analysisoforalenglishteachinginmiddleschools论文定稿_学位论文

1、第 12 页 共 13 页Project Title:Analysis of oral English teaching in middle schoolsInvestigator: Dong Yuhua Puyang Radio & TV UniversitySubmitted on November 20, 2012In fulfillment of the coursePractical Project DesignThanksI am very grateful to my supervisor Miss Han without whose support and patienc，e

2、this project would not have result.I am also grateful to my classmate Li Weiying、Cheng Minghui and Wang Jiangtao for their time spent on derection and discussions with me.Thanks will not be enough for my students without whose willing participation in the project implementation it would not have any

3、 achievement.Last thanks go to my parents who have given me great encouragementand have shared with me my worries and happiness in theprocessof this project.summarySummary of the contents:In the course of English teaching, there was some misunderstanding on oral English teaching in middle schools an

4、d countermeasures,resulting in a very difficult situation improving oral English teaching. With the continuous improvement of teaching method of English and improvement of teaching level, The traditional teaching forms have been unable to adapt to the new teaching mode. At present, English oral appl

5、ication in the middle school, we can see, some students written results is quite good but oral English is very poor. in daily communication activities, some students wants to speak very well, but if you want them to express the meaning, they will not know what to do. And also some students usually t

6、alk language smooth, thinking agile, but at an official statement, they will be hesitant and stumbling, The phenomenon of things like that is everywhere. Only stimulate students strong interest in language, we can make an improvement in teaching and training of teachers.So in this article, I make a

7、number of comments on secondary school oral English teaching, by identifying the factors under the influence of oral English teaching in middle school. For example: lightly spoken English, learning English edification of fear, lack of English-language environment, and so on. Adopt proper and effecti

8、ve teaching methods, that is to say, I will take the necessary measuresto promote after-school practice, implementation after class recordings oral job, timely feedback information to improve students learning interests, and correct errors of oral job, improving the accuracy of written work, change

9、the traditional assessment methods, raise consciousness in learning to improve spoken language widely.In other words, to improve students oral English, teachers and studentsneed to work together, to truly realize the transformation from examination-oriented education to quality education, We must re

10、flect in peacetime in the teaching process learning of new concepts, through long-term unremitting efforts to improve students English speaking ability.DirectoryIntroduction 1Executive summary 2一、 Influence factors of oral English teaching in middle schools 2（一）、 The thought of despising English spo

11、ken language2（二）、 The dread of study English 3（三）、 Lack of English language environment influence3二、 Secondary school oral English class teaching metho-d4（一）、 Take the necessary measures to promote after-school practice 4（二）、 Implementation of the after-school recording oral job 4（三）、 Timely feedbac

12、k information to improve students learning interest 4（四）、 Corrected oral job errors, improving written work correctly 5（五）、 Changing the way of traditional assessment to raise consciousnessin learning 6三、 Rule recommendations of oral English teaching in middle schools 6（一）、 Initiative 6（二）、 Encourag

13、e students to speak 6（三）、 Providing opportunities to learn English 6（四）、 Stressing the cultivation of innovation ability 7（五）、 Create a classroom atmosphere 7四、 Concluding remarks 7Bibliography 8Executive summary: communication is the essence of the teaching of English （communication）, which is betw

14、een teacher and student, communication between the students, not that I teach you to learn, English teaching is through these communication activities, enable students to form English capability. In the communication process, teacher-student interaction is between awareness activities on both sides.

15、 Students can not progress without teachers awareness of teaching law, teachers awareness of teaching law must depend onstudents the objective effect of teac-dhierer cted learning. Teaching is to promote such exchanges, we can say in English “ Teachingis of conmmunication by conmmunication and for c

16、onmmunication. In order to develop students communicative competence, I focus on the learning and communication strategies departments. This article describes methods of oral English teaching in middle schools, through interference encountered in oral English teaching in middle schools, take the rig

17、ht teaching methods, feasibility of teaching rules recommendations adopted, so that students learn English not mute English in English communication, so as to enhance students practical use of English standards.Keywords: communicative competence; interference; methods of teaching; teaching rulesAnal

18、ysis of oral English teaching in middle schoolsIntroductionLanguage is the carrier of culture, is a tool for communication. As social of continued high-speed development, The increasing application of the world of things, as well as linguistic diversity, English as a world general language, and as w

19、ell as the official language of the US and European countries ,many national has regarded English as second language to learn, this has accelerated oral using of English oral; on the other hand. As China joined WTO, more and more of foreigners came to China, and Chinese also large bulk to abroad or

