如何提高高中生的英语口语.docx
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如何提高高中生的英语口语.docx
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如何提高高中生的英语口语
江西科技师范学院
毕业设计(论文)
题目(中文):
论高中英语口语学习的障碍及策略
(外文):
BarriersandStrategiesforOralEnglish
LearninginSeniorMiddleSchool
院(系):
外国语学院
专业:
07英语(师范)
学生姓名:
徐国芳
学号:
20071604
指导教师:
吴红
2011年5月10日
Contents
I.Introduction1
II.TheCurrentSituationofOralEnglishLearninginSeniorMiddleSchool2
2.1ProblemsRelatedwithEnglishTeachers2
2.1.1EnglishTeachers’LackofStrategies3
2.1.2Teacher-CenteredClassrooms3
2.1.3LackofPsychologicalQualitiesandCharmingPersonality3
2.2ProblemsRelatedwithEnglishStudents4
2.2.1Students’ShynessandNegativeSelf-Image4
2.2.2Students'ExcessiveFocusonExaminations4
2.2.3ProblemofCulturalIgnorance5
III.TheSignificanceofEffectiveStrategiesforOralEnglishLearninginSeniorMiddleSchool5
3.1TheCharacteristicsofOralEnglish5
3.2theAdvantagesofEffectiveStrategies6
Ⅳ.EffectiveStrategiesofOralEnglishLearninginSeniorMiddleSchool6
4.1Teachers’ResponsibilitiesinOralEnglishLearning7
4.1.1UsingNewTeachingMethods7
4.1.2CreatingEnglishSpeakingEnvironments7
4.1.3IntroducingEnglishCulturetoStudents8
4.2Students’ResponsibilitiesintheOralEnglishLearning8
4.2.1BeMoreConfident8
4.2.2MorePractice9
4.2.3SpeakingtoOtherChineseStudents9
4.3SuggestionsoftheSpecificFulfillment10
4.3.1IndividualDiversity10
4.3.2Students’PsychologicalState11
4.3.3ModernTechnologies11
V.Conclusion11
References13
BarriersandStrategiesforOralEnglish
LearninginSeniorMiddleSchool
Abstract:
EnglishteachinghasgreatlyimprovedinChina'sseniormiddleschoolinChinaduringtherecentyears.Moreandmoreteachershaverealizedtheimportanceofimprovingthestudents’oralEnglish,tryingtheirbesttofindeffectivemeansandmethodstodevelopthestudents’oralEnglish.AfteranalyzingthecurrentsituationofEnglishteachinginseniormiddleschool,thisthesissuggestssomeeffectivemeansandmethodsforimprovingstudents'oralEnglish.
Keywords:
oralEnglish;currentsituation;meansandmethods
I.Introduction
Withthepromotionofinternationalcommunicationandcooperationinthe21stcentury,China’sentryintoWTO,andthepoliciesofreformandopening-up,EnglishasagloballanguageisofgreatimportancetoChina.OralEnglish,therefore,hasbecomeanimportantsubjectforseniorhighschoolstudents.
Toimprovethestudents'speakingskills,manyeducatorshaveemphasizedthesignificanceofadoptingeffectivemeansandmethodswhichcanhelpstimulatestudents’motivationtotakeactivepartinEnglishlearningduringtheinteractiveprocessofteachingandlearning.Withthehelpofvariouspracticalandupdatedresourcesforteachingandlearning,teachershavealsobeenlookingforeffectivemeanstodevelopthestudents'speakingskillswhileexposingstudentstothelanguage,takingintoconsiderationindividualdifferencesandpsychologicalfactors.Thestudents,meanwhile,throughbenefitingfromtheconvenienceofmemorizinglanguagepoints,donotreallyacquirethelinguisticproficiency,ortheculturalknowledge.Hence,it'surgenttoadvancesomeeffectivemeansfororalEnglishlearning.
Thisthesisconsistsoffiveparts.Partoneistheintroductiontothisthesis.ParttwobrieflypresentsthecurrentsituationoforalEnglishlearninginseniormiddleschoolincludingtheproblemsrelatedwithEnglishteachersandproblemswiththestudents.PartthreeprincipallyemphasizesthesignificanceofeffectivestrategiesinoralEnglishlearning.First,itdemonstratesthecharacteristicsoforalEnglish.Then,throughananalysisofacoupleofexamples,itpointsouttheadvantagesofadoptingspecificmeansandmethodsfororalEnglishlearning.Partfouristhemainbodyofthethesis.ItillustratesthespecificfulfillmentofthesemeansandmethodsinoralEnglishlearningwithsomepresuppositionsandsuggestionsplaced.Partfiveistheconclusion,whichsummarizestheresearchandhighlightstheessentialpoints.
II.TheCurrentSituationofOralEnglishLearninginSeniorMiddleSchool
Englisheducationinseniormiddleschoolhasundergonesubstantialchangesinrecentyears.ThefundamentalEnglisheducationatpresenthasadvantagesoverthatofanyprevioushistoricalstages.Progressandachievementshavebeenwitnessedthroughthedevelopmentofeducation.MoreandmoreseniorhighschoolstudentshavebeenabletocommunicatefluentlyinEnglish,whichismainlyattributedtothediligencecharacteristicofChinesepeople.Ofcourse,thevarietyofmediasuchasfilms,musicandinternethasitsshareofcontributiontoclaim.
