Howtoimprovestudents’oralEnglishability怎样提高学生的口语能力

1、HowtoimprovestudentsoralEnglishability摘要：随着改革开放深入，英语教学越来越引起人们的重视，尤其北京成功深奥。人们都热中于英语学习。所以英语教改进入一个转折点，面临着美好的未来。现在，在九年制义务教育中，标准英语课程以取代以前的教学模式。根据英语语言教育分成九个等级，新课标采用了国际体制，改变了旧的方法。新的教学方式通过引起学生的兴趣，鼓励他们参与去培养学生日常生活中运用英语的能力。新的方法重在听力和口语，因此现在口语在中学英语教学中越来越重要。本文主要讨论如何提高学生的口语能力，从下面三个大的方面阐述：1. 说的重要性。2. 口语交流过程中的一些障碍。3

2、. 提高口语能力的基本方法。本文从初中英语教师的观点，并且从理论和实际结合中得出结论。关键词：口语；交流；能力；中学；英语教学AbstractWiththeopening-upofChina,Englishteachinghasbeengettingmoreandmoreattention,especiallysinceBeijingwonthebidtoholdthe2008OlympicGames.PeopleareenthusiasticaboutlearningEnglish.Asaresult,Englishteachingandreformarecomingtoaturningpo

3、int,whichpredictsabrightfutureinEnglisheducationinChina.Now,a9-yearvoluntaryeducationprogramisputforwardinChina.AStandardEnglishcourseisbeingusedtoreplacetheformerteachingoutline.ThenewstandardadoptstheinternationalsystemaccordingtowhichEnglishlanguageeducationisdividedinto9levels.Thishaschangedtheo

4、ldstyleofteaching,whichattachesimportancetogrammarandvocabulary.Adoptingthenewstandardhelpstodevelopthestdents'abilitytouseEnglishintheirdailylife,byfocusingonarousingtheirinterest,andencouragingtheirparticipation.Thenewmethodwillplacelessstresson“readingandwriting",infavorofTis“speaking”.S

5、onow,speakingitingertnoreandmoreimportantinmiddleschoolEnglishteaching.Thispaperdiscusshowtoimprovestudentsspeakingabilityandexpoundthethemethroughthreeaspectsasfollows:1. Theimportanceofspeaking.2. Somebarriersintheprocessofspeakingcommunication.3. Essentialmethodsforimprovingstudents'speakinga

6、bility.TheissuewillbediscussedfromtheperspectiveofateacherofEnglishinjuniormiddleschoolandapossibleconclusionwillbereachedwiththehelpofsometheoreticalandpracticalsupport.Keywords：speakingcommunication、ability、middleschool、Englishteaching.一、IntroductionEnglishisapopularlanguage-especiallyinthenewcent

7、ury.Asisknowntousall,itisthemostwidelyusedlanguageinthedevelopingworldandit'gettingmoreandmoreimportantnowadays.Recentestimatessuggestthatmorethan400millionpeoplespeakitastheirfirstlanguage,withmorethan1800millionpeoplespeakingitassecondlanguage.Itisanofficiallanguageinalargenumberofcountriesand

8、iswidelyusedinairtrafficcontrolandacademicgatherings.Nowadays,withtheopening-upofChina,Englishteachinghasbeengettingmoreandmoreattention,especiallysinceBeijingwonthebidtoholdthe2008OlympicGames.PeopleareenthusiasticaboutlearningEnglish.MostofourstudentsbegintolearnEnglishfromGrade3inprimaryschools.H

9、owever,classroomteachinghaslongbeentheonlywaytolearnEnglishinChina,andthemethodhasusuallyinvolvedcramminggrammar-translationknowledgeintolearningalanguage.ButthisapproachofteachingandlearningEnglishisevidentiallypassive,becauseitgoesagainsttheprincipleofEnglishteaching,whichrequiresthatlisteningands

10、peakingtaketheleadinEnglishteaching,andonthebasisofthesetwoskills,readingandwritingwillbecultivated.SospeakingasoneofthefourlanguageskillshasplayedaveryimportantroleinEnglishteachinginmiddleschools.What'smore,withthereformationofnewprocessofteaching,itrequiresthatthestudentswillhavetheexpressing

