英语毕业论文003学前幼儿的英语口语教学方法和技巧.docx

英语毕业论文003学前幼儿的英语口语教学方法和技巧.docx

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英语毕业论文003学前幼儿的英语口语教学方法和技巧

OralEnglishTeachingtoPre-schoolChildren

学前幼儿的英语口语教学方法和技巧

Abstract

BasedontheproblemsoforalEnglishteachingtochildren,theauthorthinksitisapressingissuetosolvethese.Afterlookingoveranumberofrelativematerials,theauthorthinksitisthebestwaytosolvethesefromchildren’scharacteristics.Thentheauthortakes5-year-oldchildrenforexample,andanalyzestheirpsychology.Withthesecharacters,theauthordetailsfromchildren’ssensation,perception,memories,thoughts,imaginationandattentiontoteachthem.Throughtheseways,childrenwillspeakfluentlyandnaturally.

KeyWords

Children；oralEnglish；teaching；skill

摘　要

在分析了当代幼儿英语教学中的现状和问题后，笔者认为迫切需要找到一条适合学前幼儿教育的道路。

在查阅大量相关资料后，笔者认为从幼儿心理入手来解决这些问题是最好的办法。

为此，笔者以5岁幼儿为例。

在分析了他们的心理特征后，具体从5岁幼儿的感知觉、记忆、思维、想象和注意等5个方面入手来教5岁幼儿的英语口语。

由此使幼儿英语口语变得流利、自然。

关键词

幼儿；英语口语；教学；方法

Introduction

“Languageisatthecenterofhumanlife.Weuselanguageallday”（Cook,1）.Somepeopleareabletodosomethinginmorethanonelanguage.Knowinganotherlanguagemaymean:

gettingajob,achancetogeteducated,etc.Itaffectspeople’scareersandpossiblefutures,theirlivesandveryidentities.“Inaworldwhereprobablymorepeoplespeaktwolanguagesthanthosewhospeakone,languagelearningandlanguageteachingarevitaltothedailylivesofmillions”.Forpre-schoolchildren,itisdifficulttolearnoralEnglish,sotheteachersplayanimportantroleinaclass.

InEnglishlearning,oralEnglish,whichisthekeypointforchildren,fosterschildren’sabilitiesinusingEnglishverbally.Speakingisoneofthemostimportantwaystoexpressone’sfeelingandmind.Especiallytoday,withthedevelopmentofthesociety,teachingchildrenoralEnglishismorenecessaryandpopular.Buttherearemanyproblems.Insuchpoorcondition,childrencannotspeakEnglishverywell.Eveniftheyhavealottosay,theycannotopentheirmouths.Thispapertakes5-year-oldchildrenforexample,departingfromthetraditionalinstruction,andbasesonchildren’scharacteristicstofindthebestwaytoteachthemoralEnglish.

ThefirstpartofthispaperdiscussestheproblemsoftheoralEnglishteachingtopre-schoolchildren.Oneofthemisthetraditionalinstruction—theTeacher-centeredInstruction.Itfirstlymainlyintroducesthedefinitionandthecausesofthetraditionalinstruction.Fromtheconceptionitiseasytoknowthattheinstructionemphasizestheteachers’function,whichistheproblemofthatinstruction.Inaddition,itemphasizesgrammars,butignorespronunciations,andclaimsstudentstorememberwordsmechanically.SucheducationonlymakesstudentsknowthegrammarofEnglishinsteadofspeakingEnglishfluently.Followingthat,theauthorintroducestheproblemsinkindergarten,whichisthesecondone.Thesecondpartanalyzestheproblemsthatarementionedinthefirstpart.Inthispart,theauthoranalyzestheendangermentoftheseproblems.Forexample,itcannotprovidesufficientlanguageinputandpracticeforstudents.Soitisapressissuetochangetheseproblems.Thentheauthoranalyzestheimportancetosolvetheseproblems.Thustheauthortakes5-year-oldchildrenforexampletofindthebestwaytoteachchildrenoralEnglish,whichisthemaincontentofthethirdpart.Inthispart,theauthorintroducesthechildren’scharacteristics.Basedonthat,teacherscanteachchildrenfromthesensation,perception,memory,thought,imaginationandattention.Thelastpartistheconclusion.Withthewaysmentionedinthethirdpart,children’soralEnglishwillmakeagreatprogress.TeacherswillhavethebestwaytoteachchildrenoralEnglish,alsothequalityofeducationwillbeimprovedgreatly. 

Ⅰ.TheProblemsofOralEnglishTeachingtoPre-schoolChildren

Chineseeducationhasprogressedfor5000years,whiletherearetraditionalteachingmethods:

emphasizinggrammar,ignoringpronunciation,andrememberingwordsmechanically.Thefollowingisthemaincharactersofthetraditionalinstruction.Followingthat,theauthoranalyzestheproblemsinkindergarten.

A.TheTraditionalInstruction

Thetraditionalinstruction,whichistheTeacher-centeredInstruction,isaninstructionaltheorythatclaimsthatteachersarethedominatorsanddeciders.Itcanbetracedbacktoantiquity.Thebasiccontentisteachershowtoprepareandteachstudentswell,anditseldomconsidersstudentshowtolearn.Itemphasizestheoutsidestimulationinsteadofstudents’cognition.Thenstudentsbecomethepassivereceivers.Obviously,thiskindofmodelisfoundedundertheinstitutionaltheory“Transmition-Receive”andthebehavioristtheory“Stimulate—Response”.  

