初中英語口語教學(xué)策略的研究

1、 a study on the strategies of oral english teaching in junior middle schoolby王美苗a thesis presented to the school of english education ofxian international studies universityin partial fulfillment of the requirementsfor the degree ofbachelor of artsmay 15, 2013class: 09-4 advisor: 辛丹 西安外國語大學(xué)畢 業(yè) 論 文 開

2、 題 報(bào) 告姓名王美苗性別女班級(jí)09-4學(xué)號(hào)0925010408畢業(yè)論文題目：初中英語口語教學(xué)策略的研究 a study on the strategies of oral english teaching in junior middle school 任務(wù)起止日期： 2012 年11 月20 日 至 2013年5 月15 日畢業(yè)論文主要內(nèi)容及參考文獻(xiàn)： 隨著我國改革開放進(jìn)一步深化以及國際交往日益頻繁，學(xué)習(xí)英語并運(yùn)用英語進(jìn)行交流已成為社會(huì)的需要。因此，加強(qiáng)英語口語的教學(xué)已被大家所關(guān)注，這不但是當(dāng)前素質(zhì)教育的一項(xiàng)要求，也反映了外語教學(xué)改革的趨勢。但由于種種原因，長期以來中學(xué)英語教學(xué)尤其口語教學(xué)

3、存在著不少困難與問題，需要切實(shí)解決。對于外語學(xué)習(xí)者來說，掌握一口流利的英語，不僅是提高自身素質(zhì)和競爭力的需要，更是面對紛繁復(fù)雜的國際局勢必不可少的。培養(yǎng)學(xué)生的口語交際能力是英語口語教學(xué)的出發(fā)點(diǎn)和歸宿，“啞巴英語”已不再適應(yīng)競爭激烈的社會(huì)，新課標(biāo)也提出了對學(xué)生進(jìn)行口語教學(xué)的重要性。因此，初中英語口語教學(xué)就是要培養(yǎng)學(xué)生的英語表達(dá)能力，幫助學(xué)生養(yǎng)成良好的口頭交際能力。本文針對目前中學(xué)英語口語教學(xué)上存在的困難與問題，提出一些對策。本文闡述了英語口語發(fā)展的現(xiàn)狀及其存在的一些問題. 探討了在課外開展各種訓(xùn)練英語口語的活動(dòng)的原因及運(yùn)用情感策略來提高初中學(xué)生的英語口語能力。參考文獻(xiàn)： cohen, andre

4、w d. 1998. strategies in learning and using a second language. beijing: foreign languages press. richard, j. c. & rodgers, t. s. approaches and methods in language teaching. cambridge: cambridge university press.楊小英，2004. 中學(xué)口語交際教學(xué)研究. 江西：江西師范大學(xué)出版社.左煥琪, 2002. 外語教育展望. 上海:華東師范大學(xué)出版社.指導(dǎo)教師 (簽名)年 月 日acknowl

5、edgementsi wish to express my sincere thanks to all of people who have contributed to my thesis.first of all, i want to thank all the teachers of school of english education for their excellent and patient guidance during my study in xian international studies university, my sincere appreciation and

6、 gratitude also goes for my supervisor xin dan for her constant help and encouragement, she has helped me go through many steps of the writing of this thesis. without her great efforts and patient help, this thesis could not complete on time.also, i want to thank my families for their constant suppo

7、rt and care. without my parents concern and love, it is difficult for me to endure the pain.last but not least, i am really grateful to my classmates and roommates for their help when i encounter the difficulties in my writing.初中英語口語教學(xué)策略的研究摘要:面對文化多元化、經(jīng)濟(jì)一體化、教育終身化的21世紀(jì)，英語教育成為動(dòng)態(tài)的教育、發(fā)展的教育。英語，作為一種國際通用的交際