Nevertheless,currentoralEnglishlearninginChinastillhasitsdisadvantages,andthegeneralEnglishproficiencystillneedsimproving.ThereareproblemswithbothEnglishteachersandstudents.
2.1ProblemsRelatedwithEnglishTeachers
EnglishteacherisaveryimportantfactorintheoralEnglishlearning.Teacherscanhelpimprovestudents'oralEnglish.Forexample,teachersshouldarousestudents'desireandinteresttocommunicate.Theyshouldalsochangethetraditionalteachingmethodsandapplythesituationallanguageteaching.However,therearemanyproblems.Manyteacherslackstrategies,psychologicalqualitiesandcharmingpersonality.What'smore,teacher-centeredclassroomisnotgoodforstudents'oralEnglishlearning.
2.1.1EnglishTeachers’LackofStrategies
WiththegrowingsignificanceofEnglishasaninternationallanguage,Englishteaching,especiallyoralEnglishteachinghasdrawnmoreandmoreattentionfromthesociety.Practicallanguageskillstraining,however,havelongbeenoutweighedbytheoryinstruction.SuchaphenomenoncanbeseeninmanyEnglishcourseswhereteachersemphasizeonthestudents’acquiringoflanguagepoints.Theproblemisthatveryoftenthestudentscannotachievecorrectpronunciation,stressandintonation,letaloneexpressthemselvesaccuratelyandfluentlyinEnglish.“DeafandmuteEnglish”hasbecomecommoninChina’sEnglisheducation.Thetraditionalteacher-centered,examination-oriented,grammarandvocabulary-basedclassroomteachingandlearningiseverywhereinChina.Teachersareveryskillfulinexplaininggrammarrules,sentencestructuresandwordsindetails,whereasfewopportunitieshavebeengiventothestudentsformeaningfulpractice.Asaresult,whileseniorhighschoolstudentsareclearwiththeusageofgrammarrulesandindividualwords,theyareweakinusingtheminactualcommunication,whichisfarstrayedfromthegoalofEnglisheducation.
2.1.2Teacher-CenteredClassrooms
Itisknownthatteacher-centeredactivitiesusuallydominatemostoftheclasshourinoralEnglishteaching.Throughouttheclass,theteachersinstructwithstudentsbeingpassiveaudiences.Theyreadorreciteapieceofmaterialtheyareaskedtoandcopytheteachers'noteswithouteventhinkingaboutthem.Theteachers,meanwhile,focusonwhatisrequiredbycoursesyllable,ignorantoftheindividualneedsofthestudents.Asaresult,thestudentscouldonlyremembersomegrammarandwords,unabletoputtheminpracticewhencommunicatingwithothers.
2.1.3LackofPsychologicalQualitiesandCharmingPersonality
Someteachersmaylackpatience,confidence,imagination,enthusiasm,humorandcreativity.Othersarenotongoodtermswiththestudentsordonothaveanaffirmativeattitudetowardsthestudents.Stillothersaretoocarefulwiththeirencouragementforstudentsinneed.Languagepracticinginvolvesacomplexinteractionofspeakerandlistener,ofvoice,tone,style,intonation,soteachersshouldfocusattentiononmakingtheclassroomaplacewheretheuseofspokenlanguageisstronglysupported.This,inturn,requirestheteacherstohavegoodpsychologicalqualitiesandcharmingpersonality.
2.2ProblemsRelatedwithEnglishStudents
OralEnglishcannotsuccesswithoutstudents’greatefforts.StudentsshouldnotbeingafraidofspeakingEnglish.AndtheyshouldalsooftenlistentoEnglishbroadcasts.Moreimportantly,theyshouldalsopracticeinEnglishintheirdailylife,whichisveryeffective.However,therearemanyproblemsrelatedwithstudents.Manystudentsareshyandhavenegativeself-image.Andsomestudentsareignorantofculture.What'sworse,almostallstudentsfocusonexamsexcessively,whichisthemostseriousproblem.
2.2.1Students’ShynessandNegativeSelf-Image
Shynessandnegativeself-imageareproblemsfoundinmanyseniorhighschoolstudents.Thesestudents,fearingcontactwithotherswhicharecrucialtolanguagelearning,avoidcommunicationanddiscussionwithothers.Suchshunning,asaresult,deprivesthemofgoodopportunitiestopracticespeakingEnglish.Besides,somestudentsareveryafraidofmakingmistakes.Iftheteacheristooeagertopushthemintoclassroominteractionwhentheyarenotreadyyet,theywillbeevenshyerandrefusetoparticipateinclassroomactivities.What’sworse,somestudentswillbeonguardagainsttheteacher.Sotheteachershouldhelpthemtorealizethattheycangetmoreiftheyopentheirmouthsandencouragethemtoexpressthemselveswithoutbeingfrustratedbytheirmistakes.
Insomeothercases,seniorhighschoolstudentsarenotsuccessfulinoralEnglishlearningduetotheirnegativeself-image.Onceastudentformsapositiveself-imageofhimself,hewillactuponitjustasifitweretrue.Ontheotherhand,ifheregardshimselfasa“failurelanguagelearner”,hewillloseconfidenceinhimself;findsomewaytofailinspiteofallhisgoodintentions.Thefailurewill,inturn,strengthenhisnegativeself-image.Inthismanner,heisactua
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