How to Improve Students Oral English ExpressionWord格式文档下载.docx
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How to Improve Students Oral English ExpressionWord格式文档下载.docx
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activevocabularyandlearningofstudents’oralEnglish;
ChineseEFLlearners'
oralcommunicationstrategiesandlearningofstudents’oralEnglish;
cooperativegroupworkandimprovementofstudents’speakingability.Basedontheanalysis,eachpartdrawsaconclusion.Finally,thepaperdiscussessomelimitationsandfutureresearchdirections.
Keywords:
oralEnglish;
lexicalphrases;
activevocabulary;
cooperativegroupwork
摘要
英语作为一种国际语言已成为各个国家学习和交流的工具,在当代改革开放的中国英语也得到越来越广泛的应用。
对于大学生而言,其口语交际能力的培养尤为重要。
然而现实与理想总有一定的差距,当代中国大学生的口语表达能力却不尽如意,在日常交际中所占比重最大的“听说”能力已成为大学生英语学习的最大障碍。
本文通过借鉴语言学、教育学、心理学的相关理论与实践经验,向大家阐述了当今学生口语学习中出现的各种问题及原因,进而提出了提高学生英语口语表达的必要性和有效方法,旨在有效提高大学生的口语交际能力,改善当今中国英语口语学习的现状。
本文主要包含以下内容:
首先阐述研究背景,总结国内外研究现状;
其次,针对主题从词汇短语与英语专业学生口语水平的研究,积极词汇与学生口语学习的研究,中国大学生口语交际策略与英语口语表达的研究,小组合作训练与学生口语能力的提高等四方面做了探索总结,然后得出了结论。
最后提出本次研究的不足及未来的研究方向。
关键词:
英语口语;
词汇短语;
积极词汇;
小组教学
TableofContents
Ⅰ.Introduction4
Ⅱ.LiteratureReview6
2.1TheLexicalPhrasesandSpokenLanguageProficiencyofEnglishMajors6
2.1.1Thedefinitionoflexicalphrase6
2.1.2Thesignificanceoflexicalphrases7
2.2ActiveVocabularyandStudents’sOralEnglish9
2.2.1Thedefinitionofactivevocabulary9
2.2.2TheuseofactivevocabularyinChina9
2.3ChineseEFLLearners'
OralCommunicationStrategiesandoralEnglish10
2.3.1Someknowledgeaboutcommunicationstrategies10
2.3.2Theuseofcommunicationstrategies12
2.4CooperativeGroupWorkandImprovementofStudents’SpeakingAbility12
2.4.1Someknowledgeaboutcooperativelearning12
2.4.2Introductionofanexperiment13
Ⅲ.Application15
3.1MajorresearchfindingsandImplications15
3.2ThelimitationsandRecommendationsforfurtherstudy15
Ⅳ.Conclusion16
WordsCited17
Acknowledgements19
Ⅰ.Introduction
TheteachingofEnglishhasalwaysbeenfocusedonthefourmainareas:
listening,speaking,readingandwriting.InChina,itisalongtimeheldtraditionthatagreatemphasisisputontheteachingofgrammarwithanviewofmeetingthedemandsofdifferentkindsofexaminations,forexampletheCollegeEntranceExaminationandthepostgraduateentranceexamination,CET4,CET6andsoon.ItisadmittedwithnodoubtthatChineseEnglishlearnersreallydoaverygoodjobinEnglishexaminations.Atthesametime,theyarealsogoodatlisteningtosomeEnglishmaterials,proficientinproducingexcellentEnglisharticlesandevenunderstandtheelusiveEnglishpassagesmuchbetterthannativesdo!
However,itisacknowledgedthatmostChineseEnglishlearnersareconfusedbysuchafactthateveniftheystudyEnglishformorethan6yearsormaybelongerrelentlessly,eveniftheyscorehighindifferentkindsofEnglishexaminations,whentheyarepushedintoarealtimesituationwhichrequiresthemjusttoopentheirmouthtosaysomething,whattheycanmerelydoistoscratchtheirhead,onlytofindthattheycannotcomeupwithanythingappropriate.Evenifsomethingisuttered,itislaterturnedouttobesomethingnonnativewhichisknowntoallasChinglish,suchas“yougoornogo,younogoIgo”andsoon.Suchanonnativeexpression,ofcourse,isnottheultimategoalofEnglishteachingandlearning.
Withthedevelopmentofcorpuslinguisticsandpsychologicallinguistics,manyresearchersareabletostudyalargeamountofrealtimecommunicationdataandthroughtheirresearches,theyrevealedthatlexicalphrasesorsimilarstructuresareubiquitousinlanguageandplayveryimportantroleinnativespeakersoutputwhetherinspokenorwrittenform.Thesestructuresactuallymakeupalargeproportionofanydiscourse.
InChina,researchesintothestudyoforalEnglisharegrabbingmanyresearchersattentionandalotofexperimentsareconductedtorevealtherelationshipbetweenlexicalphrasesandlanguageproduction,whetherinspokenformorinwrittenform.SomerepresentativeandpioneeringresearchersintothelexicalphrasesinChinadoindeedpresentamuchwiderhorizonandtheirresearchesarereallyinspiring.SuchasWeiNaixing(2002)conductedacorpus-basedresearchtoexaminetheverbcollocations.PuJianzhong(2003)studiedthecolligations,collocationsandchunksinthevocabularyteaching.