8、工具，已隨著社會(huì)的高速發(fā)展，越來越為各個(gè)家庭、學(xué)校所重視,尤其是初中學(xué)生。初中是英語學(xué)習(xí)的基礎(chǔ)階段，是培養(yǎng)學(xué)生聽說讀寫能力的關(guān)鍵時(shí)期，隨著我們同世界各國的交往口益頻繁，這使得在這個(gè)教育階段對語言說的能力的培養(yǎng)愈益重要。在教學(xué)中，英語教師們也很重視對學(xué)生們的英語口語表達(dá)、交際能力的培養(yǎng)。不可否認(rèn)，在我國，初中英語口語教學(xué)中存在著不少的問題，需要社會(huì)各界集中力量去解決。本文首先介紹了初中英語口語教學(xué)的現(xiàn)狀及課堂中所存在的一些不足之處，針對這些問題，提出了一些相應(yīng)的教學(xué)措施來提高初中學(xué)生的英語口語能力。關(guān)鍵詞：初中英語；口語教學(xué)；教學(xué)措施；口語交際能力a study on the strategie

9、s of oral english teaching in junior middle schoolabstract:in the 21st century, faced with cultural diversity, economic integration and lifelong-education, english as an international common communication tool has been widely used. more and more schools and parents have paid attention to english ora

10、l ability, especially in junior middle schools. the time at junior middle school is the key stage of english learning and also is the critical period of cultivating students abilities in listening, speaking, reading and writing. with china contacting with other countries more and more frequently, cu

11、ltivating oral english ability in basic education becomes more and more important. in the teaching, english teachers also attached importance to students oral english expression and communication ability. there is no denying that many problems existing in oral english classroom need to be solved pro

12、mptly.in the thesis, the author firstly introduced the present situation of oral english teaching in junior middle school, and illustrated the deficiencies of oral english classroom. in order to solve these problems, the author provided some teaching countermeasures.key words: junior middle school e

13、nglish; oral english teaching; teaching countermeasures; oral communication abilitytable of contents1. introduction12. literature review13. present situation of oral engish teaching33.1 problems in oral english classroom.33.2 deficiencies of traditional oral classroom.44. strategies of teaching.64.1

14、 the objective of oral learning and teaching. .64.2 affective strategies adopted in oral class.74.2.1 affective strategies for reducing anxiety.74.2.1.1 subjective affective strategies for reducing anxiety.74.2.1.2 objective affective strategies for reducing anxiety.84.2.2 affective strategies for i

15、ncreasing confidence.104.2.3affective strategies for enhancing the abilities of empathy and cross-cultural awareness.114.2.3.1 affective strategies for enhancing the ability of empathy.114.2.3.2 affective strategies for enhancing the ability of cross-cultural awareness.124.3 communicative activities

16、 designed for oral class interaction.134.3.1 individual task.144.3.1.1 self-talking.144.3.1.2 retelling the story.14 4.3.2 pair work.154.3.2.1 situation conversation.154.3.2.2 role play.15 4.3.3 group work.164.3.3.1 group discussion.164.3.3.2 debate.16 4.3.4 task-based activities.174.3.4.1 descripti

17、on.174.3.4.2 discussion.175.conclusion.18references.191introductionenglish is the most important information carrier in todays society, and also the worlds most universal language. the quality of english education is an important part for basic education development strategy. in many countries, the

18、governments had put it in a prominent position. in china the time at junior middle school is the foundation stage of learning english, and also the critical period for cultivating students abilities of listening, speaking, reading and writing. in the 21st century, english education has been unceasin

19、gly expanded in china. in class, english teaching was emphasized on from transferring knowledge in the past to the current focusing on cultivating students quality education. one of the major parts of students quality education is to improve their practical ability to use english, which is oral engl

20、ish ability. the old teaching methods mainly emphasized on explaining english grammar and vocabulary and ignored the actual language practical use ability. the new curriculum standards had changed this old method. from students interest in learning, life experiences and cognitive level, it advocated

21、 experience, practice, participation, cooperation and exchange of learning methods and task-based teaching approach, and developed students comprehensive language use ability. it also made the process of language learning become the ways that can lead students to hold the positive emotional attitude

