The Research into Senior Middle School Oral English Teaching in Miao Ethnic Group Area

1、the research into senior middle school oral english teaching in miao ethnic group areathe research into senior middle school oral english teaching in miao ethnic group area苗族地区高中英语口语教学研究contents2223455566666777891010101111111313141416. introduction. the background to the research .2.1 nowadays oral

2、english teaching 2.2 miao ethnic group areas oral english teaching. research into oral english teaching in this area. analysis of the quality of teachers in this area.4.1 roles of teachers in oral english teaching .4.2 whats needed for an oral english teacher?.4.2.1 proficiency at the target languag

3、e4.2.2 teaching effectiveness.4.2.3 classroom management.4.2.4 psychological elements and personality 4.2.5 explorations in the teaching of english. strategies for oral english teaching .5.1 marching with cheer words5.2 performing .5.3 role playing .5.4 group discussion.5.5 reading aloud and recitin

4、g . lesson structure6.1 presentation of new material 6.2 explanation of language points .6.3 free-response dialogue.6.4 practices in real language text . purposes and meanings of the research .7.1 meanings to the research .7.2 the purposes to the research .conclusionreferences.the research into seni

5、or middle school oral english teaching in miao ethnic group area摘 要：由于偏远的地理位置和历史文化的影响，苗族地区的英语口语、教学是一个非常棘手的问题。因此，这个地区的英语口语教学也是不一样的。对该地区的英语口语教学的研究，我们应该遵循最基本的民族原则，民族性原则，行动原则，体验原则，适应原则，矫正原则，学习策略的巩固性原则，和学习策略的发展性原则。作为一个英语老师，当然要具备基础知识和教师素质，如专业知识水平，教学效度，课堂管理，心理素质和人格魅力以及在教学领域的探索精神等。在教学过程中，可以采取一些适当的教学策略，如有学生出

6、场，角色扮演，大声朗读和背诵，表演，小组讨论等。在上课时，我们可以用以下步骤，给新材料，解释语言点，自由对话，再到课文中练习。该论文提出并分析苗族地区高中英语口语教学中存在的问题，并提供相应行之有效的解决方法。关键词：口语教学，集体讨论，角色扮演，教学方法，学习策略，交际能力，情景教学。abstract: oral english teaching in miao ethnic group area is a sharp problem because of the influence of remote geographical disadvantages and its historica

7、l culture. the ways to change oral english teaching in this area should be different. to do the research to oral english teaching in this area, we should follow the most basic ethnic group principles: national characteristic principle, motion principle, experience principle, adoption principle, rect

8、ification principle, consolidated principle, and development principle. as an oral english teacher, he/she should have the basic english knowledge and the basic teaching qualification, such as proficiency at the target language, teaching effectiveness, class managements, psychological elements and c

9、harm of personality, and the spirits of exploration in teaching english. in the process of oral english teaching in this area, we can do some strategies to work on the oral english teaching; marching with cheer words, role-playing, reading aloud and reciting, performing, awarding, group discussion a

10、nd so on. and in an oral english teaching, we should follow the several steps: presentation of new materials, explanation of language points, free-response dialogue, and practice in real language text. in this paper, problems existing in senior middle school oral english teaching in miao ethnic grou

11、p area are discussed and the possible methods for solving the problems are provided. key words: oral english teaching； group discussion； role-playing； teaching methods； study strategy；communicative competency； foreign language；authentic situations.i introduction oral english teaching in miao ethnic

12、group area is different from the other areas because the level of their english is low, which is influenced by the remote economy and culture. therefore, high school english language learners need strong oral comprehension skills for access to oral content in their academic classes. and some special

13、 requirements for english teaching the teacher should have in this special area. oral english learning is mainly a matter of practice but not a matter of teaching. that is to say, the use of language is more important than knowing about the usage of language. students should be given enough time to

14、communicate with each other in authentic situations. in my research, that targeted oral strategy instruction should be part of the esl curriculum. sources for designing and implementing effective oral strategy instruction should be provided, and research needs and designs are different. according to

15、 my experience and my associative research into this area, among these areas, traditional oral english class focuses on drilling the situational dialogues, which cant meet the needs of the modern society for talents. in fact, oral english teaching is a systems engineering with listening, speaking, r

16、eading and writing, its major elements, connecting with each other and interacting with each other. only with this theory as our guideline in teaching we can efficiently improve students oral english ability. the background to the research2.1 todays oral english teachingoral english is a new thing t