Ⅱ.LiteratureReview
2.1TheLexicalPhrasesandSpokenLanguageProficiencyofEnglishMajors
Lexicalphrasesaregraduallygainingwideattentionfromtheresearchersallovertheworld.Awordisknownbyitscompany.Therelationshipbetweenwordsishelpfulforforeignlanguagelearners.
2.1.1Thedefinitionoflexicalphrase
Althoughlexicalphraseshasalreadyarousedgreatinterestinthefiledofappliedlinguistics,thereisstillnoconsensusaboutthedefinitionaboutitmaybeduetoitsdiversity.Thediversityliesinthelength.Itcanbelong(nonewsisgoodnews)orshort(Help!
);
itcanbefixed(Bytheway)ornon-fixed(tosomeextend;
toagreatextent);
itsmeaningcanbeconventionalized(raincatsanddogs)orfurtherderivedbasedongrammaticalrules(itseemstomethat)etc.Inaddition,whiledoingthespecificexperiments,researcherswillonlyfocusononlyoneortwofeatureoflexicalphrasestoagreewiththeirownresearches.Therefore,manyresearchersadoptdifferentkindsofconceptstodescribethesamestructureswhichtakethesameroleindiscoursethough.ThemostwidelyacceptedanduseddefinitionsareadvancedbyNattingerandDeCarricoandWary.
“…wedefinedlexicalphrasesasform/functioncomposites,lexico-grammaticalunitsthatoccupyapositionsomewherebetweenthetraditionalpolesoflexiconandsyntax;
theyaresimilartolexiconinbeingtreatedasunits,yetmostofthemconsistofmorethanoneworeandmanyofthemcan,atthesametime,bederivedfromtheregularrulesofsyntax,justlikeothersentences.”
(Nattinger&
DeCarrico,1992:
36)
NattingerandDeCarricoemphasizedthepragmaticnatureoflexicalphrasesandassignedparticularfunctionstolexicalphrases.Intheiropinion,lexicalphrasesarenotsimilartofrozenformsorotherconventionalizedformsbecauselexicalphrasesareusedtocarryoutcertainfunctions,suchasgreeting,expressinggratitudeandsoon.Wary(2002:
9),howeverdefinedherlexicalphrasesinthisway:
“asequence,continuousordiscontinuous,ofwordsorotherelements,whichis,orappearstobe,prefabricated,thatisstoredandretrievedwholeformmemoryinthetimeofuse,ratherthanbeingsubjecttogenerationoranalysisbythelanguagegrammar.”
Wary’sdefinitionstressedthatsuchasequenceshouldbestoredandretrievedwholefrommemoryfromthepsychologicallinguisticaspect.Ofcourses,thereisalsootherresearchersworkoutthedefinitionoflexicalphrases,tonamejustafew.
2.1.2Thesignificanceoflexicalphrases
ThesignificanceoflexicalphrasesinEFLcanbesummarizedasfollows:
1.Avoidingmothertongueinterference
BasedontheSLAresearch,whatChineseEnglishlearnersusemostduringtheprocessofEnglishlearningisinterlanguage(Yan,2003),suchasthemisuseoflexicalphrasesof“allthefurnitures”and“gotoabroad”inthepresentpaper.Themisuseoftheselexicalphrasesistheresultofinterferencefrommothertongue.Inaddition,Granger(1998)hasstatedthatmothertongueisimportantinacquisitionandaccurateuseofcollocationinsecondlanguage.Howeveremphasizingandadoptinglexicalphrasesteachingcanhelpthelearnersabandonthetraditionalwayoflearningvocabulary,whichreferstomemorizingthepronunciation,thespellinganditsliteralmeaningofeachword.Gradually,learnerswilldeveloptheabilitytomemorizeandusethewordassociations.Whileusingthelexicalphrases,thelearnersshouldalsopayfullattentiontotheselfreflectionandselfmonitortoblockthemothertongueinterferenceaway.JustasM.Swan(2005)hasputit,themoresensitivethelearnersaretothedifferencesandsimilaritiesbetweenL1andL2,themorelikelytheyaretoadoptefficientvocabularylearningstrategy.
2.Improvinglearners’fluency
PawleyandSyder(1983)hasalreadypointedoutthatsuchlexicalizedstemsdiddogoodtothenative-likeselectionandfluency.Whileproducingoutput,especiallyspokenproduction,theinternalizedlexicalphrasesinlearners’braincanhelpthelearnerssavepreciouscognitiveresource,whichturnsouttobesolimited.Inthiswayarelearnersabletoimprovetheiroralfluency.Skehan(1995)hasalsosuggestedthatbyusingahugenumberoflexicalphraseslearnerscanimprovetheirabilitytoselectnative-likevocabulary.
3.Improvinglearners’abilitytousethelanguage
Languageisusedandlearnedfortheaimofsocialcommunicationandhumaninteraction.Aswehavediscussedbefore,Widdwoson(1989)definedlanguagecompetenceastheknowledgeoflanguageanalyzabilityandabi
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