20、business learning, When exchanging information, express the emotion and meaning, people first need to be talking If you cannot speak a foreign language, one cannot smooth communication, and even make some people into a greater difficulties. Therefore, fostering middle school students oral English co

21、mmunicative competence is become more and more important. However, in todays rapidly changing of education reform. Still in middle school, English teaching to read and write to the Center, Compete with the written stage. With the result that, most of our students have become experts of English quest

22、ions, but said in some occasions become mute. Most students oral communication is either stuttering or inarticulate, Its difficult to express their own thoughts using spoken English that they had learned. Therefore, we say that these studentslearn English is incomplete, even they will have some trou

23、ble using English to express. Precisely becausesome university graduates cannot speak fluent English and lose the chance to find a satisfactory job.一、Influence factors of oral English teaching in middle schools（一）The thought of despising English spoken languageMany students motivation to learn Engli

24、sh is to the exam, however there was no oral test items, so they think oral English training is a waste of time. Not only the teacher sbut also the students oral English training, whether they have paid sufficient attention or not, in the new textbooks, it still follow the beaten track, nearly havin

25、g any new things. Teaching focus is still stuck on the explain the language points, neglect of oral training, resulting in a dumb English phenomenon; The student can only read, not speak. But judging from the language of the law, in any language, spoken language is the first aspect, language is the

26、second aspect.Communication from person to person mainly through listening and saying, seldom through read-write. New curriculum requirements, purpose of the outline is: development of basic skills of listening, speaking, reading and writing, training in oral and written English communication abilit

27、y on initial application. All this amply demonstrates, quality education in the teaching of English, is learning and improve the comprehensive English language ability. Therefore, strengthening the teaching of English listening in middle school, we focus on literacy, and give full play to the commun

28、icative function of English, we will implement the party spirit of education outline into teaching, thereby we can improve the overall quality of middle school students English.（二）The dread of study En glishWhen many students speak English, they always have a psychological fear. They are afraid to m

29、ake mistakes, to be blamed by the teachers, and to be afraid of being made fun of . This kind of fear often leads students in oral expression of emotion to be anxiety and nervous, affect their thinking and normal communication. High anxiety students to be questioned in class is often extremely tense

30、. So making mistakes is frequently, and they decline in language proficiency, the student not reluctant to speak. Fear is the main psychological factors affecting oral. However, the strength of students language anxiety is connected with the teacherstreatment of language errors in students learning

31、and the studentslearning experiences in the past. The students there have been setbacks and failures in learning are afraid of teachers criticized. Its easy to have feelings of fear and anxiety. They lack of self-confidence, lack of motive power of study. It is a kind of mental state of self-imposed

32、 isolation, there are questions without answers, and they aren atctive in talking to the teacher. It is true that sometimes teachers are also important factors influencing students classroom anxiety. Teachers classroom behavior and attitude can easily cause students excessive tension, so that they c

33、annot fully express themselves will affect the enthusiasm of their active participation in the classroom spoken language training activities. When the teacher correct students language error problem, when the error problem is corrected, how many times are corrected, how correct the error problem, ca

34、n influence students usual lack of oralpractice. When they open their mouths, they will not have a sense of ownership, while they often consider if the statement that said is in line with the rules of grammar. So, Fear mental hinder the successful conduct of oral English training.（三）Lack of English

35、language environment influenceAdvocates of communicative teaching Olat （AII-Wright） believe that language learning success is to put students in a required target language communication. In order to cultivate students ability of an opinion on the language properly or not in the form of combination a

36、nd context ability to understand the language of form and meaning. But The real communicative situations of our students is very limited access, and the main environments of their English learning and knowledge is the classroom. At present, in most English class, It is only the form that a teacher o

37、nly have a pen, a book, and just saying, That lack of atmosphere and the occasion of the students using the target language, oral practice are often controlled by the teachers. Mechanical drill lead lack of ideas, information, emotional interaction between teachers and students and meaningful exchan

38、ges.二、Secondary school oral English class teaching method（一）、 Take the necessary measures to promote after-school practiceAccording to statistics, a foreign language class last for 45 minutes, with a class size of 50 students, if the teachers English teaching are proper, a classmate drill oral Engli

39、sh within a week in class for about 1.5 hours. If they cannot make full use of their spare time to do oral practice, how do they learn a foreign language well? In the past, we often adopted to persuade reading self test to conduct supervision and inspection, That is to say that the teachersrequire s

