1、浅析以学生为中心的中学英语口语教学吉林华桥外国语学院本科毕业论文（2004级）姓 名： 常明明学 号： 020*院 系： 英语学院 专 业： 英语（教育方向）指定教师： 杨春香二八年六月On Student-Centered Spoken English Teaching in Middle School浅析以学生为中心的中学英语口语教学 姓 名： 常明明院 系： 英语学院专 业： 英语（教育方向）指定教师： 杨春香吉林华桥外国语学院 Jilin Huaqiao Foreign Languages InstituteAbstractAt present，though there is more
2、 harmonious atmosphere and more students active participation in spoken English class in middle school，it still can not get away from the teacher-centered mode totally. It reflects the psychology of students dependence on teachers and shyness to open their mouths. And teachers dare not to make stude
3、nts the masters of the class for they worry about students ability to speak English and they think students failure to express fluently will delay the pace of teaching. As a result, students are inactive to participate in English speaking. This paper analyses the reason and explores effective method
4、s of solving this problem. Student-centered spoken English teaching in middle school is really practical.The essay is divided into five parts. The first part is introduction, it introduces the spoken English teaching in middle school at present. In the second part, it analyzes the problems existed i
5、n the teacher-centered activity in spoken English class, in which it concretely discusses two factors internal factors and external factors. The third part illustrates the application of student-centered model to spoken English teaching. In this part, three types of teaching methods are proposed to
6、prompt students to speak English in class activity. The fourth part is draws a conclusion that the approach of on student-centered is more suitable for the middle school English class at present, which can stimulate the students initiative to speak English.Key Words: student-centered; spoken English
7、 teaching; interest内 容 摘 要现在的中学英语课堂的口语教学，虽然比过去的课堂气氛更融洽，学生的参与也更多，但是仍然无法完全摆脱以教师为中心的教学模式。这主要反映了学生还存在着依赖教师和羞于开口说英语的心理，而教师由于担心学生说不好和不能流利的表达，也不敢完全放手让学生主导课堂。这些都造成了学生在中学英语口语活动上消极参与的结果。本文针对中学生在英语口语课堂上消极参与的问题进行了分析，阐释了导致中学生这个问题的各种因素，并探讨解决问题的有效方法-以学生为中心的中学英语口语教学模式的实用性。我的论文共分为五部分。第一部分是介绍，介绍了中学课堂的口语教学的现状。第二部分是分析以
8、教师为中心的口语课堂存在的问题，在这一部分具体分析了两个因素-在因素和外在因素。第三部分阐明以学生为中心的教学法在中学口语课堂上的应用，提出了三个教学方法来激励学生在课堂活动中多讲英语。第四部分总结以学生为中心的教学法更适合现在的中学英语课堂，可以激励学生主动的去说英语。关键词：以学生为中心；英语口语教学；兴趣Contents. Introduction 1. Analysis of the Factors which Effect Teacher-centered Spoken English Class 12.1 Internal Factors 22.1.1 Lack of Courag
9、e 22.1.2 The Psychology of Low Self-esteem 42.1.3 Anxiety of Individual 52.2 External Factors 62.2.1 Teachers Factors 62.2.2 The Traditional Teaching and Learning 102.2.3 Teaching Materials and Activities 11. The Application of Student-centered Spoken English Teaching 123.1 Conversational Practice w
10、ith Real Objects to Create a Sense of Reality 123.2 Conversational Performance with Pictures 133.3 Intriguing Students Interest to Speak out with the Help of Multimedia 13. Conclusion 13Bibliography 15On Student-Centered Spoken English Teaching in Middle SchoolI. Introduction At present in English c
11、lass in middle school, the teacher plays a centre role. In such approaches, the teacher is the authority of class and can not be challenged by students. Many students consider their teacher as their idol and never say no to them. In a word, there is an unequal relationship between the teacher and st
12、udents in class. Teacher-centered approaches rule the class, which make students a passive listener and knowledge receiver. Then students, just like ducks waiting to be fed, learn knowledge passively. Many students can not speak from beginning to end. They have to listen to the teachers long speech
13、and could hardly get chance to improve their spoken English.II. Analysis of the Factors Which Effect Teacher-centered Spoken English ClassTeacher-centered English teaching is traditional. Which the development of society, its going out of date. There exist some negative barriers in English teaching.