11、abilitytoreceiveandpassinformationinEnglishinrealoccasions.Butmanystudentsoftencanspeakwellinclassorinrelaxedoccasions,andwhentheyareputinarealcondition,theycan't.Whydoesitappear?Well,itisaffectedbymanyelementsOneoftheelementsistheirEnglishspeakingability.SoitdemandstheEnglishteachersinjuniorsch

12、oolstodevelopthestudent'sspeakingability.Soalsoitisnecessaryfortheteacherstohelpthestudentsdeveloptheabilityofspeaking.二、Theimportanceofspeaking()Theimportanceofspeakingexistinginthelanguageofhumanbeings“Languageisvocal,thismeansthatspeechistheprimarymediumoflanguage.Whilewritingissecondary.Firs

13、tly,foranylanguagespeechexistedlongbeforethewritingsystemcameintobeing.Eventodaylanguageswhichhavelonelyaspokenformoutnumberlanguagewhichhaveawell-developedwritingsystem.Secondly,normalchildrenalwayslearntospeakfirst.Theybegintoreadandwriteonlywhentheyhavereachedtheschoolage.Thirdly,speechismoreimpo

14、rtantthanwritingforpeople'dailylife.Apersonwhocan'treadandwriteisonlyan'illiterateHowever,apersonwhocan'tspeakisnormallyregardedas'disabled'.Sospeechisveryimportantinthedevelopmentofhumanbeings.(二)ThepositionofspeakinginthefourlanguageskillsOfthefourlanguageskills(listening,s

15、peaking,reading,&writing),listeningtakesthefirststep.However,communicationisatwo-wayactivity.Whenyoucanunderstandwhatissaidtoyou,becauseofsomereasons,youcan'tspeakoutwhatyoumean,thenthecommunicationcan'becontinued.Sothiscommunicationwillbecomeafall.Duringthelearningofalanguage,listeninga

16、ndreadingareaprocessofunderstandingandabsorption,speakingandwritingareaprocessofexpressionanduse.Understandingandabsorptionarefoundationwhileexpressionanduseareimprovement.Thatis,theformerisaprocessofinput;thelatterisaprocessofoutput.Withoutthelatter,thedevelopmentofthelanguagepracticalabilitytounde

17、rstandandabsorptionwillbemeaningless.ItisimpossibletomastertheEnglishandtoformtheabilitytouseEnglishcomprehensivelyonlyrelyingontheinputoflanguage.Theexpressionofspokenandwrittenshouldalsobeusedtocheckandimprovethelanguageabsorptionandthethinkingability.Whilethelanguageinputisincreased,thefavorablep

18、racticalactivitiesofoutputwillalsobedoneconstantlyonthebasisofunderstanding.Andthefinalaimoflanguageteachingistodevelopthestudentsabilitytocommunicateintheformofspokenandwritten.Thereby,thelisteningabilitymustrelyonthespeakinginaway.Moreover,itisprovedthatifthespeakingistrainedbest,itwillbehelpfulfo

19、rstudentsconfidencetolearnEnglish.(二)TheimportanceofspeakingexistingintheteachingsyllabusTheaimsofteachingsyllabusstipulatesthat"EnglishteachinginmiddleschoolsaremainlytotrainstudentstohaveadefinitefoundationoflisteningandspeakingsoastoattaintheaimtocommunicatecomprehensivelywithothersinEnglish

20、.ItrequirestheteachersofEnglishtoorganizetheir45-minuteclassinEnglishtocreatealivingandlivelyEnglishenvironmentofEnglishlearning.Thusthestudentslisteningand二、Somebarriersintheprocessspeakingcommunication.()Phoneticbarrier"Thearticulatorapparatusofahumanbeingarecontainedinthreeimportantareasorca

21、vities:thepharyngealcavity-thethroat,theoralcavity-themouth,andthenasalcavity-thenose.Theairstreamcomingfromthelungsmaybemodifiedinthesecavitiesinavarietyofways.Itmayalsobemodifiedinthelarynxbeforeitreachesanyofthecavities.Becauseofthepoint,thelearnersshouldberequiredtoknoweverypartofpronunciationof

22、human'sbodyandcanpronouncethepureEnglish.However,formoststudentsintheprocessoftheirlearning,theyaregreatlyinfluencedbytheirteachers,especiallyteachersphonetics.Butatpresentinmanyareas,especiallyintheruralareas,schoolsareshortofspecializedEnglishteachers.Someotherteacherswhoarenotfamiliarwiththes

