英语学术论文范文

英语学术论文范文：1.Title

StrategiesofOralEnglishTeachinginSeniorSchools

2.ThesisStatement

ThecurrentsocialbackgroundswhichmakeOralEnglishbecomeanimportantpartintheEnglishlearningprocessareurgent.TeachersinseniorschoolsalwaysencountermanyproblemsintheirOralEnglishteaching.Thisstudydiscussesthemajorcauses,andgivessomecreativesolutionstothem.

3.PurposesandSignificanceofStudy

InrecentyearsithasbeenarguedonbothlinguisticandpsychologicalgroundsthatOralEnglishshouldbetheprincipalobjectiveinEnglishteaching.MosttextbooksplaceemphasismoreonOralEnglishinthattheyembodyamethodologythatislargelyoral.ThecurrentproblemsthatappearinOralEnglishteachinginseniorschoolsarethegreatestobstacleswhichpreventstudentsfromlearningEnglishwell.Withtheglobalizationofsociallifeandeconomy,theprocessofopeninguptotheoutsidebecomesquickly,toacertainextent,therequirementsforthecultivationofOralEnglishareinstant.Thisstudywillhelpseniorteachersandlearnersanalyzethepotentialproblemsandspecificmethodstodealwith.

4.SituationofStudy

Corder(1967)viewshisopinionsthatthesecondlanguageacquisition(SLA)providestotheresearcherevidenceofhowlanguageislearnedoracquired,whatstrategiesorproceduresthelearnersareemployinginhisdiscoveryofthelanguage.

SegalowitzandGatbouton(1982)taketheirviewasthatlanguagelearningparticularlytheoralcompetencehasbeguntofocusontheteachingstrategies.

Goffman(1974)pointsoutthatoraltalkingisoftenorganizedintotwo-partexchanges,thisorganizingprincipalfollowsfromtheveryfundamentalrequirementsoforalspeechasacommunicationsystem.

TheTeachingSyllabus(TheMinistryofEducation,2000)stipulatesthatBandOnerequiresseniorschoolstudentstoretellmainideasbasedonthegeneralmeaningofthepassages,andcandosomeintroductionaboutfamily,friends,orclassbyusingsimplesentencesandexpressions.BandTwodescribesthatstudentscananswerquestionsanddiscussaccordingtothetextefficiently.Italsorequiresstudentstododailytalkaboutsociety,cultureandsciencewhichrelatedtothetextinthetextbooks.

TheHighSchoolEnglishStandards(TheMinistryofEducation,2002)stipulatesthatBandSixrequiresseniorschoolstudentstododailyconversationsandexpressownopinionsonthegiventopics.Studentscandescribepersonalexperiencesandexpressoneselfappropriatelyonsomespecificoccasions.BandEightstressesthatstudentscanmakea3-minutespeechbasedonsimpletopicsbypreparationinashorttime,anddosomesimpletranslationsindailylife.

TheoriesabouthowweteachoralEnglishreflectourviewofthenatureoflanguage.Adeeperunderstandingoftheeffectsofcommunicativeneedsonnon-nativespeakerdiscourseshouldmakeusmoreunderstandingofourstudents'difficultiesinpractisingtheirOralEnglish.ItisgenerallyacceptedthatEnglishplaysanimportantpartinthebasiceducationcourses,andevenintheadvancededucation.Inthepast,EnglishteachinglaidgreatemphasisonthegrammaticalstructuresinsteadofOralEnglishteaching.ThisleadstosomeseriousproblemsthatmostlearnersinChinahavestudiedEnglishformoretenyears,yettheycannotcommunicatewithnativeEnglishspeakersnaturally.Theyprobablylackthelanguageenvironment,andmostofthemhavenoopportunitiestopracticetheirEnglishorallyinclass.Furthermore,teachers,someofwhomcannothaveverygoodoralEnglish,insomebackwardandremoteareasofChina,arenotqualified.ThesecertainlyleavestudentsthedirectimpactonthemotivationofEnglishlearning.

5.DifficultyofStudy

ItisalittlebithardforseniorstudentstospendsometimeeverydaytopracticetheirOralEnglishbecauseoftheheavypressureoftheentranceexaminationtocollege.Meanwhile,inviewofthetest-orientedsysteminChina,teachersoftenemphasizealotonpreparinglessonplansfortheirstudents.Moreover,thesolutionsthatofferedinthisstudycannotbeputintopracticeeasily.Collectingthematerialsandinformationisanotherdifficultthingformylimitedtimeenergy.

6.Outline

1.Introduction

2.TheoreticalFramework

2.1ForeignLanguageMethodologies

2.2TheRequirementsoftheHighSchoolEnglishStandards

2.3Theoriesofthesecondlanguageacquisition(SLA)

2.4MotivationsforSeniorStudents’EnglishLearning

3.TheCausesoftheProblems

3.1Students’FactorsinTheirOralEnglishLearning

3.1.1LackofLanguageEnvironment

3.1.2FewOpportunitiestoContactwithEnglish

3.1.3LackofConfidenceandCreativity

3.1.4TheImpactofPsychologicalObstacles

3.2Teachers’FactorsinTheirOralEnglishTeaching

3.2.1Lessproficiencyinteachers’oralEnglish

3.2.2PoorTeachingTheoriesandStrategies

3.2.3TheTraditionalTeachingModes

3.3Administrators’Problems

3.3.1LargeClass

3.3.2TheCurrentEnglishTestSystem

4.Solutions

4.1ThesolutionstoStudents’Problems

4.1.1CultivationofLanguageEnvironment

4.1.2CreationofMoreChancestoPracticeOralEnglish

4.1.2.1RecitationMethod

4.1.2.2Step-by-stepMethod

4.1.2.3Findingthefixedpartnerstopractice

4.1.3FosteringSelf-confidenceandCreativity

4.2TheSolutionstoTeachers’Problems

4.2.1ProfessionalismforTeachers’OralEnglish

4.2.2AttemptofNewTeachingTheoriesandStrategies

4.2.2.1Model-basedMethod

4.2.2.2Theme-basedMethod

4.2.2.3Question&AnswerMethod

4.2.2.4InteractiveApproach