40、tudents to read aloud daily English and to record content and time, then sign their parentsnames every day, once a week or several times let the teacher check.So do that, certainly played an urged role, but in fact, the teacher only learn the students quantity of oral exercises after class, and qual

41、ity content still know very little. Many parents also reflected: we do not understand foreign languages,I do not know what children read, They do not know that the children was right or wrong. There are some irresponsible parents, for their easy, after the childrens simply readingaloud, they will al

42、l sign their name on the self test So I asked the students tocompletely record the lesson that recite the texts after class, especially the drill of sentence pattern, everypicture, every sentence has to be carefully recorded, the tapes were handed in once a week, I would check one by one.It is susta

43、ined for two years, the students imitation of pronunciation and intonation, and in terms of bold open practice, there has been remarkable progress.（二）、 Implementation oral job of the after-class recordingsLayout oral recording job at the beginning, I have encountered many unexpected problems. If the

44、 tape has problem. The findings is some students donthave the recorders, It is reflected that the recorder is broken. But most of students that have the recorded audio becauseof excessive tension, with shivering and shaking voice; some language are not a sentence, just in the course of a text being

45、recorded, they repeatedly pressed pause on several occasions, losing coherence in a text story or dialogue; there is no loss of explosive, intonation is not correct; sentence syntax errors occur when they make senten ces. For differe nt types of issues I adopt differe nt soluti ons. Teach classmates

46、 to use a tape recorder To con tact pare nts to hope that they can provide their children with the necessary learning conditions. Praised classmates that handed in the tape .Play several tape of high quality audio to the parents at the parents meeting, which caused the parents understanding and supp

47、ort. After class recording this oral arrangement and implementation of job have been parents for their understanding and support. At present, many students were gotten rid of condition that only handed in the tape in the past, They tried to complete recording of high quality jobs.（三）、Timely feedback

48、 information to improve students learning interestWeekly collection of cassettes I will listen to carefully every disk and make records, tracking analysis. Like continuous reading, missing explosion errors in sentences, correct on the next lesson in a timely manner. During the lunch hour, I often ca

49、rried a tape recorder to the classroom to play tapes and selected a few good quality recording to play. These student association students praise to motivate themselves. Sometimes play a few tapes of the disc that is not of high quality, from the searching eyes of the students, the classmateswere ar

50、ising from vigilance, learning, They effort to correct. For the students that individual oral job is completed well, I used to give individual counseling, Each week I will publish results of check tapes to the whole class, and the things will be posted on the weekly home and school connection on the

51、 book.（四）、 Corrected oral job errors, improving written work correctlyRecite the soundtrack to be able to read with imitation, but asked to do drills practice recording, students tend to greater difficulties, I will take the following approach: make a dialog beginning with a group of two sentences.

52、Then transition to a group of four sentences, a group of six sentences. use general questions to make up a question-and-answer, and then use special questions to make up a question-and-answer. From easy to difficult, though propagation. At the beginning I copy the sentences on the blackboard and let

53、 students practice, develop slowly to let students do dictation and recorded sentences. limited optional training in class, and each home will be recording each sentence, each picture in the required training. That would address the lack of hours is short and students extensive practice of contradic

54、tions. Require each student carefully record every sentence and picture. That solved the contradictions that lack of hours because of their classes no time to extensive practiceIn. the course of each student carefully recording. Its true that they change the audiovisual into saying. That is to say,

55、it is cognitive processesthat they change perceptual knowledge into rational knowledge, book knowledge into their knowledge. Im in the process of listening to the tapes, record the students errors, and corrected in a timely manner, which greatly improves the accuracy of written work of the students.

56、 The following are examples: Whats the weather like today? It looks cloudy. It a cloudy day. In the process of recording, many students incorrectly read as Its looks cloudy. It a cloudy today. Things that concept is unclear, especially, it will be highlighted when I teach a new tense. If there is su

57、ch a group of dialogues: What do you want to do? I want to make a snow man. What does Sandy want to do? He wants to draws a picture. When the sentencesare slightly changed, some slightly worse student will make some errors, these errors would be incorrectly reflected in their audio tapes: What does

58、Sandy wants to do? He want to do draw a picture. But after learning of modal verbs, the student that grammatical structure is not yet master will erroneously read as a sentence: Sandy cant rides a House. He can rides a bicycle. When they learn the present continuous tense, a sentence is written like

59、 this: Im taking off my shirt. Some students mistakenly read as follows: I taking off shirt. I am washing my hands. Read: I am wash my hands. All in all, after carefully listening to tapes of each student, I can detect errors, and corrected them, cleared the students obstacles in theofprsoece,sshear, speak,