14、 Some problems appear in English speaking class in middle school. To some extent, it causes students inactive participation. Chinese teachers often complain that “they meet silent learners in the speaking class, especially in an EFL setting in China” (Feng Yan, 1999:20). They have difficulty getting
15、 students to speak in class and some students for their part may regard an invitation to participate as being picked on. Students are still “mute” in speaking in spite of their large vocabulary and grammar knowledge. Chinese students are still reluctant to speak English when they have had a 3,000+vo
16、cabulary and 1,000 hours learning. Foreign teachers have the same experience. Dorm Byrne says, “Students know how to talk, of course! Outside the classroom, in the corridors, on the playground, and in the street or at home, it is sometimes difficult to stop them from talking! But that is in mother t
17、ongue. In foreign language classroom, they can be strangely silent, reluctant, and too shy to open their mouths. The Chinese students appear to be passive and nonverbal; and their language learning is much influenced by their mother tongue and customs compared with the American students and the Fren
18、ch students”, which is one of Gao Youmeis major findings after her investigation carried out mainly in ESL/EFL classrooms on the campuses of the University of Kentucky in the U.S.A., the University of Sheffield in England, Shandong Agricultural University and Tianjin Foreign Studies University in Ch
19、ina. As to class participation, usually the top students are active participants in teaching activities. More talkative and outgoing students tend to dominate class discussions, while quieter and weaker students only keep silent and soon far behind. The majority of the Chinese students belong to ina
20、ctive learners. Some keep silent unless teachers ask them to speak. Some even refuse to say anything in the target language and keep dumb in the whole English class as listeners. Some of them have a good command of English grammar and their English vocabulary is more than enough for them to express
21、themselves. But once they are asked to speak English in class, they will find their minds blank and their tongues tied. So they choose to keep quiet in class. As a result, many Chinese students dare not speak English nor have a talk with foreigners after years English study. As Jin Shenhua mentions,
22、 and some college students who has at least studied English for eight years including 6 years study in middle schools, even cant answer the simple questions raised by the foreign teacher, What do you usually have for breakfast?, simply because he didnt know how to say 馒头, 稀饭in English .As to the aut
23、hors personal experience, he found it difficult to ask the middle school students to speak in his speaking class during his teaching practice. There were only 4 students who can actively participate in my speaking class. Most of the students in it chose to keep silent and listened carefully to Engli
24、sh teacher.From the above we may see that the problem of inactive participation in the speaking class is so serious that no teachers can ignore and neglect it. 2.1 Internal FactorsWhat contributes to the problem of students inactive participation in the speaking class in middle school? Last October,
25、 I taught as a trainee in NO. 4 Middle School in my hometown. After I had a word with some students who are inactive in participating in his speaking in class, I found they don t want to be active in speaking class mainly because they dont want to make mistakes or feel shy to speak. Therefore, we se
26、e that individual learners internal factors play a key role in preventing them from taking an active part in activities in speaking class. Therefore, let us look into the main internal factors first.2.1.1 Lack of Courage It is useful for language learners to take moderate but intelligent risks, such
27、 as guessing meanings based on background knowledge and speaking up despite the possibility of making occasional mistakes, rather than taking risks at all or taking extreme, uniformed risks. Anyone who has learned a foreign language is acutely aware that second language learning actually necessitate
28、s the making of mistakes, esp. in speaking. Learners can really make progress only by learning from their mistakes. If we never ventured to speak a sentence until we were absolutely certain of its total correctness, we would likely never communicate productively at all. That is to say, when learners
29、 who avoid risks are stalled by actual or anticipated criticism from others or by self-criticism, their language development becomes seriously stunted because of not enough practice.However, our students, especially middle school students are afraid of making mistakes. According to the investigation
30、 of the middle school teacher, most of the students inactive in participating in speaking dont want to speak because they dont want to make mistakes and be laughed at as fools. They also dont want to be criticized by the teacher. This is because mistakes can pose both internal and external threats t
31、o ones ego. Internally, ones critical self and ones performing self can be in conflict: the learner performs something “wrong” and becomes critical, even judging their very person when they blunder in a second language. All human beings, in their understanding of themselves, build sets of defenses t
32、o protect the ego. In speaking class, many students choose to be silent in order to protect their ego. It can be concluded, to some extent, that the inactive or silent students in the classroom are those who are unwilling to appear foolish when mistakes are made.Beebe describes some of the negative ramifications that foster fear of risk-taking both in the classroom and in natural setting. In the classroom, these ramifications might include a bad grade in the course, take the exam, a reproach from the teacher, a smi
