Analysis of the Importance of Oral English in English Teaching of Middle School in the West Region

1、浅析口语学习在西部地区中学英语教学中的重要性analysis of the importance of oral english in english teaching of middle school in the west regioncontentsabstract.1key words.1i. introduction.2ii. literature review.3iii. analyzing the reasons of poor oral english in middle school ofwest region.41. too timid to speak aloud in

2、the class.42. boring activities make students keep silent.43. students dont know the importance of practice.44. lack of language acquisition environment.55. learning interests are also a big problem.5iv. analyzing the current situation of oral english and methods to solving this problem.61. current

3、situation of oral english.62. methods to solve this problem.7v. tactics on improving oral english.81. handling teaching methods.82. brainstorming action.103. activities in oral english learning in class.10vi. conclusion.11references.12 analysis of the importance of oral english in english teaching o

4、f middle school in the west regionanalysis of the importance of oral english in english teaching of middle school in the west regionabstract：as we know, english has already become an international language in the world. oral english plays an important role in real life. it is one of the basic skills

5、 in english learning. recently, oral english appears more and more important in english teaching of middle school in west region of china. but there are also some problems that exist in language teaching. some students cant find the right word when they communicate with others in english with the re

6、sults that they have the impression they are poor at oral english. on the other hand, because of these problems, some of the students might give up this opportunity to learn and practice oral english. with the time flying, they become afraid to talk out aloud in the class. as a result, the less they

7、 speak, the worse their oral english will be. this paper tries to explore the importance of speaking english, then find out the original problems and analyses the reasons why students ability of speaking is so poor, in view of the realistic problems that middle school students have, we should improv

8、e oral english into practice through this research. key words: oral english; middle school; communication; west region摘 要：据我们所知，英语在世界中已经成为一种国际语言。口语在我们的现实生活中扮演了非常重要的角色，它是英语学习中的一个基本技能。在最近几年中，口语在中国西部地区英语教学中变的尤为重要，但是，其中也存在一定的问题。一些学生当他们与别人用英语交流的时候很难选择正确的词语去表达所想说的话，这样他们就给自己和别人留下了口语很贫乏的阴影。另一方面，由于这些问题的存在，一部

9、分学生可能会放弃口语学习和实践的机会，时间一长，他们便害怕在课堂上大声地说英语。最终，说的越少，他们的口语便越差。这篇文章试图去探究英语口语的重要性， 然后找出问题的根源并分析学生口语能力较弱的原因。鉴于在中学生中存在的这些现实问题，我们有必要在实践中去调查和研究并最终提高口语能力. 关键词: 英语口语; 中学; 交流; 西部地区i. introduction in the west region of our country, the traditional english teaching attaches the great important to the grammar, sente

10、nce structures. the students normally think that oral english is not as important as they have been expected. the entrance exam of high education institutes also has not the speaking section, not to mention the oral exam. the students think that it is unnecessary for them to learn speaking, it takes

11、 them lots of time to learn, but they gain little achievements, finally most of them give up. just under the circumstances, few students learn and few teachers teach, even, few theorists do the research on this project. so, it wont help our english teaching. as long as we have realized the seriousne

12、ss of the problem, we can pay more attention to it. in the modern society, communication is indispensable for learning a foreign language. with chinas economy increasing every year, the contact with outside is becoming more and more important, and we should have good communication skills. communicat

13、ions basic tool is speaking. the middle school students of west region should concern more about it, if we lack of this tool, we will undoubtedly fail in our future work.it is well known that most of the students in middle school would not like to speak in english in their english class, and they co

14、nsider that speaking something in english is hard work, which also have troubled me for a long time. for this problem i did some research. according to this research, with my knowledge and theory i learned in university, i want to share my own ideas with you.the following lists of statements mainly

15、give us the reasons why some of the students want to learn oral english well: to be able to communicate with people all over the world in an international language. to be able to read and understand a wide range of english sources for future purposes. to have a better opportunity of employment, stat

16、us, and financial reward in the job market in the future. to be able to read and listen to english media for information and pleasure. to pass the tests in the school. and pass the entrance examination. to survive abroad if given a chance to go to the west especially in english-speaking countries.fr

17、om this survey we can see that students themselves need to learn english because most of them consider it as other purposes or they wish to improve their english ability to contact with international people. so students should learn to use language through communication. the task of language teacher