23、oundlinking,plosive,stress,etc.areaskedtoteachEnglish.MaybetheyarecompetentinteachingEnglishgrammarandlanguagepoints,butitissurelydifficultforthemtospeakfluentandpureEnglish.Andalsosomeschoolscan'affordmodernmachines,sothestudentscan'timitatethepureEnglish,Sotheirspeakingabilitycan'betra

24、inedfavorably,whentheycommunicatewithothers,theyoftenfindtheirpronunciationsaredifferentfromothers'Sotheycan'tunderstandwhatissaidtothem.Therefore,theirlisteningabilitywillbeinfluencedandtheconfidenceofcommunicationalsobeinfluenced.（二）GrammarbarrierAlthoughweemphasizeagainandagainthattheaimo

25、fourlanguageteachingistocommunicate,westillshouldhavesomeknowledgeofEnglishgrammar.InEnglish,thereisachangeoftense.Andtheorder,whichtheactionhappens,canbepresentedbythechangeofverbs,whichmanystudentsoftenignorethesepointswhentheycommunicatewithothers.Asaresult,someunnecessarymistakeswillhappen.Forex

26、ample,astudentwantstoexpressthismeaning"IhavebeentoBeijing.Notknowingthedifferencebetween"havebeento"and"havegoneto"sohesays,“IhavegonetoBeijing.Ifheknowstheirdifference,hewillnotmakethismistake.（三）MentalbarrierAnAmericanpsychologisthashadanexperimentamongthreethousandpeople

27、likethis:whatdoyouworryaboutmost?Thereareallkindsofanswers,suchasdeath,dump,lossofrelatives,diseases,etc.Buttooursurprised,aboutfortypercentofpeoplethinkthatwhatpeopleworryaboutandfrightenmostistospeakbeforepeople.Fromthisexperiment,weknowthatsomeuncomfortablefeelingwillhappeninmothertonguetocommuni

28、cate.Andtheuncomfortablefeelingwillbemoreseriousinthesecondlanguage.Moststudentswillhavesomementalbarrierorpsychologicalbarrierduringthespeakingtrainingorthespeakingcommunication,andweoftenfindthatthestudentswillamplifywellinwarm-upinclass.However,inrealoccasion,theywillonlyhavealookattheotherpeople

29、withoutanywordeveniftheymeetthesamesituationasthatinclass.Maybetheyalsowanttospeaktootherfreely.Justbecauseoflackoftheconfidence,theycan'speakwell,andtheywouldratherwatchother'communication.Intheiropinions,theyshouldspeakEnglishpurelyandfluentlyandtherearenogrammaticalmistakeseventowonderful

30、stagewhenpeoplecommunicate.Thenthecommunicationwillbecontinuedpridely,orothersmaybelaughatthem.InEnglishclass,thisaspectisoftenappeared.Somestudentsworryabouttheirpronunciationandintonation,sotheywillonlysay"I'smrry"astheanswerstotheteachersquestions.Allthesewillinfluencetheimprovement

31、ofspeakingability.Theirspeakingabilityincreasinglybecomesworseunderthelackoftrainingsolongtime.Ofcourse,theabovementionedisnottheonlyfactorstoobstructtheimprovementofspeakingability.Andtherearesomeotherfactorstoinfluencethespeakingability.四、Essentialmethodsforimprovingstudents'speakingability.()

32、Createagoodlanguagesurroundingtoarousethestudents'enthusiasmforEnglishlearning.1、A"real"environmentEnglishlearningisofgreathelp.Thetraditionalgrammar-translationteachingmethodplayedadefiniteroleinmiddleschoolteachingoverthepastdecades,butthismethodoflearningEnglishthroughChinesetransla

33、tioninclasshasnotentirelycateredforthenewsituationoflearningaforeignlanguage.WeshouldbringthestudentstoafullrealizationofthefactthatlearningEnglishalwaysthroughChinesetranslationcertainlydoesnothelpthemimprovetheirskillsofusingEnglish.Butwehaven'agoodlanguagesurroundingtospeakEnglishallthetime,w

34、hichhasalwaysbigproblemforourChineseEnglishlearners.AndweknowthatteachinginclassisthebasicformofEnglishteaching.Firstly,theEnglishinhisclassshouldbeonthebasisofthestudentsunderstandingeasily.Don'tletthestudentshavetheroomtoexpressinChinese.AndtheteachersshouldhelpthemlearntothinkinEnglishandenco