22、s, active thinking and courageous practice, improve their intercultural consciousness and self-learning ability. in view of existing situations, the author summed up the existing problems on oral english teaching. according to current situation, the author designed oral teaching countermeasures.2. l

23、iterature review countless experts and teachers both at home and abroad have made their statements which are relevant to the methods of advancing junior middle school students oral english. in pedagogy, strategy is often synonymous to countermeasure and method. generally speaking, the teaching strat

24、egy refers to the countermeasures and methods that are used for achieving some teaching purpose. on this basis, teaching strategy is synonymous with teaching method, but its extension is more comprehensive than teaching method, its level is higher and its meaning is wider. teaching strategy has many

25、 aspects of the meaning and includes the establishment of the target, the choice of the media, the establishment of the method, the organization of the activity, the method of feedback and performance evaluation, etc. (huang yuanzhen, 2003) for what is the teaching strategy, there are a variety of o

26、pinions in china and abroad, while it has not formed a unity of thinking. the followings are several representative views. teaching strategy usually refers to the class teaching strategy and includes three aspects of teaching preparation strategy, teaching implementation strategy and teaching evalua

27、tion strategy. at middle school, no matter what kind of teaching strategy the teachers constructed, they must take the students as the center and pay attention to their development basis. (yang xiaoying, 2004) teaching strategy points out that in the guidance of certain teaching idea or in certain t

28、eaching practice, in order to effectively achieve teaching objectives, the teachers make the general rules for teaching activities of the operating procedures, methods, means and technologies. (xie xiao, 2010) teaching strategy was defined as in the guide of certain teaching concept and theory and t

29、o complete the specific teaching objectives and tasks, the teachers paid enough attention to students study, made the systematic analysis and research for the teaching elements, and finally planned and formed the implementation scheme. through monitoring and regulating the teaching process, teaching

30、 strategy guaranteed teaching and learning lively, actively and efficiently. (shi junqing, 2007) teaching strategy was defined as in the process of teaching, in order to accomplish a specific goal, and according to the teaching of subjective and objective condition, especially for the students reali

31、ty, teachers took into general consideration of chosen the teaching order, teaching activity procedure, teaching organization form, teaching methods and teaching media and so on. that was to say in the teaching process, there was no the best teaching strategy and no single strategy could apply to al

32、l types of teaching. therefore, effective teaching needed alternative strategies to achieve different teaching objectives. the strategy unceasingly needed to be monitored, adjusted and innovated. (shi xiaowei, 2010) the above definitions of teaching strategy are derived from literature research and

33、academic papers. through studying relevant materials, the author defines teaching strategy as that in the guidance of the teaching objective and in order to complete particular teaching task, the teachers implement a series of organized, purposeful and targeted measures to students. english teachers

34、 ought to try their best to conduct classes in english, plan appropriate and varied activities, have worthwhile goals and clear objectives for students oral practice and encourage students to speak as much english as possible and handle students errors suitably.3. present situation of oral english 3

35、.1 problems in oral english classroom i found that many problems occur in oral english classroom, which are: a. learners desire to express themselves in english, but when it comes to certain topic, idea or opinion, they can speak out few sentences while they have more words in chinese.b. learners sp

36、eak as though lost in contemplation, stopping every few words and watching invisible objects on the ceiling.c. learners often give out stumbling, hesitant speech.d. teachers complain that students are not willing to cooperate with each other and with their teachers during communication activities. s

37、ometimes they just wont say anything.e. learners who are active in character, who have a good basic knowledge in oral english, are willing to speak, while those who are not good at oral english, dare not speak and practice less in class.f. learners show great interest in certain communication tasks

38、and they are always ready to say at this time. on some other occasions they have few words.g. learners can get good marks in translating sentences but may not do well in communicative activities.h. learners express their opinions through translating what they think in chinese into the target languag