18、s is not to inform students of the language but to develop their ability to use the language for a variety of communicative purposes. ii. literature reviewpeople found that some problems still existed in oral english teaching in the west region of our country. for example: the first one is putting m

19、ore emphasis on examination rather than communication. the second one is neglecting the whole understanding of the text. the third one is speaking too much mother tongue in english teaching.the author conducted two oral tests for the students during the action research. from the test score, the auth

20、or fully convinced that the students have been steadily making progress in their oral english during implement of their practice. the contents were convened into a written form with four aspects: pronunciation, intonation and rhythm; correctness; appropriateness; fluency. by comparison on these four

21、 aspects of the two tests, the evaluation is carried out obviously.in my experience of teaching, i find students actually have a strong desire to speak. they are reluctant to speak because they are afraid of making mistakes and failing to find suitable words to express themselves well. if the teache

22、r try to encourage them to speak by using as many ways as possible and creating a good language speaking environment, students will speak actively, willingly and naturally. speaking as one of the four skills, this can be mastered only through practice. practice makes perfect.language we used should

23、be fluent and precise, the format should be correct, suit the requirements of the thesis, the structure should be complete, and the arguments should be sufficient and reasonable, the points should be very clear.it is well known that no student can be said to have learned an item of language until he

24、 or she uses it naturally and automatically in an appropriate situation, and this should be the first importance in oral facility. we must make our daily talk accurate, fluent and appropriate.according to the oral english teaching, in west of china, middle school students are supposed to speak oral

25、english in their daily life.at the first, students are expected to be able to express daily conversations in simple english, to ask and answer questions based on some reading or listening material, and to talk briefly for about two minutes about the content of a text after one or two minutes prior p

26、reparation. then, students are expected to be able to carry on conversations with native english speakers not only about daily life but also about social issues. given some reading or listening material, they should be able to retell the content and discuss the topic for three to four minutes with o

27、ne or two minutes preparation in advance.iii. analyzing the reasons of poor oral english in middle school of.west region 1. too timid to speak aloud in the classone way to tackle this problem is to find the root of the problem and start from there. in fact, most of the students are afraid to speak a

28、loud in english in their class, or they feel really shy about talking in front of other students, then one way to change this situation is o create and establish your own classroom way where speaking aloud in english is the norm. one way to do this is to distinguish your classroom with other classro

29、oms by arranging the classroom tasks differently in groups, and you can also decorate the walls through english posters. at beginning you should encourage your students to speak in english whether their language is right or wrong, and encourage your students to ask questions in english. of course, y

30、ou should not give up this method by yourself. giving positive feedback also helps shy students to speak more. another way to get students motivated to speak more is to allocate a percentage of their final grade to speaking skills and let the students know they are being assessed continually on thei

31、r speaking practice n class throughout the term. and encourage your students to speak out in english is to speak in english yourself as simple as possible in class. if you are shy about speaking in english, how can you expect your students to overcome their fears about speaking in english? dont worr

32、y if you are not completely fluent or dont have that elusive perfect native accent, as swain wrote we learn to speak by speaking and that goes for teachers as well s students. the more you practice the more you will improve your own oral skills as well as help your students improve theirs.2. boring

33、activities make students keep silenta completely different reason for student silence may simply be that the class activities are boring or are pitched at the wrong level. very often our interesting communicative speaking activities are not quite as interesting or as communicative as we think they a

34、re and all the students are really required to do is answer yes or no which they do quickly and then just sit in silence and avoid speaking more. so maybe you need to take a closer look at the type of speaking activities you are using and see if they really capture student interest and create a real

35、 need for communication.3. students dont know the importance of practice some students do not know the importance of their own practice. language-learning s just like learning swimming, you are not able to learn to swim by reading books. so is earning a language or skill, the most effective way is t

36、o practice it in the authentic situation with authentic media. for our english learners, if we want to master a language including mastering all its skills, we should try your best to think something in english, express in english, a world famous socialist karl marx ever said when you are learning a

37、 foreign language, you must learn to forget your native language, that is to say, when you are learning a foreign language, you should put yourself into an atmosphere of foreign language.the factors that influence the development of students oral english are mainly three aspects:number one, students

38、 are unwilling to speak out, for theyre afraid of making mistakes and showing her or his dull-wit before classmates.number two, english environment is also important for the students who are learning a foreign language, but most chinese students lack of such environment.number three, students have f

