浅析以学生为中心的中学英语口语教学.docx
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浅析以学生为中心的中学英语口语教学.docx
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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
二〇〇八年六月
OnStudent-CenteredSpokenEnglishTeachinginMiddleSchool
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
JilinHuaqiaoForeignLanguagesInstitute
Abstract
Atpresent,thoughthereismoreharmoniousatmosphereandmorestudents’activeparticipationinspokenEnglishclassinmiddleschool,itstillcannotgetawayfromtheteacher-centeredmodetotally.Itreflectsthepsychologyofstudents’dependenceonteachersandshynesstoopentheirmouths.Andteachersdarenottomakestudentsthemastersoftheclassfortheyworryaboutstudents’abilitytospeakEnglishandtheythinkstudents’failuretoexpressfluentlywilldelaythepaceofteaching.Asaresult,studentsareinactivetoparticipateinEnglishspeaking.Thispaperanalysesthereasonandexploreseffectivemethodsofsolvingthisproblem.Student-centeredspokenEnglishteachinginmiddleschoolisreallypractical.
Theessayisdividedintofiveparts.Thefirstpartisintroduction,itintroducesthespokenEnglishteachinginmiddleschoolatpresent.Inthesecondpart,itanalyzestheproblemsexistedintheteacher-centeredactivityinspokenEnglishclass,inwhichitconcretelydiscussestwofactorsinternalfactorsandexternalfactors.Thethirdpartillustratestheapplicationofstudent-centeredmodeltospokenEnglishteaching.Inthispart,threetypesofteachingmethodsareproposedtopromptstudentstospeakEnglishinclassactivity.Thefourthpartisdrawsaconclusionthattheapproachofonstudent-centeredismoresuitableforthemiddleschoolEnglishclassatpresent,whichcanstimulatethestudent’sinitiativetospeakEnglish.
KeyWords:
student-centered;spokenEnglishteaching;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
Ⅰ.Introduction1
Ⅱ.AnalysisoftheFactorswhichEffectTeacher-centeredSpokenEnglishClass1
2.1InternalFactors2
2.1.1LackofCourage2
2.1.2ThePsychologyofLowSelf-esteem4
2.1.3AnxietyofIndividual5
2.2ExternalFactors6
2.2.1Teacher'sFactors6
2.2.2TheTraditionalTeachingandLearning10
2.2.3TeachingMaterialsandActivities11
Ⅲ.TheApplicationofStudent-centeredSpokenEnglishTeaching12
3.1ConversationalPracticewithRealObjectstoCreateaSenseofReality12
3.2ConversationalPerformancewithPictures13
3.3IntriguingStudents'InteresttoSpeakoutwiththeHelpofMultimedia13
Ⅳ.Conclusion13
Bibliography15
OnStudent-CenteredSpokenEnglishTeachinginMiddleSchool
I.Introduction
AtpresentinEnglishclassinmiddleschool,theteacherplaysacentrerole.Insuchapproaches,theteacheristheauthorityofclassandcannotbechallengedbystudents.Manystudentsconsidertheirteacherastheiridolandneversaynotothem.Inaword,thereisanunequalrelationshipbetweentheteacherandstudentsinclass.Teacher-centeredapproachesruletheclass,whichmakestudentsapassivelistenerandknowledgereceiver.Thenstudents,justlikeduckswaitingtobefed,learnknowledgepassively.Manystudentscannotspeakfrombeginningtoend.Theyhavetolistentotheteacher’slongspeechandcouldhardlygetchancetoimprovetheirspokenEnglish.
II.AnalysisoftheFactorsWhichEffectTeacher-centeredSpokenEnglishClass
Teacher-centeredEnglishteachingistraditional.Whichthedevelopmentofsociety,it’sgoingoutofdate.ThereexistsomenegativebarriersinEnglishteaching.SomeproblemsappearinEnglishspeakingclassinmiddleschool.Tosomeextent,itcausesstudents’inactiveparticipation.Chineseteachersoftencomplainthat“theymeetsilentlearnersinthespeakingclass,especiallyinanEFLsettinginChina”(FengYan,1999:
20).Theyhavedifficultygettingstudentstospeakinclassandsomestudentsfortheirpartmayregardaninvitationtoparticipateasbeingpickedon.Studentsarestill“mute”inspeakinginspiteoftheirlargevocabularyandgrammarknowledge.ChinesestudentsarestillreluctanttospeakEnglishwhentheyhavehada3,000+vocabularyand1,000hourslearning.Foreignteachershavethesameexperience.DormByrnesays,“Studentsknowhowtotalk,ofcourse!
Outsidetheclassroom,inthecorridors,ontheplayground,andinthestreetorathome,itissometimesdifficulttostopthemfromtalking!