39、e, which results in many pragmatic mistakes during communication.i. learners are more willing to communicate with teachers than talk to their partners, they complain that though they can manage to speak out, they dont know what they say are correct or not.j. after some period of learning, some learn

40、ers make great progress while some others think they achieve little improvement.why do these problems happen?3.2 deficiencies of traditional oral classroom as we all know, most of the present oral classroom still adopt or partly adopt the traditional teaching approach. the traditional classroom pays

41、 too much attention to language forms and grammatical rules, however, little attention to language abilities and communicative competence. learners in such direction study grammatical rules and vocabulary mechanically, whereas they can not correctly apply what they learned to the real communicative

42、situations. and most of the vocabulary they learned in classroom has no way of using in practice. due to the lack of pragmatic knowledge (such as the culture, custom) teaching, learners often make mistakes in cross-culture communication. for example: a learner greets to a foreigner by the means of s

43、imply translating the typical chinese way into english as “have you had dinner yet?” a foreigner who has no knowledge of chinese culture may misunderstand the greeting as an invitation of dinner. as richards and rodgers (1986) pointed out, in traditional classroom “accuracy is emphasized. students a

44、re expected to attain high standards in translation.” so some teachers often interrupt their students speech to correct the mistakes. this behavior can easily make students lose their interests in speaking because students are afraid that there are too many errors in their speaking and often being c

45、orrected by their teacher and afraid of losing their face before class. and the forms of exercises students have are always mechanical. the most typical one is pattern drill. this kind of exercises is intended to make students remember usage of certain word, phrase or grammar rules. although it may

46、be useful in the beginning stage of language learning, exclusive using of pattern drills makes learning boring and tasteless and cannot attract students to go on studying. and because language use is in fact a creative behavior, such kind of practice will certainly kill the creation and result in st

47、udents translating sentences mechanically without competence of using the language in real communication. the traditional classroom tends to be one-way communication or teacher-centered: a teacher controls the teaching procedure from beginning to the end, and students rarely have opportunities to ex

48、press their own ideas and to do creative activities. the traditional teacher is the authority; whereas the students do as he says so they can learn what he knows. most of the interaction in the classroom is from the teacher to the students. there is little student initiation and little student-stude

49、nt interaction (larsen-freeman, 1986). so, the teacher plays an active and most important role in the traditional classroom, he controls the direction and progress, supervises and corrects students behavior; conversely the students are passive, having little chance to raise questions or express thei

50、r own ideas. teachers do not encourage interactive activities among students, because this may produce errors (richard and rodgers, 1986). in traditional classroom teachers see finishing teaching the textbook as their teaching aim. they seldom consider students need and students affective filter whi

51、ch cause the individual difference in learning among students. the worst is that teachers ignorance of students need and affective filter impairs students interest in learning. what the students learn is not what they want to learn, or what they cant learn, so this kind of students is often inactive

52、 and uninterested in classroom activities. the language used by the teacher is mainly native language. the communication between teachers and students are in fact in native language. this is not good for stimulating students desire to express ideas in the target language. generally speaking, in the

53、traditional classroom a large part of the learning time is devoted to mastering aspects of the language system. most of the exercises being used are aimed at enabling learners to understand rules and applied to constructing sentences, which is far away from the learners ultimate purpose of learning

54、english and many students perceive the language classroom primarily as an occasion for a teachers guidance through a textbook or for examination on their own mastery of a textbook. further, the teacher is viewed as the authority on all subjects. their thought about textbook and uniformity in course

55、content and assessment may have restricted teachers innovation and students creative response. furthermore, the oversize class may have minimized student-teacher interaction, prevented teacher surveillance of individual performance, and discouraged independent thinking. thus, many students are under

56、standably bound to official textbooks in all formal study.4. strategies of teaching 4.1 the objective of oral teaching competence represents proficiency at its most abstract and psychologically deepest level. competence as a concept originated with chomsky in the 1960s. he used it to indicate that underlyi