39、ew chances to practice speaking, many schools invite foreign teachers, but most of them dont know about chinese education background, undoubtedly, they cant understand chinese students psychology, or they always speak to themselves during the whole class, so that the students have no chance to speak

40、. 4. lack of language acquisition environmentit is not an easy thing to learn second language, when they were born, they heard chinese, they learn chinese, they speak chinese, chinese are our mother tongue, they lack of the way of think english, they had a fixed language think form, the output and i

41、nput are all chinese. about this situation, we should encourage them to see more english films; to organize more english drama; to listen more english tapes; and to read more english readings.5. learning interests are also a big problem in most cases, when they first to learn english, they dont like

42、 english at all. so, they are not concentrated on english study, they dont like to remember new words and practice oral english, from that on, they give up english study , so they dont study english well. the solution to this problem, you must cultivate the students interests at the first time. if t

43、hey failed, as a teacher, you must encourage them, make them feel study english is a fun for them. and it is very important for them to go to the key university in the future.iv. analyzing the current situation of oral english and methods to solving this problem 1. current situation of oral english

44、in our country which is non-english speaking country, because there was little time to contact with those who speak english, and being effect by chinese indeed, when the students speak english, owing to the effect of the vocabulary of mother tongue, chinese english appears. on the other hand, differ

45、ent countries have different form of structural sentence. frankly speaking, that knowledge in mother tongue must influence acquirement of the foreign language knowledge in different way, at the same time, the middle school students often think in chinese instead of english most of the time, and form

46、 a habit of their thought. therefore, there are so many typical chinese english when speaking. for example, when they ask the callers name, most of them will say who you are? instead of who is that? and some sentences also expressed in chinese english. however, the chinese english express only under

47、stand by chinese, not the foreigner. i made a plot investigation in order to know the situation. for this reason, i designed a questionnaire to find out the true causes of the problem. i intended to get more detailed and more exact opinions from all the students through the questionnaire. and i trie

48、d to make it as scientific and effective as possible. at first i asked a few students who were at different english levels to try out the questionnaire. then i modified some of the items. after that i distributed the questionnaire to students and gave them ten minutes to fill it out. when all these

49、data was collected, i made some statistical evaluation. the result showed that 54% of the students thought english is very important; 43% thought it important and 3% thought it comparatively important. the result also showed that 100% of them want to speak perfect english; 88% of them like english a

50、nd like speaking english. 85% of them thought they worked hard or comparatively hard in their english learning and 78% of them had learned english for more than three years. but why do they have problems in speaking? oral english is not included in mid-term exams, final exams and the entrance exams

51、to high school or colleges. therefore, students and parents do not pay much attention to it. as a result, the less they speak, the worse their oral english will be. in class the teachers pay more attention to explaining the grammatical points and important phrases. so the students have not enough ti

52、me to speak english. on the other hand, some activities that the teachers ask the students to do are boring, just only reading text and dialogue, and acting out the dialogue. the students are not interested in them. so they would not like to speak english. 2. methods to solve this problemfirst, layi

53、ng stress on various practices.generally speaking, in the middle school of our country, there are more than 50 students in each class. even more, there are more than 70 people in the same class. there are too many students in a class so its impossible for every student to have chance to discuss with

54、 teacher in the limited time. consequently, discussing in-group work can solve the problems. students make social activity in a wide topic. they can talk freedom, like this, every learner have the equal chance to talk about the topic in class. the form of those activities demands two to four student

55、s in a group. they talk about the topic which the teacher given. thus, they can practice linguistic knowledge, or express their views, or acquire the answer by the way of discussion. this kind of activity not only increases the practice effect of the students but also cultivates cooperative competen

56、ce in the group of the students. on one hand, those activities will reduce the introversive students psychological pressure; improve their initiative and enthusiasm. at that time, being accepted in traditional teaching translates into active take part in. there are only several students in a group w

57、ork, they cannot rely on the teacher to tell them how to do, and they will do it by themselves. most of the participants felt that group work helped them to get better understanding of the material and stimulate their thought process. in addition, they share responsibility of reducing the anxiety associated with problem solving. the participants commented that humor too played a vital role in reducing anxiety. a couple of participants mentioned that they wasted a lot of time explaining the material to other group members. wh