17、hat was applied in english teaching and study several years ago. it is only a decade years since the government of china made english as the second language and the compulsory course in middle school and high school. however, in the process of english teaching, oral english is ignored or has not bee

18、n attracted attention. teaching syllabus usually focuses on grammar and sentence structure, which has caused so many learners, not be able to speak or communicate with foreigners in english. from middle school, even in elementary school, there have more than ten years if we count the time we study e

19、nglish. there is another word about the university students spending half of their university time on english learning, but they are not able to pass the cet 4 and cet 6, what is the worst is that they cannot speak. this phenomenon requests us why it happens to us? so many years they spent on englis

20、h learning, it should be that the learners can speak and write, but the result is contradictory. and comparing the statistics about the english marks in the entrance examination, the marks in this area is so low. 2.2 miao ethnic group areas oral english teaching dating from the scene of the oral eng

21、lish teaching in senior school, the problems are so serious that most learners never accept oral english course, only a few students in big cities or in developed areas ever do. however, except for the big cities, so many students who are not in big cities. in other words, they do not know what oral

22、 english class is. compared with developed big cities, what is the truth of oral english teaching in the remote areas? and the areas where miao ethnic group people live? we know that the areas where miao ethnic group live are often poor. the economy and the culture are also weak, how do they learn e

23、nglish? we know that the process of english learning is process of translation, which means we base on our mother language, and then translates english into our mother tongue. language has different expressions usually. for example, “吃饭” means have lunch or have supper or have breakfast in chinese.

24、however, in miao language, it is “隆噶”, or long ga. and go to market is ga xiang or “噶饷”. usually, we express the feeling of love is i love you, it is我爱你 in chinese, it is mai de hi men or 麦得嘿门 in miao language, and so on. therefore, different expressions have the same meaning among different languag

25、es.however, for miao people, language situations become so complicated. the learners have to translate english into chinese, then into miao language. according to the research, there are lots of language units in human brain, those unites can translate, transform, restore and reunite information whi

26、ch the brain receives, it will be simpler for brain to information from one language to another. from english to miao language, there are two steps, so the workforces of brain have to work much more. furthermore, for miao people, its a great burden to translate the language from chinese to miao, eve

27、n from english to miao language. so, oral english teaching in miao ethnic group area is difficult and distinguishable. long history the miao people lived under the dominant of han people, so they are against the other language learning. how to make them study english is a serious problem. so we shou

28、ld follow the principles, national characteristic principle, motion principle, experience principle, adoption principle, rectification principle, consolidated principle, and development principle. we must focus on the special conditions or the miao students characteristics to work on teaching. in th

29、e process of teaching, we should consider some taboos miao ethnic group people have. for example, miao people dislike that others name them as miao zi, which means to be rude, impolite and ignorant. research into oral english teaching in this area because of the remote economy and underdeveloped eth

30、nic group culture, english teaching is poor. the area, where i grew up, requests the question of why english education is so weak. i did a research to find out the reason why this phenomenon happened. i had a teaching practice in one of schools in the area. the following figure is the comparison eng

31、lish scores of entrance examination in the past several years, which reflects the recent english education in this area. the following is the comparison of english scores in the past several entrance-examinations to university in gui zhou province.english scores of gui zhou province in entrance exam

32、inationyearsprovincial average scoreschools average scoreupper provincial average score provincial ratio of passschools ratio of passupper provinciall ratio of pass20015653.57-2.437.273.74-3.520025349.25-3.755.72.9-2.820035858.640.469.474.57-4.9200454.556.11.4056.113.48-2.26compared with those years

33、, the average scores of the province are low, but the scores of this area are even lower than the province average score. todays english teaching makes us consider how to teach english. a report of english scores in the mid-termgrade above 90between 80 and 90between 70 and 80between 60 and70under 60

34、year 103101522year 205151614year 301131422in three classes, each class has 50 peopleaccording to the statistics, we know students english level is low. half of students cannot pass the examinations. so we can get their oral english level, and to think about how to teach them.in this area, although t

35、here are many methods to improve teaching problems, the teaching disadvantages cannot be changed. the only way to change the situations is to change from teachers. teachers are the directors of the trend of teaching industry. in the process of teaching, the teachers and the schools work as important

36、 roles. the whole process looks like a triangle, teachers and schools are the foundation of the triangle, students are the tower of the triangle, and how to construct the building, the teacher and the schools should afford the soft materials and hard materials to support teaching activities. the rea

37、son why i did the research is that i want to improve the situation of oral english teaching in miao ethnic group area and to improve the teaching methodology in this area. according to the research of miao ethnic group areas oral english teaching in senior middle school, i hope to form my own way an

