初中生英语口语障碍分析和应对策略

ContentsTOC\o"1-9"\uChineseAbstract 2EnglishAbstract 31.Introduction………… 41.1ResearchBackground 41.2ResearchSignificance 42.LiteratureReview 52.1IdentificationofOralAbility 52.2TheoreticalBasis 53.TheObstaclestoLearningSpokenEnglishforJuniorMiddleSchoolStudents 63.1ExistingObstaclesinStudents 63.2ExistingObstaclesinTeaching 83.3ExistingObstaclesfromtheLearningEnvironment 94.TheCopingStrategiestoLearningSpokenEnglish 104.1ToCultivateStudents’Motivation 104.2ToPromoteCreativeTeachingMode 134.3ToImproveLanguageEnvironment 165.Conclusion 18References 20

初中生英语口语障碍分析和应对策略摘要英语作为一门学科，对初中生来说是一个挑战。虽然对英语口语重要性的认识正在加强，初中生的英语口语能力培养也受到越来越多的重视，学生用英语作为交际语言的能力也在慢慢地提升，但是受应试教育的影响，初中生的英语口语能力相对还比较薄弱。因此，中学英语教师必须把提高中学生英语口语水平当作一项重要教学工作。本文主要分析、阐述了初中生英语口语能力培养方面存在的问题，从而有针对性地提出了初中生口语能力培养策略。首先从学生层面出发，学生应转变为“升学”而学的理念，以及追求更高效的口语学习方法；其次从教师层面研究，教师应该改变传统教学的观念，并与时俱进，不断提高自身专业素质，尽量为学生创设轻松愉悦的课堂氛围并缓解学生口语学习的焦虑感；最后从学习环境的层面出发，提出了学校与家庭可以合力，共同为学生创造一个良好的语言学习环境。关键词：初中英语口语；障碍；策略

AnAnalysisoftheObstaclestoLearningSpokenEnglishforJuniorSchoolStudentsandCopingStrategiesAbstractEnglish,asamainsubject,isachallengeforjuniorschoolstudents.AlthoughtheawarenessofpromotingspokenEnglishisbeingstrengthened,juniorschoolstudents’spokenabilityisgainingmoreattention,andstudents’communicativeabilityischangingforthebetter,theiroralexpressionisstillnotsooutstanding.Therefore,middleschoolEnglishteachersoughttotakemoreeffectivemeasurestoimprovemiddleschoolstudents’oralEnglish.Thisarticlewillexploretheexistingobstaclesinjuniorschoolstudents’oralEnglishandseekforappropriatesolutionstosolvethem.Inaddition,proficienttrainingstrategiesforjuniorschoolstudents’oralEnglishwillbeproposed.Firstly,thestudentsaresupposedtochangetheconceptoflearningfor“highergrade”intothepursuitofmoreefficientspokenlanguagelearningmethods.Inaddition,theteachershadbetterputasidethosestereotypicalteachingmodesandkeeppacewiththetimes.Theyneedtocontinuouslyimprovetheirvocationalskillsandtrytocreatearelaxingatmosphereforstudentsandalleviatetheiranxietyintheclass.Finally,tocreateabetterlearningenvironmentforstudents,itisproposedthatschoolsandparentsworktogethersothatthestudentscannaturallyformthehabitoflearning.Keywords:middleschoolstudents’oralEnglish;obstacles;strategies

Introduction1.1ResearchBackgroundAtpresent,thereareagreatmanyofEnglishlearnersinChina,whilemostofthetime,thestudentsingeneralcouldn’timprovetheirspokenEnglishwithoutobtainingvalidknowledge.OneofthemainreasonsisthelackofexaminationsfororalEnglishinmostmiddleschools,whichleadstotheignoranceoforaltraininginEnglishclasses.Nowadays,thesocietydemandsnotonlythosewholearnEnglishanddowellindailyexaminationsorwrittenworks,butalsotalentswithcomprehensiveabilityintegratinglistening,readingandwritingandspeakingabilities.1.2ResearchSignificanceLanguageplayssuchanindispensablerolethathumanbeingscan’thavenormalcommunicationwithoutit.PeoplelearnEnglishforcommunication.Undertheconceptofadvocatingcoreliteracyteaching,“speaking”isregardedasanimportantapproachtokeepintouchwithpeoplearoundtheworld.AsChinaisdevelopingsoquickly,itisapproachingtotheworld’spolitics,economy,andculture.Undersuchsituation,Englishisbecominganinternationallanguageandpeopleuseitalmostthroughouttheworld.SpokenEnglishshowsitsuniquesignificance.AtraditionalphenomenonamongChina’steachingisthatteachersusuallyputmoreemphasisonlanguagepoints.Englishteachersspendmuchtimepromotingstudents’writtenexpression,whileneglectingstudents’oralexpression.TheresultmaybethatalotofjuniormiddleschoolstudentsonlylearnwrittenEnglishwellwhiletheycouldn’texpresswhattheythinkfluentlyinoralEnglish.Hence,thestudents’spokenabilityisn’tpromotedandevenremainsweak.Inaddition,studentslearnEnglishseriouslybecausetheyhavetofinishtheirassignmentsandpasstheexaminations,whichdepartsfromtheoriginallearningtarget.Asamatteroffact,improvingoralEnglishexpression,requiresnotonlytofulfiltheteachingtask,butalsotomeetthechangingsocialneeds.Culturallinguisticsresearchessuggestthatlanguagecontainsallthesocialevolutionofacountryandreflectsitsculturalcharacteristics.GillainBrownfiguredoutthedistinctionbetweenspokenlanguageandwrittenlanguage:theprimaryfunctionofspokenlanguageistosustainthesocialrelationsforpeopleandconveyinformation(Brown,G.,2000).Whenchildrenlearnanewforeignlanguage,theyalsoreceivemoreforeignculture.Therefore,languageandcommunicationcannotexistindependentlywithoutculture.Inotherwords,peoplecan’ttotallymasteranewlanguageiftheydon’townadequatecultureaboutthatcountry.KeepingmorecontactwithEnglishculturehelpsthestudentshavebetterandprofoundunderstandingaboutforeignculture,andformtheirworld-consciousness.Thisrequiresteacherstoconsciouslycultivatestudents’awarenessofcross-culturalcommunicationthroughteachingprocedures.Gradually,students’perceptionoflanguagewillbepromoted.SpokenlanguagehasattractedmoreandmoreattentioninChina.Themajorityofeducatorshavecarriedoutmanyresearchesonspokenlanguageteaching,andalsoproposedavarietyofteachingmethods.However,thequalityandeffectoforalteachingstillneedtobeimprovedandoralEnglishteachingisstillaproblemworthyoffurtherexplorationinChina.LiteratureReview2.1IdentificationofOralAbilityAccordingtoBachman’s(1990)theoryofCommunicativeLanguageCompetence,languagecommunicationistheprocessbywhichlearnersuselanguageknowledgeinspecificsocialsituations.AmericansociolinguistHymes(1972)firstproposed“communicativecompetence”.Duringtheperiodofpracticinganewlanguage,learnerswillexperiencesomeobstaclesatfirst,buttheymaykeeptryingtomakethemselvesunderstood.Swain(1985:85)holdstheviewthatreasonablelanguageoutputisessential.Theoutputoflanguagemayaffecthowmuchyou“takein”thelanguage.Sopracticeplaysanindispensableroleinlanguagecommunication.BritishscholarJohnWilkinspointedoutthatthetaskofclassroomteachingshouldnotonlyteachstudentscorrectpronunciationandgrammarknowledge,butalsodevelopstudents’oralexpressionandcommunicationskills.2.2TheoreticalBasisManycelebritiesabroadhavetheirownunderstandingofspokenEnglish.Forexample,famousHungariantranslatorKazaRombuisfluentinmorethan10foreignlanguages.Shebelievesthattheprocessoflearningaforeignlanguageshouldbeasuccessiveprocedure,evenifyousqueezeout10minutesadaytopracticeit,youcanmakemuchprogress.Furthermore,youshouldmakefulluseofyoursparetime.Don’tbeafraidtopracticeaforeignlanguage.Hatch,anappliedlinguist,believesthatthedifficultyoflearningasecondlanguageisnotlessthanthatoflearningyourmothertongue.Studentscanacquireasecondlanguagethroughdiscoursecommunication.Americanlinguistandanthropologist,Hymes(1972),putforwardthetheoryof“communicativecompetence”.Itemphasizesstudents’comprehensivecommunicativeability,advocatingstudent-centeredandcommunication-orientedteaching.Thus,studentsenhancetheabilitytograspmoreinformationthroughcommunication.ItcanbeseenthatcommunicativeabilityisabsolutelyimportantinEnglishlearning,itisimperativetoimprovestudents’oralEnglishability.HowthestudentsperformduringthecommunicationiscertainlyinfluencedbyhowtheirEnglishteachersgivethelecture.EnglishteacherstosomeextentsetanexampleforstudentswithafullyEnglishteachingatmosphere,theyshouldtrytoofferstudentsagoodlanguageenvironment,andgraduallyimprovestudents’senseofcommunication(逄杰,2019(31):102).Andteachersneedtochangetheirtraditionalteachingmodeduringwhichtheteachersalwaysplaytheleadingrolewhilethestudentshavetopassivelyaccepttherelativegrammarfunctions.TherequirementsofEnglishteachinginChinaaredevelopingtowardsthedirectionof“listeningandspeakingfirst,readingandwritingnext”.NewCurriculumStandardsforJuniorHighSchoolEnglishrequiresthatEnglishteachingshouldfocusontrainingstudents’comprehensivecommunicativeabilities.Inthisway,theycanuseappropriatevocabulariesandsyntaxtolisten,speak,readandwritetoachievevalidcommunication.Therefore,cultivatingstudents’proficiencyinEnglishoralcommunicationisoneofthemainobjectivesofjuniormiddleschoolEnglishteaching.3.TheObstaclestoLearningSpokenEnglish3.1ExistingObstaclesinStudentsThereexistsmanyfactorsthatlimitthestudentsaspirationtolearn.Asisknowntoall,it’simpossibletousealanguagefluentlyforcommunicationwithoutconstantoralpractice,letaloneskillfullymasterthelanguage.However,thefluencyisconsideredasanimportantindicatortojudgelearners’Englishoralability.Lesson(1975)arguesthatfluencycontainsthespeakers’abilitytouselimitedmaterialtonaturallyexpresstheirideaswithcompletephonemes,andcorrectsyntaxandsentences.Whileoneoftheproblemsisthatmoststudentsarenotsoactiveintheclass.Theyalwaysprefertobethelisteners.Therearetwomajorreasonsforthat.Oneiscalledpsychologicalfactor.Mostofthestudentsarelackofself-confidence.IntheinitialstageofEnglishlearningtheydon’tformthehabitofsayingwhattheylearnandsharingwhattheythinkabout.AccordingtoKrashen’s(1985)“AffectiveFilteringHypothesis”,emotionplaysaveryimportantroleinthefollowingaspects:learners’learningprocessandanxietywillhinderlearnersfrommasteringgrammaticalrulesandmakingprogressinlanguagelearning.Anotherfactorisstudents’lackofknowledgeaccumulation.Studentsdon’tconsciouslytoaccumulatealargenumberofvocabularies,thismayresultinobstaclestoexpress.That’swhytheycannotsmoothlymobilizevocabularytoorganizelanguageinalogicalway,whichalsolimitstheirexpression.Astopsychologicalfactor,personalityinfluencesthelearningprocess.ComparingotheraspectsofEnglishlearning,“speaking”ismuchmorecomplicatedandismoreeasilyaffectedbythepsychologicalfactorsofthestudents.Intheprocessoflearningforeignlanguages,juniormiddleschoolstudentshavesomedifficultiesmasteringbasicpracticalskillssuchasreadingaloudorreciting.Studentsareafraidofbeinglaughedatorcriticizedfortheirmistakes,sotheyavoidspeakingEnglishmuch.Inferiorityisapsychologicalphenomenon.It’salsoasymptomfortheirlackofconfidence.FearandfrustrationmakethemunwillingtospeakEnglish.Whenrequiredtopractice,theyareashamedtoexpress.Thiskindofsituationiscommonamongjuniorhighschoolstudents.Therefore,itspotentialharmshouldarouseourattention(曹宁,2005).Classparticipationaffectshowthestudentsmastertheoralskill.InjuniormiddleEnglishclasses,thestudentsprefertolistentoteacher’sgrammaranalysiscarefullyortakesomenotesinsteadofansweringquestionsactively.Eveniftheyknowtheanswertothequestion,manystudentsavoiddirectlyanswerthequestion.Theythinkitisasignofmodesty,whilestudentswhoanswermightberegardedaspushy.Thiskindofpsychologycausesthestudentsfeelshamedtokeeppracticing.Thus,notsomanystudentsarewillingtoopentheirmouthstoexpress.Forthem,theycanhardlyclearlyexpresstheirrealideaswithwhattheyhavelearnedintheclass.Whentheysomethingwrongorsomethingdeviatefromcorrectanswer,theyfeelkindofembarrassediftheyarelaughedatbytheclassmates.Gradually,studentslosetheinterestsinEnglishcommunicationandprefertostaysilentratherthanmakeafoolofthemselvesinfrontoftheirclassmatesandteachers.Asaresult,studentshavelessandlesspractice,itgetsmoredifficulttoimprovetheiroralEnglish.3.2ExistingObstaclesinTeachingMonotonousteachingmethodalsomakesstudents’orallearningineffective.Itdoesn’tmakemuchcontributiontoimprovingstudents’syntheticlanguageability.Theconventionalteachingmethodiscramming-teachinginwhichteachersalwaysregardthemselvesasthesubjectduringteachingproceduresandseldomhavefurtherinteractionwiththeirstudents,whichtosomeextentdecreasestudents’interestinlearning.Teachersdonotrealizethattheirstudentsarethesubjectintheclass,anddonotgivestudentstheopportunitytocreateEnglishexpression.Asaresult,studentsmakenoprogressintheiroralEnglish.

Inmodernsociety,Englisheducationinmiddleschoolsisstillexam-orientedinessence.

Vastmajorityofteachersbelievethatpassingthoserelativeexaminationsorimprovingstudents’scoresarethemostimportant.ThisconceptdirectlyaffectstheteachingofspokenEnglish.TraditionaloralEnglishteachingtendstosimplifyandvulgarizeoraltraining.Althoughtherearesimpleoralinteractionintheclass,thecontentisalmostrelatedtothetextbookbutnotrealcommunication.Insuchanoralteachingmode,teachersrarelycreatecontextsforthecontentorspecificvocabularyinthearticles,nordotheyguidestudentstoanalyzetheauthor’sthoughtsandemotionsfromanoverallperspective.MechanicalreadingofEnglishisnotagoodwayforstudentstounderstandtheessenceofthelanguage,norisitgoodforstudentstoformEnglishthinking.Limitedteachingcontentalsorestrainsteachingeffect.InmostEnglishclasses,theteacherspendmuchtimeonsyntaxanalysisofthetext.Languagepointsandthecontentoftheentranceexamplaytheprimarypartsinteaching.Moreover,manyteacherssimplyextractsomefrequently-usedphrasesandlanguagepointsfromthetextaskeyteachingcontent.Onlyafewteachersguidethestudentstoseekforin-depthbackgroundinformationofthelearningmaterial.Oneofthetraditionalteachingmethodsistodividethematerialintoseveralpartsandexplainsomedetailedlanguagepoints,thenguidestudentstodoalotofwrittenpractice.Studentsjustlistentothelecturetheirteachersgive.Includingsomefixedcollocationandgrammarknowledge,theteacher-centeredmodemakesthestudentsrarelyhaveachancetopracticespokenabilityintheclass.However,thoughaftersuchdetailedlearning,somestudentsstillcannotexpresstheirideascompletelyandclearly.Gradually,theirinitiativeandenthusiasmtoparticipateissuppressed,therefore,oralcommunicationabilitycan’tbeimproved.Teachers’vocationalabilityhasrelativeinfluenceonstudents’learningabilityandlearningstate.Juniormiddleschoolstudentsareatastageofpuberty,theirpsychologicalstatusisnotstableandconstantlychange.Fromtheperspectiveofteachingeffect,theteacher’slanguageisakeytomobilizingthestudents’emotion.Hence,oncetheteachers’spokenEnglishhasbeenwidelyacceptedbystudents,theymightbewillingtolearnfromteachers.However,thepresentsituationisthatmostEnglishteachers’oralEnglishhasachievedaquitehighlevel.TheirspokenEnglishneedstobeimproved.InoralEnglishteachingprocedures,theteachertendstoplaytheleadingrolethatleadsthestudentstolearn,someofthemmightignorethefactthatthestudentsarethesubjectoflearningactivities.3.3ExistingObstaclesfromtheLearningEnvironmentMoststudentsinChinalearnEnglishinasingle-languageenvironmentwhereChineseisthemothertongue.ExceptforthelimitedEnglishcourses,theyhavelittlechancetolearnandpracticeoralEnglish.StudentshavelimitedEnglishclasseseveryweekinmostjuniormiddleschools.Thus,duetostudents’limitedlearningability,manyteacherschoosetomixChineseandEnglishduringtheteachingprocess,andmostlyinChinese.StudentshavetopassivelyreceiverelativelylimitedlanguageinapureChineselanguagelearningenvironment.ThoughtheygainsomecontactwithEnglish,gettingfamiliarwithEnglish,theycanhardlyhaveextensiveoralpracticeafterthat,whichhasagreatconstraintonthestudents’oralEnglishability.Insomeunderdevelopedareas,manystudentscan’tevenreceiveanormaleducation,letaloneagoodlanguagelearningenvironment.Duetothelimitednumberofteachingresourcesandprofessionalteachers,languagelearningbecomesquiteaobstacleforthosestudents.ThesituationhasbroughtaseriesofobstaclesforEnglishteaching.Teacherscannoteffectivelyleadstudentstocarryoutoralpracticeactivities,letalonetakingeverystudentintoaccount.TheopportunitiestopracticeoralEnglishisfewandsimultaneously,students’listeningandspeakingabilityisnotcultivated.Inaddition,profoundChinesecultureandhistoryhavedeepinfluenceonstudents’foreignlanguagelearning.Languageacquisitioncan’tbeseparatedfromacquiringthecustomsandcultures,includingEnglish.AsstudentshavemoreprofoundunderstandingofthehistoryandcultureofthoseEnglish-spokencountries,theygraduallyfindthekeytolearningEnglish.Duringtheprocessofstudents’realpractice,studentsalsoneedtounderstandsomeuniquehabitsandcustomsofdifferentcountries,suchastheBritishpronunciationandAmericanpronunciation.Otherwise,thestudents’oralcommunicationmightbelocalized.Manyteachersoftenignoresuchimportantdetails.Asaresult,studentsmayencountervariousmisunderstandingswhilelearningthelanguage.Anotheraspectmightbethelackofrealcontext.IndailyEnglishclasses,thestudentsonlylearnwhatexistintheirtextbooks.However,iftheteacherssetarealcontextonthebasisofrealconditions,studentscanhavebetterunderstandingwhentheyparticipatethecommunication.Therefore,teachersneedtotaketimetodesignsomespecialactivitiesaccordingtothecontext,soastogetclosertothereallanguageenvironment.Onlyinthiscase,itmightbepossibleforthestudentstohavereallanguageexperience.Butthefactisthatsometeacherstendtoneglectthestudents’contextexperience.4.TheCopingStrategiestoLearningSpokenEnglish4.1ToCultivateStudents’MotivationforLearningAstudenttendstohavethemotivationtolearnwhatheisinterestedin.Englishlearningproceduresshouldcultivatestudents’motivationtolearn.Whentheyfindinterestofthelanguage,theywilllearnitwithoutfear.MotivationplaysanimportantroleinoralEnglishteaching,soitisimportantforteacherstofindwaystostimulatestudents’motivationtolearn.Thestudentsshouldgraspeveryproperchancetopractice