浅谈通过演讲比赛提高大学生英语口语能力商务英语本科学位论文.docx
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浅谈通过演讲比赛提高大学生英语口语能力商务英语本科学位论文.docx
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浅谈通过演讲比赛提高大学生英语口语能力商务英语本科学位论文
中国某某某某学校
学生毕业设计(论文)
题目:
浅谈通过演讲比赛提高大学生英语口语能力
姓名:
00000000
班级、学号:
0000000000
系(部):
经济管理系
专业:
商务英语
指导教师:
000000000
开题时间:
2009年4月10号
完成时间:
2009年11月02号
目录
毕业设计任务书…………………………………………………1
毕业设计成绩评定表……………………………………………2
答辩申请书……………………………………………………3-4
正文……………………………………………………………5-6
答辩委员会表决意见……………………………………………7
答辩过程记录表…………………………………………………8
课题浅谈通过演讲比赛提高大学生英语口语能力
一、课题(论文)提纲
0.引言
1.大学生英语口语水平现状
1.1口语水平低,缺乏自信,积极性不高
1.2知识面狭窄
1.3拘泥于语言形式
2.演讲、辩论对学生的口语能力和创新能力的影响
2.1培养英语基本功
2.2扩展知识面,
2.3培养学生反应能力
2.4锻炼学生的胆量和口头表达能力,增强自信心
3.英语口语教学的改革措施
3.1创造实践机会
3.2输入丰富的语言信息,发展语言输出的能力
3.3培养学生思考分析和提出见解的能力
3.4发展语言组织能力,提高英语口语的理解能力
4.结语
二、内容摘要
我国已经加入WTO,对外交往日益频繁,时代的变化要求现代英语学习不仅是获得语言知识,更重要的是在学习过程中训练出一定的交流能力。
仅仅学会一门外语的语音、语法和掌握一定量的词汇并不意味着真正学好了这门外语。
很多人学了很多年英语,能看懂英语原版文章,却不能用英语表达自己的思想,不能流利地用英语与他人交流,这不能不说是一种遗憾。
现在随着外语教学的不断改进,各类英语演讲活动愈来愈频繁,人们对英语演讲能力越来越重视。
本文就通过英语演讲比赛分析了大学生口语能力的不足,提出了解决不足的相应对策,并且认为应该将英语演讲引入大学课堂,培养学生能够提高学生英语口语能力和创新能力。
三、参考文献
References:
1.BrownG&GYule.TeachingtheSpokenLanguage.Cambridge:
CambridgeUniversityPress,1983
2.Gardener,R.C.&W.E.Lambert.AttitudesandMotivationinSecondLanguageLearning.Rowley:
Mass:
NewburyHouse,1972
3.关丽君,谈英语演讲辞的语体特色.[J]渤海大学学报(哲学社会科学版),2004.3
4.刘润清,许国璋教授与英语教育,外语教学与研究,1996.1
5.彭青龙,《世纪之门英语口语》,上海交通大学出版社,1998
6.彭青龙.思辨与创新——口语课堂上的演讲、辩论初探[J].外语界,2000
7.苏训武.开设英语演讲课纵横谈[J].外语学刊,1997,(3
8.王彤.英语专业口语教学新课型[J].外语界,2001,(3).
9.颜静兰,贾卉.英语演讲与学生综合能力培养教育探析[J].语言研究,2006,
DiscussiononImprovingtheStudent’soralEnglishthroughSpeechContest
00000
Abstract:
WithChina’sentryintotheWorldTradeOrganization(WTO),ourexternalexchangeisincreasingeveryday,thechangingofthetimesrequirecurrentEnglishstudyachievelanguageknowledgeaswellascommunicationskills.Knowingthepronunciation,grammarandvocabularyofaforeignlanguagedoesnotmeanthatyouhavealreadymasteredthislanguage.ManypeoplehavelearnedEnglishformanyyears,theycanunderstandEnglisharticles,buttheycannotexpresstheirideasinEnglishandcannotcommunicatewithothersinEnglisheither.Itisreallyapity.Nowadays,withtheimprovementofourEnglishteaching,Englishspeecheswhichhavebeenheldfrequentlyarevaluedhighly.ThispaperanalysedthedeficiencyofstudentsoralEnglishbasedontheEnglishspeechandputforwardanideaforsolvingtheproblemandthinkthatwewouldbetterbringEnglishspeechintoclass,soastoimprovestudents’oralEnglishandtheirinnovativeability.
