英语毕业论文How-to-improve-students-oral-English

Howtoimprovestudentsoral张

薇摘：随改开深，语学来引人的视尤北京功奥人都中英学。以语改入个转点面着好未。现，九制务育，准语程取以的学模。据语言育成个级新标用国体制改了的法新教方通引学的趣鼓励们与培学日生中用语能。的法重听和语因现口在学语学越越要本主讨如提学的语力从面个的面阐：1.说的要。2.口语流程的些碍3.提高语力基方。

本从中语师观，且理和际合得结论关词语交；力中；语学AbstractWiththeofEnglishteachingmoreandmoreespeciallysinceBeijingwonbidtoinChina.Now,a9-yeareducationprogramisputinChina.Acourseisbeingusedtoreplacetheformerteachingoutline.Thenewstandardadoptsinternationalwhichlanguageeducationisinto9Thistheirdailylife,byfocusingonarousingtheirandtheir

Thenewmethodwillplacelessstressonandwritinginfavorof“listening”“speakingnow,gettingmoremoreimportantinmiddleschoolEnglishteaching.Thispaperdiscusstheprocessofmethodsforstudentsspeakingability.TheissuewillbediscussedfromtheofateacherofEnglishjuniorpossiblewillbereachedwiththe、、middleschoolEnglishteaching.一IntroductionEnglishisapopularlanguage--especiallyinthenewcentury.Asisknowntousall,itisthemostwidely

usedlanguageinthedevelopingworldandit‟sgettingmoreandmoreimportantnowadays.Recentestimatessuggestthatmorethanmillionpeoplespeakitastheirfirstlanguage,withmorethan1800millionpeoplespeakingitassecondlanguage.Itisanofficiallanguageinalargenumberofcountriesandiswidelyusedinairtrafficcontrolandgatherings.Nowadays,withtheopening-upofChina,Englishteachinggettingmoreandmoreattention,especiallysinceBeijingwonthebidtotolearnEnglishfromGrade3inprimaryschools.However,classroomteachingtheonlywaytolearnEnglishinChina,andthemethodknowledgeintolearningalanguage.ButthisofteachingandlearningEnglishisevidentiallypassive,becauseitgoesagainsttheprincipleof

Englishteaching,whichrequiresthatlisteningandspeakingtaketheleadinEnglishteaching,andonthebasisofthesetwoskills,readingandwritingwillbecultivated.SospeakingasoneofthefourlanguageskillsEnglishteachinginmiddleschools.Whatmore,withthereformationofnewprocessofteaching,itrequiresthatthestudentswillinEnglishinrealoccasions.Butmanystudentsoftencanspeakwellinclassorinoccasions,andwhentheyareputinarealcondition,theycan‟t.WhydoesitWell,itisaffectedbymanyelementsOneoftheelementsistheirEnglishspeakingability..SoitdemandstheEnglishteachersinjuniorschoolstodevelopthestudent'sspeakingability.Soalsoitisnecessaryfortheteacherstothelanguageofbeings

“Languageisvocal,thismeansthatspeechistheprimarymediumoflanguage.Whilewritingissecondary.Firstly,foranylanguagespeechexistedlongbeforethewritingsystemcameintobeing.Eventodaylanguageswhichformoutnumberlanguagewhichalwayslearntospeakfirst.Theybegintoreadandwriteonlywhentheywritingforpeople‟sdailylife.Apersonwhocan'treadandwriteisonlyan„illiterateHowever,apersonwhocan'tspeakisnormallyas„disabled‟.Sospeechisveryimportantinthedevelopmentofbeings.（）ThepositionofspeakinginthefourlanguageskillsOfthefourlanguageskills(listening,speaking,reading,&writing),listeningtakesthefirststep.However,

communicationisatwo-wayactivity.Whenyoucanunderstandwhatissaidtoyou,becauseofsomereasons,youcan'tspeakoutwhatyoumean,thenthecommunicationcan‟tbecontinued.Sothiscommunicationwillbecomeafall.Duringthelearningofalanguage,listeningandreadingareaprocessofunderstandingandabsorption,speakingandwritingareaprocessofexpressionanduse.Understandingandabsorptionarefoundationwhileexpressionanduseareimprovement.Thatis,theformerisaprocessofinput;thelatterisaprocessofoutput.Withoutthelatter,thedevelopmentofthelanguagepracticalabilitytounderstandandwillbemeaningless.ItisimpossibletomastertheEnglishandtoformtheabilitytouseEnglishcomprehensivelyonlyrelyingontheinputoflanguage.Theexpressionofspokenandwrittenshouldalsobeusedtocheckandimproveth

