TheInvestigationandResearchoftheStudents.docx
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TheInvestigationandResearchoftheStudents.docx
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TheInvestigationandResearchoftheStudents
Contents
Abstract………………………………………………………………………………………..
ChapterIIntroduction………………………………………………………………………….
1.1TheBackgroundofStudy………………………………………………………………….
1.2ThePurposeandMotiveoftheStudy……………………………………………………….
ChapterIITheOutlineofBibliography…………………………………………………….
2.1TheFrameworkofThoery………………………………………………………………..
2.1.1TheSignificanceandHistoricalDevelopmentofSpeech………………………………
2.1.2SpeechandCross-CultureCommunicationAbility…………………………………….
2.1.3SpeechandCultivationofThinkingandDebating………………………………….
2.2TheExistingProblemsAboutEnglishSpeechTeaching………………………………….
2.2.1ProblemsAboutClassSetting……………………………………………………….
2.2.2ProblemAboutTeachingFacilities…………………………………………………
2.2.3ProblemAboutTeacher’sAbility……………………………………………………..
2.2.4ProblemAboutTeachingMethod………………………………………………………
2.3ProblemsAboutStudents……………………………………………………………………
2.3.1ProblemsAboutLanguageAbility………………………………………………………
2.3.2LackinginSocialandCulturalKnowledgeAboutEnglishSpeakingCountries……………
2.3.3PsychologicalSentiments……………………………………………………………..
2.4PossibleSolution……………………………………………………………………..
2.4.1MakingSuretheTimeofOralTeaching…………………………………………………
2.4.2FlexibleUsingMulti-MediaFacility………………………………………………………
2.4.3StrengtheningtheQualityofTeachers…………………………………………………
2.4.4TeachingAccordingtotheStudents’Ability……………………………………………….
ChapterIIIDemonstrationStudy…………………………………………………………………….
3.1Subjects………………………………………………………………………………………
3.2Instruments………………………………………………………………………………..
3.3TheApproachofStudy………………………………………………………………
ChapterIVDataAnalysis…………………………………………………………………………
4.1QuestionnaireAnalysis………………………………………………………………………..
ChapterVConclusion……………………………………………………………………………….
ChapterVIReferences……………………………………………………………………………….
Appendix……………………………………………………………………………………………
TheInvestigationandResearchoftheStudents’DemandforEnglishSpeechCourseBasedOnShanDongYingCaiUniversity
Abstract
ThereareonlysomeschoolsopeningspeechcourseincurrentChina’sEnglishteaching.TheopeningofEnglishspeechcoursewillhaveapositiveeffectonthedevelopmentofstudents’interest,theimprovementofstudents’languageability,theestablishmentofcross-cultureawarenessandtheimprovementofindividualcomprehensiveability.Soallofthecollegesanduniversitiesshouldopenthisclass.ThispapergivesabriefinterpretationofthebackgroundofEnglishspeechteachingandtheimportanceoftheestablishmentofEnglishspeechcourse,andgivesademonstrationofthecurrentconditionofEnglishspeechteachinginShanDongYingCai
University.
Keywords:
Englishteaching,Englishspeechcourse,currentcondition
摘要
当下国内只有为数不多的学校开设了英语演讲课程。
英语演讲对于学生兴趣的发展,语言能力的提高,跨文化意识的建立及个人综合能力的提高都有很强的积极作用,各高校应开设英语演讲课程。
本文简单的分析了开设英语演讲课程的背景和重要性,实例阐述了英才学院英语演讲教育的现状。
关键词:
英语教学,英语演讲课程,现状
ChapterIIntroduction
1.1Thebackgroundofstudy
AsuccessfulspeechisaperfectcombinationofverbalexpressionandwrittenEnglish.Studentscanlearnmoreabouttheliteralformbylearningandimitatingtheforeignspeech,andovercomethecommunicationfear.Learningspeechcanimprovethelearnerstasteofthelanguageandaddtheirknowledgeofwriting.Sointroducingspeechintoclassandmakethespeechasanapproachofteachingsoastoimprovetheabilityoflanguageinactualuse;Byholdingthecompetitionofspeech,wecaninspirestudentsthemotiveoflearning,developtheircompetitiveawarenessandtheirpotential.wecanalsolearnfromeachothertoimproveourselves.InChina,thereisafactthatmostofthestudentshaveahighscoreinvariousexaminations,however,theiroralEnglishareterrible.Basedonthesefacts,itisurgenttoimprovetheabilityofexpression,speechisaneffectivemeanstoimprovethebraveryofstudents.Besides,mostcollegesanduniversitiesdon’t
havespeechcourse,soopeningthecourseisbadlyneeded.
1.2Thepurposeandmotiveofthestudy
Tocarryoutthisstudy,wewanttohaveabetterunderstandingofthecurrentsituationofourEnglishteaching,andwhetheritisnecessarytosetthespeechcourse.Forthosewhichhavesethecourse,wewanttolearnaboutthecurrentconditionofspeechcourse,Bylearningtheproblemsintheimplementationofspeechcourse,wewanttosolvetheproblemandfurtheradvancethespeechcourse.Bysettingthecourseweexpecttoimprovetheoralabilityofourstudents,soastofacethechallengeofthefiercecompetition..