KeyWords:
Englishspeech,oralEnglish,communication,innovationcapability,Englishclass
Introduction
Speechisanexpressiveformwhichhasalonghistory.Anditisacommunicativeactivitythatthespeakercomesoutwiththeirideasinfrontofacertaingroupsofpeople.Speechisanart,speakerusebothsoundlanguageandposturetocreateanatmosphereandthenaffecttheaudiences.Speechisasocialpracticalactivityandisanactionthatthespeakertakeinthecourseofcommunicationwiththeaudiences.Thisisahigh-levellanguagecommunicativeactivity,aswellasanessentialpartofhumanactivity.
1.Collegestudent’sspokenEnglishlevel
1.1.LowleveloforalEnglish,lackofself-confidenceandmotivation.
Somestudentswithaweakbasicnevergivetheiropinionsinclassandtheireyesalwayslookdull,theyareindifferenttothewarmatmospheresurroundthem,Inaddition,therearesomeemotionalstudentswhoarealwaysignorethetopicwhichtheyarenotinterestedin,andoftenactasabystanderfortheteachersquestion.AlotofstudentswhodowellinEnglishstudyonlypayattentiontowritingandlookdownontheirspokenEnglish.theyalwayskeepsilentintheactivityofspokenEnglish.Becausetheywillgetastammerwhenspeak,inotherwords,theyarereallybecomea"dumbEnglish".Especiallyintheoraltest,wecanseeascenethatthequestionisnotaboutwhattheyhaverecitedandtheanswerisnotforthequestion,andstudentswhoisrecitingoralcompositioncanbefoundeverywhere.ThoseallbecausetheoralEnglishteachingonlyfocusontheformoflanguagedrillsoverthepastyears,andthecontext-basedteachingisintosuperficial.Teachersonlyprovidecontext,suchasgiveaspeechonatopic,buttheynevergivethemastrictandsystematicguidanceduringtheprocessofstudentsthinking,butpayattentiontothelinguisticforms,manystudentsarepracticinglanguageforpracticinglanguage,anddon’tknowhowtoreasoneffectively,howtousearguments,howtoorganizethepointstoenhancethepersuasion,andneverknowhowtocommunicatewithaudiences,howtousenon-linguisticfactorstogatherappeal.Therefore,Englishteachingneedthebasicknowledgeandbasicskillaswellasthepracticalapplicationoflanguageability.ButtodayinthecollegeEnglishclass,studentsspokenEnglishtrainingisjuststayintheshallowscenesdialogue,theydonotyethaveenoughabilitytocontroltheever-changingsituationsandincreasinglycomplexsocialenvironment.Thisisrelatedtotheforeignlanguageteachinginourcollegesisfarawayfromthesocialenvironment,studentslearnthelanguageforms,butdon’tknowitssocialcontent,theculturewithinthelanguageisdisappeared.Theydonotrealizethateachcountryhasitsownlanguage,andeachlanguagealsohasitsownculture,nottosaythevarietiesofeachtrade.Thusteachersshouldconsciouslyaskthestudentstoobserveandunderstandthesocialcontextoflanguagesandobservewhichstyleshouldbeusedinanoccasionandfindouttheidentityofthespeaker,thedepthoffriendshipbetweenthespeakerandtherelationshipoftheirbodylanguage.
1.2.Narrowknowledge.