TheTraditionalPPP（“Presentation”,“Practice”,and“Production”）model（SuDingfang,22）usedforclassroominstructionalsobelongstotheTeacher-centeredInstruction.Whenthebellrings,ateachercomesin,andthenhebeginstoteach.Amongthattimeheonlygivesstudentslittertimetospeak,andevennotime.Untilthebellringsagain,theteachergoesaway.Thatisthecommonstyleoftheteachingmethodsinschools.Teachersrealizetheirtasks,butwhataboutstudents?

Whethertheyalsorealizetheirlearningpurposeornot?

Ofcoursetheydonot.

Itaffectstheeducationgreatlyallthetime,evennowinthemodernage.Thenextisthereasonsofthespreadofthetraditionalinstruction.

Thefirstisexaminationandthepursuitofenteringabetterschoolunilaterally.Inordertogethighmarksandimprovetherateofenteringabetterschool,teacherspaymoreattentiontothesmallpartofstudentswhoaregoodatstudying,butnotthewhole.Someonemakesavividimageandcallssuchsituation“accompanimentsystem”.Furthermore,teachersonlycareforstudents’knowledgeinsteadoftheirqualities.Theresultisthatstudentsarejustbusydoingendlesshomeworkallthetime,andtheirbodiesandspiritsareimpressednegatively.Evenabouttheknowledge,thelearnersonlyrememberitmechanically,butcannotuseitflexibly.Inthe21stcentury,thecompetitionamongeverykindofemploymentsisverykeen.Soeveryonewantstogetintothebestschool,whichhasthehighestratetoenterkeyschools.Therefore,tosomedegree,theseproblemsdonotappearaccidentally,andtheyarenottheresponsibilitiesofschoolsandteachers.Additionally,thereareotherproblems,suchastraditionalcultures,educationalsystem,entranceexaminations,educationaljudgment,etc.

B.TheProblemsinKindergarten

First,becausesomepeopledonotunderstandthedefinitionof“bilingualeducation”oronlywanttopursuemorebenefits，theyopenonlyoneortwohobbyclassesforteachingoralEnglishinthekindergarten,andtheteachersjustsimplyteachseveralwords,orphrases,orsentences,evenifsomeofthemonlyteachEnglishtwiceinaweek.Withsuchcondition,thefounderalsocallshiskindergarten“bilingualeducation”.Second,someteachersarenotqualified.SomepeoplethinkteachingchildrenEnglishisasimplething.SowhoeverknowssomeEnglishwordscanteach.Thatiswrong.AqualifiedbilingualteacherhadbetterhavesteadyknowledgeaboutEnglish;masterthepsychologypedagogyofchildrenandbeskillfulatteachingtheoryandpractice.ButinChina,thereare43%present-teachersarenotgraduatedasEnglishmajors（CuiXiaoling,2006）,andmostofthemarenotteachersinthekindergarten.Buttheyareteachersinotherschoolsorforeigners.Third,teachersonlyspeakmotherlanguageoronlyspeakEnglishintheclass.TheydonotknowtherelationshipbetweenmotherlanguageandEnglish.Thismethodisnotgoodforchildren'scognition.Fourth,learningEnglishisbecomingmoreandmorepopular,soallkindsofbooksappear.Butamongthemtherearemanyinferiorbooksintermix,whichisbadforchildrentolearnEnglish.

Ⅱ.AnAnalysisontheProblems

TeachingwiththetraditionalinstructionisbadforchildrentolearnoralEnglish,becauseithasagreatmanyendangerments.Alsothestatusquoinkindergartenisnotaffirmative.Soitisimportantandnecessarytosolvetheseproblems.Theflowingistheendangermentoftheseproblemsandtheimportancetosolvetheseproblems.

A.TheEndangermentofTheseProblems

Thetraditionalinstructioncannotprovidesufficientlanguageinputandpracticeforstudents.Teachersjustpaymoreattentiontovocabulary,ortheyonlyanalyzegrammars.Thusstudentshavefewornochancetotakepartincommunication.Knowledgecanbedividedintodeclarativeknowledge（aboutknowingwhat）andproceduralknowledge（aboutknowinghow）（ShuFang,23）.Thefirstone,whatthetraditionalinstructionbelongsto,issomethingaboutgrammarandvocabulary,whichisonlythedeclarationknowledgeandhasnothingtodowithcommunication.Sostudentsmayformawrongidea.Thatis,iftheygrasptheruleofthelanguage,theycanalsocommunicatenaturallyandaccurately.Asaresult,mostofthestudentswillbeintellectualtalents,butnotinnovativetalents.Theycangethighmarksineveryexamination.Butactuallytheycannotusethelearnedknowledgeagilely.Whentheyopentheirmouthstheyalwaysmakemistakes.Whatisworse,theycannotwidenscopes,enlargetheculturalknowledge,anddeveloptheirthoughts.Allofthoseareharmfulforthemtomeettheneedofthesociety.

Inkindergarten,thereisasaying:

ifchildrencanspeakEnglishfluently,andthentheEnglishteachingissuccessful.Alsothereisanothersaying:

ifchildrencangethighmarksinEnglishexamination,andthentheEnglishteachingisalsosuccessful.Bothofthejudgmentsarenotscientificandreasonablebecauseofonlyemphasizingoneofthechildren’sabilities.Ifteachersalwaysteachgrammars,andaskchildrentorememberwords,aft