35、uragethemtoanswerthequestionsinEnglish.TothebeginnersoflearningEnglish,theyoftendon'daretoanswertheteachersquestionsinEnglishbecauseofsomereasons.Sotheteachersshouldencouragethemwithpatienceandletthemgiveuptheshyminds.AndtheteachersshouldconducttheirlessonsinEnglishasmuchaspossible,soastoforceth

36、estudentstogetusedtolisteningspeakingandthinkinginEnglish.Beforeanewlesson,teacherscancreatesomesituationsforthestudentstorespondtothemandthentoparaphraseafewsentencesortoretellastoryetc.Ontheotherhand,fortheiranswers,theteachersshouldgivethemproperestimateandletthemhaveasuccessfulfeelingofgettingkn

37、owledge.Thentheywillbegladtospeakitmoreandmore.ThusthestudentsfeelinarealenvironmentofEnglishlikethosenativelearners.Actuallyinsuchalivelyatmosphere,thestudentshavebeenmotivatedtoconveytheirideasinEnglish.Ofcourse,itisquiteclearthatthestudents'abilityofspeakingmustbewellandeffectivelytrained.Inm

38、yclassroom,therearemanypieceofpaperwith"Englishcorners'bnthewall.Beforeclass,IoftenletthemseesomeEnglishfilminordertofeelwesternconditionsandcustomsandattracttheirinterestforEnglishlearning.2、Somemeasuresforarousingstudentsinteresta、Three-minutesspeechbeforeclass.Atthebeginningofaclass,stud

39、entsareoftenaskedtocometotheblackboardtogivetheothersadutyreport.b、Givemorechancestothestudentstodopairswork,makinguptheirowndialogue.c、Makefulluseofaudio-visualaidstocreatesituations.d、Carryoutsomeactivities,suchas:Speaking/readingcompetition,Chineseforbidden,Englishcorner,etc.e、Playgames.E.g.Passt

40、hemessage,makemoresentencesasquicklyaspossible.f、ModifyLiYang'scrazilyspeakingEnglish.（二）HelpthestudentslayasolidbaseofEnglishphonetics.Ifthereissomethingwrongwithastudent'spronunciation,then,obviously,hecan'tunderstandwhat'soninthecommunication.Andincreasinglyitwillinfluencethestude

41、nt'sconfidenceofcommunication.SoteacherofEnglishshouldhelpstudentslayasolidbaseofEnglishphonetics,whichincludesaccuratepronunciation,goodintonation,soundlinking,plosiveandstrongandweakforms.Itisprovedthatstudentswithgoodpronunciationandintonationhaveobviousadvantagesinspeakingjustasawriter's

42、opinionscanbeobtainedbyreadingbetweenthelines,aspeaker'intentioncanberevealedfromtheintonationandtunesheuses.Forexample,thestudentsofoneofmyclassesaren'toftenvigorouswhenIaskthemtoreadafterme,theyoftenreadslowly.ThenIreadloudly,andthenthestudentsreadlouder,too.What'snore,itisalsoprovedth

43、atgoodpronunciationandtunesnotonlyhelphimselfdeveloptheconfidenceofEnglishlearning,butalsohelpotherssurroundinghimtrytoimprovetheirspeakingability.AstheyouthhaveastrongpresentedexpectandmostofthemhopethattheycanhavefluentandpureEnglishthenbecomethefocusandtheadmiringpeopletothepublic,whichmakethemha

44、veabetterconfidenceintheirlife.(三)Givemorechancestothestudentstodeveloptheirspeakingabilityaswellastheotherthreeskills(listening,readingandwriting)Inclass,thestudentsshouldbegivenmoretimetospeakandtheycan'tberegardedjustasaudiences,whichwillnothaveagoodteachingeffectandthestudent'sspeakingab

45、ilityalsocan'tbetrained.Theteachersshouldletthestudentstakepartintheclass.InJFFCtextbooks,therearemanyinterestingdialoguesandstories.Sotheteachersshouldletthestudentsactthedialogueoutormakeanotherdialoguewiththeirownwordsaspossibleastheycan.Andthere'naanyriddlesandchantsinthetextbooks.Sotheteacherscantaketheformationofcompetitiontoletthestudentsimitateandfollowthetapeandseewhoisthewinner.Next,theteacherscanalsoarrangeforthestudentstoretellthestories,whichtheyaremoreinterestedi