Thecomplexinnovationtalentisneededinthe21stcentury,butmostofthemonlyconcentrateontheirmajorandcompletelyignoredthesocial,political,history,philosophyandsoon,andtheyevendonothavethehabitofreadingnewspapersandmagazinesindailylife.NottosaytolearnfromEnglishnews.Althougheachstudenthaspotentialinnovationability,onlyintherightenvironment,innovationcouldbereleased.Wecansaythatstudentscompletelyenclosedthemselvesinasmallareaofexpertise.Inthatcase,howcanwemakeinnovation,howtomeetthemarketdemand?
1.3.Rigidlyadheretolinguisticforms
Studentshavetorecitewordsandgrammaticalruleseverydaytopasstheexamination,whichmaketheirthinkingandspeakingskillsarenottrainedforalongtime.Therefore,whentheybegintospeak,theycan’tfindawordtosupportthem,Tomakethingsfun,teachersattachedsomuchimportanceingrammarvocabularyteaching,whilehalfofthestudentsstillfeelthattheyhavelittlevocabularywhenpracticeoralEnglishandthatisseriouslyaffectedtheirexpression.ThedisadvantagesofExam-orientededucationenablethestudentsstrugglingtocopewithavarietyofEnglishtest,doingtheirutmosttoseekthestandardsoftheunderstandingandtheuniquenessoftheanswer,allofthoseimpedethemtolearnhowtotransfermoreflexibleandwidespreadinasituation,asaresultstudentsarelackoftheabilityofindependentthinkingandjudgment,therebybindingthestudent'sdivergentthinkingandReversethinking.
2.Theimpactsofspeechesanddebatesonstudent’soralEnglishandinnovationcapability
Recently,variouskindsofEnglishspeechcontestsuchas“StarofOutlookEnglishTalentCompetition”“21stCenturyCupNationalEnglishSpeakingCompetition”and“CCTVCupNationalEnglishSpeakingCompetition”theseallrevealthatEnglishspeechcontestconductedbytheChinesestudentsisdoingwell,neverthelessthereareonlyseveralteachersbringthespeechanddebateintotheclassroom.Infact,itishelpfultofosterstudent’scritical-thinking,analysisandinnovationability.
2.1.DevelopingbasicskillsinEnglish
StudentsmusthaveagoodoralexpressionabilitytogiveanEnglishspeech.Asweallknow,voiceandtonearethemostintuitivefactors.Itisaffecttheexpressionofinformationdirectly.Thoughyourscriptisverygood,therearesomeerrorsinpronunciationinaccurateaccent,deviationofintonationandmanystrangetunesthatwillalsomakeaspeechfailtoreachthepurpose.GivealectureinEnglishteachingcanhelpstudentstorealizetheimportanceofthecorrecttoneandelegantvoiceandthenencouragethemselvestopractice.
2.2.Expansionofknowledge
Speechanddebateisasynthesisofknowledge.Thetitleisoftenaboutthesocialhotissues,speakersanddebaterswillmakeanin-depthanalysisonthisissue,theareasinvolvedspreadwidely,sometimesonesubjectwasinvolvedineconomics,psychology,politicalscience,history,andmanagementstudyandsoon.
2.3.Developingresponsecapability
Asthedebaterequiresthedebatertohaveaquickthinkingandasubtleobservation,thedebatealsorequiresthestudentstofindthefocusoftheproblemveryquickly,andthenfindasolutiontorefuteyouropponentsinalimitedperiodoftime.Finallystudentsgainknowledgefromthiskindofdebateaswellasenhancetheirability
2.4.Exercisingstudent’scourageandverbalexpressionskillsaswellasenhanceself-confidence
Inordertowininthecontest,studentstrytoexpresstheirpointofviewinthecourseofthedebate,andtemporarilyforgetthepsychologicaltimidity,andovercomethebadhabitsofkeepingtheirmindongrammarandverbalism;theyneedtofocustheirattentiononorganizingwordsandthoughtsinstead.Aslongasthestudentsstarttospeak,theywillbebraveenoughtogoon.
3.ThereformmeasuresoforalEnglishteaching
AsuccessfulspeechisthebestcombinationbetweenspokenEnglishandwrittenEnglish.Studentscanlearnfromtheforeignspeak
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