ChapterIITheOutlineofBibliography
2.1TheFrameworkofTheory
2.1.1ThesignificanceandHistoricalDevelopmentofSpeech
Havinganexcellentspeechabilityisanimportantinstincttoadapttothemodernsocietyandanimportantfoundationtoadvancewithtimes.Manyhistoricalfactsindicatethatspeechisnotjusttoinspiresomethingorachievecertainpurposes,muchmorefactsindicatethathighstandardspeechnotonlyshowhishighqualityinsociallife,butalsoinotherareasofsociety.Nowinoursocietyyoucanhavenospecialskills,youmusthaveagoodsocialskill,onlyinthiswayyoucanlivelikeafishinthewater.
TheoldestknownhandbookoneffectivespeechwaswrittenonpapyrusinEgyptsome4,500yearsago.InclassicalGreeceandRome,publicspeakingwasstudiedextensivelyandplayedacentralroleinciviclife.Aristotle’srhetoric,composedduringthethirdcenturyB.C,isstillconsideredthemostimportantworkonitssubject.Overthecenturies,manyothernotableWesternthinkershavedealtwithissuesofrhetoric,speech,andlanguage.Inrecentyears,
communicationresearchershaveprovidedanincreasinglyscientificbasisforunderstandingthemethodsandstrategiesofeffectivespeech.
TheearliestrecordofpublicspeakingpracticesinChinacanbetracedtotheBookofHistory(shangshu),whichexemplifiestwotypesofspeech:
takingoath(shi)andimperialmandate(gao).TheIntriguesotheWarringStates(zhanguoce)recordshundredsofdiscoursesfromtheWarringStatesPeriod.DuringtheTangDynasty,severalpersuasivegenreswereintroducedbyChineseBuddhists,includingsermonsandsutralectures.AlthoughthereisnosingleterminMandarinthatcorrespondsexactlywith“rhetoric”,Chinesehistoryisrepletewithconceptualizationsandpracticesofdiscoursethatincludepublicspeaking,artisticexpression,persuasion,advising,andargumentations.ThecurrentinterestinEnglishpublicspeakingisamanifestationofChina’slongtraditionofattentiontothediscursivearts.
SpeechcandatebacktoancientGreeceandRome.Afterrenaissance,neoclassicalmovementinEnglandpromotethespeechrhetoricaltheory.Sincethe20centuriesinAmerica,thestudyofspeechhasbecomeansystem,Thespeechstudynotonlyeffectivelanguageanditsexpressionbutalsopaymoreattentiontoitssocialeffect.TheneedsofModernsocietypromotethedevelopmentofmodernspeech.
2.1.2SpeechandCross-CultureCommunicationAbility
Speechisnotjustaapproachofcommunication,themostimportantthingisthatyoumusthaveagoodknowledgeofthecultureespeciallyindifferentculturalbackground,speechisnotjustthecommunicationofwords,butthethinkingofpeople.Soinordertoachievegoodeffectofcommunication,youhavetoknowmoreabouttheknowledgeofotherculture,suchasliterature,philosophy,economy,legislature,politics,ethics,logics,religiousandsoon.Agoodspeechmakershouldalsoknowsomeknowledgeofbeauty,becausetheprocessofspeechistheprocessofcreatingbeauty,disseminatingbeautyanddisplayingbeauty,sothatyoucanachievetheprospectiveeffectofspeech.
2.1.3SpeechandCultivationofThinkingandDebating
Speechisanart,agoodspeechmakerusuallyhaveanexcellentlogicalthinking.Whatislogicalthinking?
Logicalthinkingistheoutlineoftheconcept.Logicalthinkingisnotenoughtoachievetheprospectiveeffectofspeech,soyouhavetoknowaboutvisualthinking,thisrequirethespeakertousevividlanguage,livelyfacts,shockingmaterial,euphonioussoundsandinfectioussignlanguagetoinfluencetheaudiencetoachievesamesenses.Weknowthatspeechisnotstationary,sothisrequirethespeakershouldbeflexible,usingtheexistingthingstoillustratesomepointssothatachievethepurpose.
2.2TheExistingProblemsAboutEnglishSpeechTeaching
2.2.1ProblemsAboutClassSetting
StudentsmajoringinEnglishisdifferentfromthosewhoarenot,EnglishmajorshaveoralEnglishclass,theyhavethechanceofpracticingtheiroralEnglish,sotheiroralEnglishstandardisrelativelyhigherthanthosewhoarenon-Englishmajors.TheonlycoursewhichhavesomethingincommonistheoralEnglishteachingclass.Theseclassesaretaughtbyteacherswhohaven’trelativeteachingexperience,andtheyareresponsibleforallofthesubjectsincludinglistening,speaking,reading,writing,translating.Besidesthisthereareonlytwoclassesoneweek,thecontentsoftheclassisoftensimple,includingreadingtheEnglishsentencesandwords,whichcannotmeetthestandardofteachingpurpose.Students’oralabilitiescannotimproveactually.
2.2.2ProblemAboutTeachingFacilities
SpeechclassteachingismainlytheoralEnglishteaching.Non-EnglishmajorsdonothaveoralEnglishclasses,letalone,exclusiveoralEnglishteachingclassroom,becauseoflackinginteachingfacilities,alloftheEnglishclassescannotbeguaranteedteachinginmulti-mediaclassrooms.Incurrentcollegeteaching,readingisputinhighpriority,mostofthereadingclassesaretaughtinbigclassrooms,whichhavenotthemulti-mediafacilities,whiletheonlytwooralEnglishclassesaretaughtinordinaryclassrooms.Besidesthis,mosto
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