大学生英语口语分层教学探讨.docx
- 文档编号:25561002
- 上传时间:2023-06-09
- 格式:DOCX
- 页数:14
- 大小:24.26KB
大学生英语口语分层教学探讨.docx
《大学生英语口语分层教学探讨.docx》由会员分享,可在线阅读,更多相关《大学生英语口语分层教学探讨.docx(14页珍藏版)》请在冰豆网上搜索。
大学生英语口语分层教学探讨
1.Introduction
HowtoprogresstheoralEnglishteachingandlearninghasbecomeahotdebateinrecentyears.Withthedevelopmentofglobalization,theoralEnglishshowsitsimportanceinpolitics,economyanddailylife.Therefore,manypeoplehaverealizeditssignificantroleinourworkandlife;andtheytrytheirutmosttoimproveit.
AgainstfortheoralEnglish’steachingandstudy,manyacademicianshavebeenresearchedonitandmanyarticleshaveanalyzedtheproblemsintheoralEnglishteachingandlearning.Theysaythatsincethereareindividualdifferences,includingdifferentpersonalitycharacteristicsanddifferentlearningabilityofstudents’learning,weneedtodevelopthehierarchicalteaching.TheyalsoconcludethattheChinesestudentshavemadegreatprogressinEnglishspoken,buttheyarestillinalowerclassduetomanynon-mentalfactors,suchasemotionalfactors,learningattitudeandteachingmethods.Basedonthesesituations,weneedtoconnectouroralEnglishwithhierarchicalteachingandfindsomeusefulstrategiestoimprovetheoralEnglishteachingandlearning.Hierarchicalteachingwillbehelpfultothestudents’oralEnglishlearningandtheteachers’teachingandclassroommanagement.
2.HierarchicalTeaching
2.1Definitionofhierarchicalteaching
HierarchicalteachingisatypeofteachingmethodwhichisdividingstudentsintodifferentclassesorgroupsbasedontheirEnglishlevel.Accordingtostudents’levelofknowledge,learningability,learningspeedandabilitytoacceptnewthings,studentsshouldbedividedintodifferentlevelssothattheycanmastermoreknowledge.Thisteachingmethodobeysthelearningandteachinglaws.Itcanensurethateachgroupofstudentshasagoodlearningenvironmentandanactiveclass.
Twoorganizationtypesareusedinhierarchicalteaching.Oneofthemiscalledmultidisciplinaryhierarchicalteaching.Itorganizesthesamelevelofstudentsasaclassbasedonthestudents’levelofknowledgeandlearningability.Studentsareoftenentitledwithdifferentnamesandsentindifferentclasses,suchassomeofstudentsname“zhongdengsheng”whohavetheintermediateleveloforalEnglishandintheclassesbetweenthetoplevelofclassesandpoorlevelofclasses.Intheimplementationofhierarchicalteaching,studentsareoftendividedintothreegrades,thetop,thebalance,andthepoor.Anotherorganizationtypeisdividingstudentsfirstly,andthenallocatesthemintogroups,withonestudentfromeachoflevelofgroup.Itsplitsthegroupsandcombinesthegroupteachingandindividualteachingwithvariouskindsofforms.Itiscalledclasshierarchicalteaching.Thiskindofappropriateallocationcanmaximizethestudyefficiency.Combinationsonthebasisofstudents’Englishlanguageabilitycanensureagoodmixoflearningenvironmenttostudentsandensurestudentstohelpeachother.Itwillbehelpfultostudents’learning.
2.2DevelopmentofhierarchicalteachinginEnglishteaching
Sincethetraditionalteacher-centeredcollegeEnglishinstructionisbeingreplacedbythestudents-centeredteachingmode,studentshavebecomethemainforceintheclass.Teachersbegintopaymoreattentiontostudents’studysituation.Tocountertheindividualdifferencesamongthestudents,manyteachersandeducatorshaveputforwardsomesolutions.Amongthesesolutions,themosteffectiveoneisthehierarchicalteaching.Manyacademicianshavedevotedthemselvestohierarchicalteachingtheoryresearchandhavemadecertainachievements.Theyhavesetthehierarchicalteachingimplementationplansinmanyfields,suchaslisteningteaching,readingteachingandsoon.Manyhighschoolsandcollegeshavebeenidentifiedashierarchicalteachingpilotschools.
Owningtorecentyears’development,hierarchicalteachinghasbecomeacompletedsystem,includingimplementationprinciplesandconcreteimplementationmeasures.IthasbeenappliedinEnglishreading,writingandlisteningteaching.AndhierarchicalteachinginoralEnglishalsohasmadesomeprogress.ManyEnglishteachershavemanagedtousehierarchicalteachingmethodinoralEnglishteachingandlearning.Theydividestudentsinhierarchy,designlessonplaninhierarchy,setteachinggoalinhierarchyandevendevelopclassroomteachinginhierarchy.
3.CollegeOralEnglishTeaching
3.1OralEnglish’sroleinEnglishlearning
Withthedevelopmentofsociety,theimportanceofEnglishhasbeenshowninvariousaspectsofourlife,especiallyspokenEnglish.Itseemssoindispensibleinmanyfields,suchaspolitics,business,dailylifeandsoon.OralEnglishasatoolofcommunicationreflectsourlifeandworkindifferentdegree.Whenacountryseekstointernationalcooperation,ithastouseEnglishtocommunicatewithothercountries.Whenacompanywantstotradewithaforeigncompany,ithastouseEnglishtoholdtheircommercialnegotiations.Even,whenapersontoursabroad,healsohastocommunicatewiththenativesinEnglish.