elanguageandthethinkingability.Whilethelanguageinputisincreased,thefavorablepracticalactivitiesofoutputwillalsobedoneconstantlyonthebasisofunderstanding.Andthefinalaimoflanguageteachingistodevelopthestudents‟abilitytocommunicateintheformofandwritten.Thereby,thelisteningabilitymustrelyonthespeakinginaway.Moreover,itisprovedthatifthespeakingistrainedbest,itwillbeEnglish.(三)TheimportanceofspeakingexistingintheteachingsyllabusTheaimsofteachingsyllabusstipulatesthat“EnglishteachinginschoolsaremainlytotrainstudentstooflisteningandspeakingsoastoattaintheaimtocommunicatecomprehensivelywithothersinEnglish.ItrequirestheteachersofEnglishtoorganizetheir45-minuteclassinEnglishtocreatealiving

andlivelyEnglishenvironmentofEnglishlearning.Thusthestudents‟listeningand三Somebarriersintheprocessspeakingcommunication.（）Phoneticbarrier“Thearticulatorofabeingarecontainedinthreeimportantareasorcavities:thepharyngealcavity-thethroat,theoralcavity-themouth,andthenasalcavity-thenose.Theairstreamcomingfromthelungsmaybemodifiedinthesecavitiesinavarietyofways.Itmayalsobemodifiedinthelarynxbeforeitreachesanyofthecavities.”③ofthepoint,thelearnersshouldberequiredtoknoweverypartofpronunciationof‟sandcanpronouncethepureEnglishformoststudentsintheprocessoftheirlearning,theyaregreatlyinfluencedbytheirteachers,especiallyteachers‟phonetics.Butatpresentinmanyareas,especiallyintheruralareas,sch

oolsareshortofspecializedEnglishteachers.Someotherteacherswhoarenotfamiliarwiththesoundlinking,plosive,stress,etc.areaskedtoteachEnglish.theyareinteachingEnglishgrammarandlanguagepoints,butitissurelydifficultforthemtospeakfluentandpureEnglish.Andalsosomeschoolscan‟taffordmachines,sothestudentscan'timitatethepureEnglish,Sotheirspeakingabilitycanbetrainedfavorably,whentheyunicatewithothers,theyoftenfindtheirpronunciationsaredifferentfromothers‟.Sotheycan'tunderstandwhatissaidtothem.Therefore,theirlisteningabilitywillbeinfluencedandtheconfidenceofnicationalsobeinfluenced.（）GrammarbarrierAlthoughweemphasizeagainandagainthattheaimofourlanguageteachingistocommunicate,westill

shouldEnglish,thereisachangeoftense.Andtheorder,whichtheactionbepresentedbythechangeofverbs,whichmanystudentsoftenignorethesepointswhentheycommunicatewithothers.Asaresult,someunnecessarymistakeswill.Forexample,astudentwantstoexpressthismeaning“ItoBeijing.”Notknowingthedifference“to”and“Americanpsychologistexperimentamongthreethousandpeoplelikethis:whatdoyouworryaboutmost?Thereareallkindsofanswers,suchasdeath,dump,lossofrelatives,diseases,etc.Buttooursurprised,aboutfortypercentofpeoplethinkthatwhatpeopleworryaboutandfrightenmostistospeakbeforepeople.thisexperiment,wethatsomeuncomfortablefeelingwillinmothertonguetocommunicate.Andtheuncomfortablefeelingwillbeseriousinthesecondlanguage.Moststudentswill,and

weoftenfindthatthestudentswillamplifywellinwarm-upinclass.However,inrealoccasion,theywillonlyiftheymeetthesamesituationasthatinclass.theyalsowanttospeaktootherfreely.Justbecauseoflackoftheconfidence,theycanspeakwell,andtheywouldratherwatchothercommunication.Intheiropinions,theyshouldspeakEnglishpurelyandfluentlyandtherearenogrammaticalmistakeseventowonderfulstagewhenpeoplecommunicate.Thenthecommunicationwillbecontinuedpridely,orothersmaybelaughatthem.InEnglishclass,thisaspectisoftenappeared.Somestudentsworryabouttheirpronunciationandintonation,sotheywillonlysay“Isorry”astheanswerstotheteachersquestions.Allthesewillinfluencetheimprovementofspeakingability.Theirspeakingabilityincreasinglybecomesworseunderthelackoftrainingsolongtime.