38、d theory to go on oral english teaching in this area based on the theory of some famous experts and educators methodology of oral english teaching, to attract the associative experts to search for an efficient and appropriate way to oral english teaching. this theory can help me in my future english

39、 teaching. analysis of teachers quality in this area4.1 roles of teachers in oral english teaching what kind of role in oral english teaching does the teacher play in this area? it is a commonly accepted clich that we want to teach our students to think, but thinking at any level of complexity requi

40、res an exercise of three interdependent component categories of skills: problem-solving, communications, and self-awareness. reading any number of books cannot learn these skills, although a little didactic material can be helpful in creating an intellectual framework for the accommodative learning.

41、 rather, the kinds of skills needed for flexible, creative, rational thinking must be exercised, practiced, and learned in a process of interaction, risk-taking, self-expression, feedback, encouragement, and, in short, a process which is closer to learning to swim than learning the capitol cities of

42、 the various states. however, the teacher is the organizer and the supervisor. the task to teacher is to host the students to go on activities; to conduct the students to speak and communicate, so the role of teacher is to play as a host. 4.2 whats needed for an oral english teacher?according to zha

43、ng zhengdongs description (zhang zhengdong: p320, 1998) of myrna delson-karans idea, in educational evaluation, some items may be taken into consideration for the evaluation of a teacher of second language teaching. 4.2.1 proficiency at the target languageas a teacher in this area, what level should

44、 the teacher have? this includes the teachers ability to understand, to speak, to read and to write english, accuracy in pronunciation, knowledge of foreign customs, culture and cross-cultural communication, knowledge of linguistics and of the essence of language acquisition, and his/her ability to

45、initiate, to sustain, and to close basic communicative tasks in an appropriate way. 4.2.2 teaching effectiveness to prepare a teaching plan this should focus on the teaching aim, and to work towards the aim with certain teaching strategies. the teacher should bear an open attitude towards foreign cu

46、lture, share with students what he/she knows about how foreign culture differs from his/her own, and present them in teaching. 4.2.3 classroom managementin class management, what are the ways to organize the class and arrange the time schedule? such as proper arrangement of seats, board, and time to

47、 fit for certain activities. this also includes the teachers ability to be clear in the classroom and to change modes of presentation and types of questions. especially, how make you understood and make students follow your instruction. the teacher is also supposed to be able to engage students in t

48、he learning process, to provide opportunities for feedback and to use groups and individual activities so as to bring students initiative into full play.4.2.4 psychological elements and personalitythe teacher should have patience, confidence, imagination, enthusiasm, humor and creativity. he/she sho

49、uld be friendly, sympathetic and have good temper with the students, and have an affirmative attitude towards the students and occasionally encourage them if necessary. as for oral english teachers, the above-mentioned abilities are of course necessary. 4.2.5 explorations in the teaching of english:

50、 oral language involves a complex interaction of speaker and listener, of voice, tone, style, intonation, and nonverbal-expression. the spoken language cannot truly be taught. people learn to speak and listen by doing it successfully. on the contrary, they become inarticulate and inept when their or

51、al language experiences are unsuccessful or constrained.learning the skills of oral english is closely related to using them, and we believe the teacher should focus attention on making the classroom a place where the use of spoken language is strongly supported. strategies for oral english teaching

52、the process of oral english is complicated and changeable, and any teaching methods cannot be used mechanically because of different students and learners. however, some factors we should consider, and some ways should be satisfied, and some processes should be discovered in teaching. so, when we ha

53、ve oral english teaching, we should understand what ways we will use, what the teacher should do, what the students do, which should go ahead, which follows. the process of language acquisition is a process of information that input or output. so, in the steps for oral english will be followed: marc

54、hing with cheer words, role-playing, reading aloud and recitation, performing, awarding, group discussion.5.1 marching with cheer words nowadays, the ways of english teaching transfers the teacher explaining to the students playing, the students play the key characteristic in the process of teaching

55、 and learning. therefore, in this part, we can divide the whole class into several groups. each group wears different color or holds different things in hands. then, the teacher asks the each of them to do the competition. 5.2 performing there are two forms in performance; one is how to be as a role

56、, the other is how to play the role. “as a role” means “if i were”. in the process of performance, the participants should act with his/her feeling and emotion; try to act as the thing happens around him/her, and add his own words while acting. there are characteristics, like playing games, drama or impromptu drama. such as, hokey pokey, tongue twister, mimes performance. sample 1: hokey pokey,when they do hokey pokey, the students stand as a circle, the tea