.Atthebeginning,studentsshouldbeinspiredtospeakEnglishinpublic,theycancommunicatewiththeirteachers,theirclassmates,theirfamily,evenstrangers.Cooperativeteachingisquiteapropermethodtoarouselearningmotivation.Mutualcooperationamongstudentscanbeagoodwayforstudentstoimprovetheiroralability.Thestudentswhohaveamutualtaskmayfacesomeobstaclessetbytheirteachers.However,onlythroughverbalcommunication,cantheyaccuratelyconveyinformation.RobynM.Gillies(2004:197-213)believesthatchildrenwhohaveparticipatedincooperativelearningaremorewillingtocooperatewithothers,morewillingtohelpothersandassistthosewhohavenotparticipatedincooperativelearning.Studieshaveshownthatchildrenstayinacooperativelearninggroupstendtodevelopstrongersenseoforganizationalcohesionandsocialresponsibility,andtheylearnnewthingsmoreefficientlythanthoseinnon-cooperativelearninggroups.ItwasfiguredoutthattherehasbeenanimbalanceduringoralEnglishteachinginmiddleschoolsinChina.Andthefactorsincludingthefollowing:theteachingenvironment,teacherprofessionalism,students’quality(vocabulary,sentencepatterns,grammarknowledge,accuracyofpronunciation,intonation,commonsenseincross-culturalcommunication,psychologicalfactors,textbooks,teachingequipment,etc.)Meanwhile,theCommunicativeApproachhasbeenputforward.ItadvocatesthatEnglishteachingshouldgetclosertoourdailylives.Funnyactivitiesorclasscompetitionsmighthelptoarousethestudents’passion.Ithelpsthemtorelaxphysicallyandmentally.Thestudentsshouldtrytofindsomethingthatcombinesourlifewiththelanguage.Lifeistheoriginandtheextensionofwhatwelearn.Sinceknowledgeiseverywherearoundus,studentscanlearnalotofthingsintheirdailylives.Therefore,theyhavebroadenedtheirmind,lookingformoreinterestingthingsthatcanbecombinedwithEnglishlearning,allowingthosepureandmeaningfulthingsbecomelearningmaterials.Thus,whatthestudentsexpressisusuallycombinedwithwhattheyknow.Thesentenceordertheyexpressshouldbereasonableandcoherent.Thereshouldbenaturaltransitionsamongsentencesandparagraphs.SincethisisthefirststageoforalEnglishlearning,it’snoteasytoachieveagoodresult.Thus,thestudentsshouldformthehabitofmemorizingspecificlanguageexpressions,thentheirlanguagecapacitywillbecertainlyenhanced.Moreover,encouragethestudentstoformthehabitofreading.There’sanoldsayinginChina“Readabookahundredtimesandyouwillseeitshidedmeaning”.“Read”heremeans“readout”or“speakout”,whichillustratestheimportanceofreading.Readingistheintegrationoflanguageoutputandinput.Ithelpstoenrichstudents’viewoflanguage,andaccumulatemorelanguageexperienceforthestudents.Throughreading,studentscanformthelanguagesense,whichalsohelpstocorrecttheincorrectpronunciationandenhancethefluencyandintegrity.Allowingthestudentstoexperiencedifferenttoneandintonationisthepremiseofimprovingstudents’oralEnglish.Itdoesn’tmatterifthestudentsmakesomemistakeswhentheytrytoexpressandconveytheirideas.Hereisacaseonhowtocultivatestudents’learningmotivation.It’sUnit4Topic2SectionCofBeijingRenaiEnglishtextbookforGradeNine.Thispassagemainlytalksabout“Mars”,andthetitleis“I’mexcitedaboutthethingsthatwillbediscovered”.Thetextisanexposition,it’snotsodifficulttoextractsomeinformationbutalittleboringtoreadthewholepassage.Therefore,theteachersetanassignmentthroughwhichthestudentsunconsciouslyenhancetheirinteresttoreadandunderstand.Eachgroupmustcomeupwithsomequestionsaccordingtothetext.Whileintheclass,therewillbeagroupcompetition.Thescoresofeachgroupcanbeincreasedifthequestionsandanswersarecorrect.Finally,thegroupwhoownthehighestscorewillgetbonus.Themotivationofthestudentswillalsobehighlystimulatedaftersuchcompetition.Meanwhile,theyhavetoscanthetextcarefullywhentheypreviewthetextsothatappropriatequestionscanbeputforward.Additional,atthebeginningoftheclass,theteacherfirstplayashortvideowhichroughlyintroducethetopic“Mars”,thestudentswillbegraduallyattractedtotheintroduction.Finally，there’slessobstaclesforthestudentsmoveonfurtherlearning.Partoftheteachingprocedurescanbeasfollowing:T:HowmuchdoyouknowaboutMars?S1:Justalittle...T:Aright!Let’swatchashortvideoaboutMarstogether,thentelluswhatyoulearnfromit.(Thevideolastsabouttwominutes)T:OK,time’sup.Comeon,shareyouropinion!S2:Marslookslikearedball...T:Excellent!So,youactuallydescribetheshapeandcolorofMars,alright.Thankyou.DoyouhaveanyotherpuzzlesaboutitS3:DoyouknowthetemperatureonMars?S4:ThetemperatureonMarsisbetween28℃~-140℃,wecanfindtheanswerinparagraph2,line3...T:Goodjob!Let’sturntotoday’spassageAstoerror-correcting,AdrianDoff(AdrianDoff1988)suggeststhatteachersoughttocorrectthemistakesonthebasisofstudents’differentcharacteristics.Additionally,inspirationandencouragementplayimportantrolesduringthelanguageacquisitionprocedures.Afterthestudentsgetmorecourageandinspirationbytheirteachers,theirfrustrationofmakingmistakeswillbereduced.Theywon’tbeafraidwhenerrorsappear,butgainmoreconfidence.Moreover,thestudentswillsetafirmerrelationshipwiththeirteachers(刑界霞,2015).Languagelearningismixedwithvariouscomplexinformation.Spokenlanguageshowsanabilitytoexpress,andthestudentswillaccumulatemoreinformationduringthosecommunication,itisindeedalong-termprocessforjuniorhighschoolstudents.Englishclassprovidesaplatformforstudentstoimprovetheirspokenability.However,sometimestheydon’trealizehowimportantitis.Therefore,thestudentsshouldcherishthetimetheypracticeoralEnglishinclass,andpaymoreeffortstoconsolidatewhattheyhavelearned.Inaword,readingandrecitingisoneofthebestwaystoconsolidatespokenEnglishforthecurrentjuniormiddleschoolstudents.4.2ToPromoteCreativeTeachingModeIndailyteaching,therearesometipsforteacherswhendemonstratingoralEnglishforstudents:First,ensurethatthepronunciationiscorrect.Teacher’spronunciationdirectlyinfluencestheaccuracyofstudents’oralEnglishpronunciation.Hence,duringtheteachingprocess,teachershadbetterensurethatalmosteverywordtheypronounceisclearandaccurate.Besides,noticethecoherencewhileanalyzingthematerials.Especiallytheeffectofsomeconjunctions,suchas“both,and”,“neither,nor”,etc.EnglishandChinesehavesomethingincommon,forinstance,theemphasisorlighttonesmaysuggestpeople’semotion.ChangingteachingmodeswillcertainlyassistEnglishteacherstopromotestudents’languagelearning.Effectivetipscanbeasfollowing.Foronething,teachersshouldshowtheircareforthestudentsfrommanyaspects,includingtheirthought,body,andlife,andguidestudentstobuildself-expectations.Inthisway,studentsmaytransformtheirlearningmotivationintonewexpectationforlife,conductingself-exploration,self-selection,andself-creationduringthelearningprocess.Spontaneously,theydeveloptheconsciousnessoflearning,andbuilda“teacher-studentcooperation,ingenuity,creation”teachingmode.Tosomedegree,teachersuseexpressionsandappropr