Ofcourse,theabovementionedisnottheonlyfactorstoobstructtheimprovementofspeakingability.Andtherearesomeotherfactorstoinfluencethespeakingability.四、methodsforimprovingstudentsspeakingability.（）CreateagoodlanguagesurroundingtoarousethestudentsenthusiasmforEnglishlearning.1A“real”environmentofEnglishlearningisofgreatteachingmethodplayedadefiniteroleinmiddleschoolteachingoverthepastdecades,butthismethodoflearningEnglishthroughChinesetranslationinclassoflearningaforeignlanguage.WeshouldbringthestudentstoafullrealizationofthefactthatlearningEnglishalwaysthroughChinesetranslationcertainlynotagoodlanguagesurroundingtosp

eakEnglishallthetime,whichclassisthebasicformofEnglishteaching.Firstly,theEnglishinthebasisofthestudents‟understandingeasily.Don‟tletthestudentsChinese.AndtheteachersshouldtothinkinEnglishandencouragethemtoanswerthequestionsinEnglish.TothebeginnersoflearningEnglish,theyoftendon‟tdaretoanswertheteachers‟questionsinEnglishbecauseofsomereasons.Sotheteachersshouldencouragethemwithpatienceandletthemgiveuptheshyminds.AndtheteachersshouldconducttheirlessonsinEnglishasmuchaspossible,soastoforcethestudentstogetusedtolisteningspeakingandthinkinginEnglish.Beforeanewlesson,teacherscancreatesomesituationsforthestudentstorespondtothemandthentoparaphraseafewsentencesortoretellastoryetc.Ontheothertheywillbegladtospeakitmoreandmore.Thusthest

udentsfeelinarealenvironmentofEnglishlikethosenativelearners.Actuallyinsuchalivelyatmosphere,thestudentsmotivatedtoconveytheirideasinEnglish.Ofcourse,itisquiteclearthatthestudentsabilityofspeakingmustbewellandeffectivelytrained.Inmyclassroom,therearemanypieceofpaperwith“Englishcorners”onthewall.Beforeclass,IoftenletthemseesomeEnglishfilminordertofeelwesternconditionsandcustomsandattracttheirinterestforEnglishlearning.2Somemeasuresforarousingstudents‟interestaThree-minutesspeechbeforeclass.Atthebeginningofaclass,studentsareoftenaskedtocometothetogivetheothersadutyreport.bGivemorechancestothestudentstodopairswork,makinguptheirowndialogue.

c、fulluseofaudio-visualaidstocreatesituations.dCarryoutsomeactivities,suchas:Speakingreadingcompetition,Chineseforbidden,Englishcorner,etc.e、Playgames.E.g.Passthemessage,moresentencesasquicklyaspossible.f、ModifyLiYang‟scrazilyspeakingEnglish.（）thestudentslayasolidbaseofEnglishphonetics.Ifthereissomethingwrongwithastudent'spronunciation,then,obviously,inthecommunication.Andincreasinglyitwillinfluencethestudent'sconfidenceofcommunication.SoteacherofEnglishshould,goodintonation,soundlinking,plosiveandstrongandweakforms.Itisthatstudentswithgood

unciationandintonationspeakingjustasawriter'sopinionscanbeobtainedbyreadingthelines,aspeaker‟sintentioncanberevealedfromtheintonationandtunesoftenvigorouswhenIaskthemtoreadafterme,theyoftenreadslowly.ThenIreadloudly,andthenthestudentslouder,too.What‟smore,itisalsoprovedthatgoodpronunciationandtunesnotonlythefocusandtheadmiringtothepublic,whichmakethemtheirlife.（）Givemorechancestothestudentstotheirspeakingabilityaswellastheotherthreeskills(listening,readingandwriting)Inclass,thestudentsshouldbegivenmoretimetospeakandtheycan'tbejustasaudiences,whichwillnottheclass.InJFFCtextbooks,therear

emanyinterestingdialoguesandstories.Sotheteachersshouldletthestudentsactthedialogueoutormakeanotherdialoguewiththeirownwordsaspossibleastheycan.Andtheremanyriddlesandchantsinthetextbooks.Sotheteacherscantaketheformationoftoletthestudentsimitateandfollowthetapeandseewhois