogethighermarks.Oralactivitiesonthetextbookareneglected.
Afterenteringcollege,studentshavenotgreatpressurefromexaminations,butlarge-scaleclasslecturingiscommonincollegesanduniversitiesinChina.Thiscurrentsituationhindersthedevelopmentofcollegestudents’spokencompetence.InQiqiharUniversity,,theaveragenumberincollegeEnglishclassesisabout50.Timeleftforeachsinglestudenttospeakisquitelimited.Eventhoughstudentshavemasteredadequatevocabularyandgrammar,theyhavefewerchancestopracticethemvialisteningandspeakinginclassroom.Theinternalizedknowledgecannotbemotivatedactively,norcanbeconvertedintooralcommunicationeffectively. 1.3LackofUnderstandingofCultureinEnglish-SpeakingCountries
Foralongtime,students’pronunciation,spellingandgrammaticalruleshavebeentrainedinvariousclassroomactivities.Students’readingandwritingskillsdevelopsignificantly,whereastherelationshipbetweenlanguageandculturehasnotbeengivenenoughattention.Consequently,relevantculturalbackgroundknowledgeisdiscussedlessinclassroomteaching.Inaddition,mostteachershavenochanceofvisitingforeigncountriesinperson.Theirknowledgeaboutculturaldifferencesmainlycomesfromtextbook.It’sreallyhardforthemtocreateanauthenticsituationforstudentstoknowandtounderstandthetargetculture.Whichpartisfeasibleandwhichpartisunpractical?
Teachersthemselvesarehelpless.
1.4LackofCreativeSituation
Inrecentyears,theimportanceoforalcompetencehasbeenemphasizedinschoolatalllevels.StudentsdohavetheopportunitiestoopentheirmouthtoexpresstheirownfeelingsandthoughtsinEnglishinclass.However,mostoftheoralpracticetendstobesomemechanicalimitation.Apparently,thiskindofactivityishardtomotivatestudents’interestinlearningandit’sdifficulttomobilizestudents’subjectiveinitiative.Futhermore,asthesituationcreatedduringtheprocessofclassroomteachingistotallydifferentfromthatinreallife,thepracticeseemslackofguidance.
1.5LackofResearchintheField
AsurveyofmajorlanguageteachingjournalsinChinashows,from2000to2009,thenumberofpublishedarticlesonoralEnglishis3,351;
whilefrom2010to2014,thenumberrisesto3,981.Teachersandresearchersseemstopaymoreattentiontothestudyonspokencompetence.However,comparedwiththetotalnumberofpublishedarticlesonlanguageteachinginthejournals,111,870,articlesontheteachingofspokenlanguagearestilllessthan7%.Articlesconcerningcultureandspokenlanguageteachingarelessthan100from2000to2014.Furtherresearchesareneededurgentlytoprobetheeffectofspokenlanguageteachingunderculturalcontext.
2.HOWTOIMPROVETHECURRENTSITUATION?
Forlearners,languagelearningisarisk-takingprocess.Beebe(1983)says,“Intheclassroom,learners’mayhaveexperiencedabadgradeinthecourse,afailontheexam,areproachfromtheteacher,asmirkfromaclassmate,punishmentorembarrassmentimposedbyoneself.”Whataboutthesituationoutsidetheclassroom?
Somelearnerssufferfromthenegativeconsequencesduetoinappropriatechoiceofwords.SomemakethemselvessoundridiculouswiththeirawkwardChinglish.Somearefrustratedbythelistener’sblanklook.Andothersgothroughalienationofnotbeingabletocommunicate.Allthesefailuresbuilduptheirfearsandstumblethembadly.Tosolvealltheseproblemsinanactionisimpossiblethough,somesuccessfulattemptshavebeendone. 2.1ReviewofSomeEffectiveMethods
Insomeprivatelanguageschools,DirectMethodachievesgreatsuccess.Thetargetlanguageisexclusivelytheonlymediumtoconductclassroominstruction.Alargeamountofquestion-and-answerexchangesbetweenteachersandstudentsarecarefullyorganizedandaccuratelygraded.Oralcommunicationskillsaredevelopedgradually.Studentstherehavehighmotivationtolearnaforeignlanguageandonlynative-speakingteachersarequalified.SituationalLanguageTeachingmethodwasintroducedintoChinainthe1970s.Theunderlyingtheoryofthemethodisbehaviorism.ItcanbefoundinmanypopularEnglishtextbooksinChina.Multi-mediateachingequipmentscontributealottothesuccess.Combinedwithdevelopmentalpsychology,learningtheory,andhumanisticpedagogy,TotalPhysicalResponseindeedreducesthestresspeoplefeelwhenstudyingforeignlanguages.Krashen’saffectivefilterhypothesissupposesthatunderthehappy,relaxedlearningatmosphere,highlymotivatedlearners’affectivefilterisdownandtheeffectivelearninggoalscanbeachieved.Inagivensocialcontext,teachersaskstudentstocommunicateinameaningfulway.Thetopicisameaningfulone.Participantsshouldconsiderboththelinguisticcontextandthesocialcontextbesidesthesyntacticstructure.Therefore,studentsarebroughtintoaclosercontactwithauthenticlanguageexamplesandthecommunicativecompetenceispromoted.
Alongwiththeprocessofglobalization,cooperationbetweencountriesmakesinterculturalcontactmultiply.Theparticipantswhocan
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