Allinall,astheworld’slanguages,theEnglishlanguagehasbeenmoreimportantsoahigherrequesthasbeensettoEnglishspokenlanguage.Inanotherword,spokenEnglishplaysasignificantroleinourdailylife,thatis,oralEnglishisveryimportantinEnglishlearningandteaching.
3.2CurrentspokenEnglishteachingproblems
TheobjectivesofspokenEnglishteachingaretohelpstudentstogetapracticalcommandofthetwobasicskillsoflanguage—listeningandspeakingandwiththeassistantoftheseskills,studentscanexpresstheirmindsandthoughtinEnglishaccuratelyandfluently.EventhoughteachersandstudentsstrivetoreachthegoodspokenEnglishteachingandlearning,theproblemsstillexist.
(1)IncorrectmotivationsforspokenEnglishlearning
Tosomecertainextent,students’motivationsforspokenEnglishstudyarecloselyrelatedtotheeffectofspokenEnglishteaching.Generallyspeaking,therearetwotypesofmotivation:
instrumentalandintegrativemotivation.Instrumentalmotivationisoneinwhichthelearnerdesirestousethelanguageasatooltoachievesomedesirableends,while,integrativemotivationisoneinwhich“learnersmaychoosetolearnaparticularlanguagebecausetheyareinterestedinthepeopleandculturerepresentedbythetargetlanguage-group”(Ellis,1999,p75)Bothmotivationshaveprovedimportanttolanguagelearning.Somestudentshaveaweak-instrumentalmotivationforstudyingspokenEnglish.TheyjustwanttopasstheoralEnglishtestsothattheirparentswon’tbeunhappy.Thesestudentsarenothighlyunlikelytobesuccessful.Othershaveastrong-instrumentalmotivation.Theystudyforthepurposeoffindingagoodjoborstudyingabroadandtheyarebetterthanthoseofweakinstrumentalmotivations.Stillothershaveastrong-integrativemotivation.TheysimplyenjoyitandwanttomakenewfriendsandtheyaremorelikelytobefluentEnglishspeakers.
However,moststudentsarestillinthefirststage.TheystudyoralEnglishjustforpassingtheexam.What’sworse,theyevenhavenostronginstrumentalmotivation.Intheirmind,Englishisjustasubject.Itwillnotaffectone’slifeorworkifonedoesn’tworkorliveabroad.Withthiskindofawareness,theystudyspokenEnglishjustasfinishingatask.Itmakesthemagony,andtherefore,theycannotenjoythemselvesduringtheoralEnglishstudy.
(2)Lackingofdesirablespokenlanguageenvironment
Nomatterwhatpurposesthestudentsaimat,mostoftheEnglishlearnersinChinareallyworkhardonlearningEnglish.Theylistentoradioprogramsondormitorybed,studythedictionaryinthebackoftheclassroomandcompletegrammarexercisesinthecafeteria.Butstill,SpokenEnglishisabigobstacleforthemtoovercome.ThesestudentsfindthatmostofEnglishlearningprocessesareonthebaseofChinese.DailycommunicationamongthestudentsisinChinese.
Asweallknown,thebestwaytoacquirespokenlanguageispractice.AsanoldChinesesayinggoes,practicemakesperfect.Inanotherword,themoreyoupractice,themorefluentlyyouspeak.Fromthisaspect,creatingadesirableEnglishspokenenvironmentisveryimportant.Ifafluentspeakerandalessfluentspeakercaninteractusingthesituationalcontext,repetitionsandclarificationstomaximizecomprehension,themorelikelythelearnerwillreceiveinputjustbeyondhispresentcompetency,the1+1input(Ellis1997,47;Mitchell1998,128-129).Whereas,lackingthiskindofopportunitytocommunicatewithotherEnglishspeakers,students’oralEnglishabilityhaslimited.
(3)Teachers’spokenlanguagelevelaffectsstudents’spokenEnglish
Firstofall,underthetest-orientededucation,mostoftheEnglishteachersneglectthestudyoforalEnglish.Secondly,TraditionalwayofteachingandexplaininglanguagepointsinChinesemakesteachersfeelawkwardwhenitcomestoteachingEnglishinEnglish.Owingtothesefactors,whethertheteacherscanorganizetheclassroomactivitiesinEnglishhasbecomethekeytothesuccessofspokenEnglishteaching.HowcouldweexpectthestudentstobeafluentEnglishspeakerundertheguideofateacherwhocannotteachEnglishinEnglish?
TeachingEnglishinEnglishplaysasignificantroleincurrentspokenEnglishteaching.
(4)Notenoughself-confidenceinspokenEnglishlearning
OwingtomostoftheChinesestudentsfromruralareadonotpossessdesirablephoneticallyknowledgebackground.TheyhavebeenoverwhelmedwithfearofspeakinginEnglish,whichletthemloseconfidenceinspokenEnglishlearning.LettingthemopenuptheirmouthtospeakinEnglishisdifficult,andexpressingtheirmindandthoughtsisrathermoredifficult.Themorefeartheyget,thelesscouraget
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 大学生 英语口语 分层 教学 探讨