Butthatisinmothertongue.Inforeignlanguageclassroom,theycanbestrangelysilent,reluctant,andtooshytoopentheirmouths.TheChinesestudentsappeartobepassiveandnonverbal;andtheirlanguagelearningismuchinfluencedbytheirmothertongueandcustomscomparedwiththeAmericanstudentsandtheFrenchstudents”,whichisoneofGaoYoumei’smajorfindingsafterherinvestigationcarriedoutmainlyinESL/EFLclassroomsonthecampusesoftheUniversityofKentuckyintheU.S.A.,theUniversityofSheffieldinEngland,ShandongAgriculturalUniversityandTianjinForeignStudiesUniversityinChina.Astoclassparticipation,usuallythetopstudentsareactiveparticipantsinteachingactivities.Moretalkativeandoutgoingstudentstendtodominateclassdiscussions,whilequieterandweakerstudentsonlykeepsilentandsoonfarbehind.ThemajorityoftheChinesestudentsbelongtoinactivelearners.Somekeepsilentunlessteachersaskthemtospeak.SomeevenrefusetosayanythinginthetargetlanguageandkeepdumbinthewholeEnglishclassaslisteners.SomeofthemhaveagoodcommandofEnglishgrammarandtheirEnglishvocabularyismorethanenoughforthemtoexpressthemselves.ButoncetheyareaskedtospeakEnglishinclass,theywillfindtheirmindsblankandtheirtonguestied.Sotheychoosetokeepquietinclass.Asaresult,manyChinesestudentsdarenotspeakEnglishnorhaveatalkwithforeignersafteryears’Englishstudy.AsJinShenhuamentions,andsomecollegestudentswhohasatleaststudiedEnglishforeightyearsincluding6years’studyinmiddleschools,evencan’tanswerthesimplequestionsraisedbytheforeignteacher,‘Whatdoyouusuallyhaveforbreakfast?
’,simplybecausehedidn’tknowhowtosay‘馒头,稀饭’inEnglish.Astotheauthor’spersonalexperience,hefounditdifficulttoaskthemiddleschoolstudentstospeakinhisspeakingclassduringhisteachingpractice.Therewereonly4studentswhocanactivelyparticipateinmyspeakingclass.MostofthestudentsinitchosetokeepsilentandlistenedcarefullytoEnglishteacher.
Fromtheabovewemayseethattheproblemofinactiveparticipationinthespeakingclassissoseriousthatnoteacherscanignoreandneglectit.
2.1InternalFactors
Whatcontributestotheproblemofstudents’inactiveparticipationinthespeakingclassinmiddleschool?
LastOctober,ItaughtasatraineeinNO.4MiddleSchoolinmyhometown.AfterIhadawordwithsomestudentswhoareinactiveinparticipatinginhisspeakinginclass,Ifoundtheydon’twanttobeactiveinspeakingclassmainlybecausetheydon’twanttomakemistakesorfeelshytospeak.Therefore,weseethatindividuallearners'internalfactorsplayakeyroleinpreventingthemfromtakinganactivepartinactivitiesinspeakingclass.Therefore,letuslookintothemaininternalfactorsfirst.
2.1.1LackofCourage
Itisusefulforlanguagelearnerstotakemoderatebutintelligentrisks,suchasguessingmeaningsbasedonbackgroundknowledgeandspeakingupdespitethepossibilityofmakingoccasionalmistakes,ratherthantakingrisksatallortakingextreme,uniformedrisks.Anyonewhohaslearnedaforeignlanguageisacutelyawarethatsecondlanguagelearningactuallynecessitatesthemakingofmistakes,esp.inspeaking.Learnerscanreallymakeprogressonlybylearningfromtheirmistakes.Ifweneverventuredtospeakasentenceuntilwewereabsolutelycertainofitstotalcorrectness,wewouldlikelynevercommunicateproductivelyatall.Thatistosay,whenlearnerswhoavoidrisksarestalledbyactualoranticipatedcriticismfromothersorbyself-criticism,theirlanguagedevelopmentbecomesseriouslystuntedbecauseofnotenoughpractice.
However,ourstudents,especiallymiddleschoolstudentsareafraidofmakingmistakes.Accordingtotheinvestigationofthemiddleschoolteacher,mostofthestudentsinactiveinparticipatinginspeakingdon’twanttospeakbecausetheydon’twanttomakemistakesandbelaughedatasfools.Theyalsodon’twanttobecriticizedbytheteacher.Thisisbecausemistakescanposebothinternalandexternalthreatstoone’sego.Internally,one'scriticalselfandone’sperformingselfcanbeinconflict:
thelearnerperformssomething“wrong”andbecomescritical,evenjudgingtheirverypersonwhentheyblunderinasecondlanguage.Allhumanbeings,intheirunderstandingofthemselves,buildsetsofdefensestoprotecttheego.Inspeakingclass,manystudentschoosetobesilentinordertoprotecttheirego.Itcanbeconcluded,tosomeextent,thattheinactiveorsilentstudentsintheclassroomarethosewhoareunwillingtoappearfoolishwhenmistakesaremade.
Beebedescribessomeofthenegativeramificationsthatfosterfearofrisk-takingbothintheclassroomandinnaturalsetting.Intheclassroom,theseramificationsmightincludeabadgradeinthecourse,taketheexam,areproachfromtheteacher,asmi
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- 关 键 词:
- 浅析 学生 中心 中学英语 口语 教学