納雍山區(qū)中學(xué)生英語口語能力現(xiàn)狀調(diào)查分析及對策

1、 畢 業(yè) 論 文題 目： 納雍山區(qū)中學(xué)生英語口語 能力現(xiàn)狀調(diào)查分析及對策 學(xué) 號： 姓 名： 教 學(xué) 院： 外國語學(xué)院專業(yè)班級： 英語 09級本科（1）班指導(dǎo)教師： 完成時(shí)間： 2013年5月15日畢節(jié)學(xué)院教務(wù)處制 serial no._ serial no._ 23the school of foreign languages bijie universitygraduation paper title: an investigation and analysis of the current situation of oral english ability of middle schoo

2、l students in nayong area student id no.: name: class and grade: supervisor: time: the school of foreign languages，bijie university 畢節(jié)學(xué)院畢業(yè)論文（設(shè)計(jì)）任務(wù)書課題名稱納雍山區(qū)中學(xué)生英語口語能力現(xiàn)狀調(diào)查分析及對策 學(xué)生姓名學(xué)號專業(yè)、班級09英語本科（1）班課題簡介：（選題的目的、意義、價(jià)值、工作思路、研究方案、研究方法、技術(shù)路線、創(chuàng)新點(diǎn)）選題的目的和意義：本課題主要通過對納雍縣山區(qū)中學(xué)生英語口語及學(xué)校教學(xué)的現(xiàn)狀分析，提出一些有效提高納雍山區(qū)中學(xué)生英語口語能力的策

3、略和方法，將學(xué)生的口語表達(dá)提升到一個(gè)新的高度。工作思路：通過理論聯(lián)系實(shí)際，將提高納雍山區(qū)中學(xué)生英語口語能力作為出發(fā)點(diǎn)，全方位地進(jìn)行解析并提出解決策略，提高納雍山區(qū)中學(xué)生英語口語的能力。研究方法：通過問卷調(diào)查的方式對學(xué)生的口語學(xué)習(xí)作進(jìn)一步了解，然后通過分析法和文獻(xiàn)綜述法進(jìn)行深度的剖新，提出有效提高納雍山區(qū)中學(xué)生英語口語能力的策略和方法。技術(shù)路線：以提高學(xué)生的口語表達(dá)為目的，理論聯(lián)系實(shí)際，采用調(diào)查，經(jīng)驗(yàn)總結(jié)，對比分析以及情景教學(xué)等方法，實(shí)現(xiàn)學(xué)生口語表達(dá)能力的提高。創(chuàng)新點(diǎn)：1.理論聯(lián)系實(shí)際，通過對學(xué)生學(xué)習(xí)的動機(jī)和學(xué)校教學(xué)的出發(fā)點(diǎn)做出分析，樹立正確的口語學(xué)習(xí)和教學(xué)意識；激發(fā)學(xué)生的創(chuàng)新精神，使他們主動的

4、積極的投入到英語口語的學(xué)習(xí)中來。 2.三種方法（利用實(shí)物，創(chuàng)設(shè)情景、堅(jiān)持用英語組織課堂教學(xué)，激發(fā)學(xué)生“開口說話”、利用游戲活動，發(fā)展口語能力)的交替使用，將學(xué)生英語口語提升到一個(gè)新的高度。課題內(nèi)容和任務(wù)： 課題內(nèi)容：納雍山區(qū)中學(xué)生英語口語能力現(xiàn)狀調(diào)查分析及對策 課題任務(wù)：通過對納雍山區(qū)中學(xué)生英語口語及學(xué)校教學(xué)的現(xiàn)狀分析，提出一些有效提高納雍縣農(nóng)村學(xué)生英語口語能力的策略和方法進(jìn)度計(jì)劃：第一階段：(2013年1月-2013年3月)去學(xué)校調(diào)查并收集相關(guān)資料撰寫畢業(yè)論文開題報(bào)告及初稿；第二階段：（2013年3月中旬-2013年4月）將畢業(yè)論文初稿發(fā)送給指導(dǎo)老師審,并進(jìn)行深度的加工和修改；第三階段：（2

5、013年4月-2013年5月）進(jìn)一步修改并準(zhǔn)備和完成論文答辯。發(fā)出日期課題計(jì)劃完成日期指導(dǎo)教師簽名教學(xué)院院長簽章注：本表一式四份，兩份用于裝訂完整文本，兩份裝入學(xué)生資料袋。畢節(jié)學(xué)院畢業(yè)論文（設(shè)計(jì)）誠信承諾書課題名稱納雍山區(qū)中學(xué)生英語口語能力現(xiàn)狀調(diào)查分析及對策 學(xué)生姓名教 學(xué) 院外國語學(xué)院專業(yè)、班級09英語本科（1）班學(xué) 號指導(dǎo)教師職 稱課題主要內(nèi)容及創(chuàng)新點(diǎn)： 主要內(nèi)容：本課題主要通過對納雍山區(qū)中學(xué)生英語口語能力現(xiàn)狀調(diào)查分析及對策，提出一些有效提高納雍山區(qū)中學(xué)生英語口語能力的策略和方法。創(chuàng)新點(diǎn)：1.理論聯(lián)系實(shí)際，通過對學(xué)生英語口語學(xué)習(xí)的動機(jī)和學(xué)校教學(xué)的出發(fā)點(diǎn)做出分析，樹立正確的口語學(xué)習(xí)和教學(xué)意識

6、； 2.三種方法（利用實(shí)物，創(chuàng)設(shè)情景、堅(jiān)持用英語組織課堂教學(xué)，激發(fā)學(xué)生“開口說話”、利用游戲活動，發(fā)展口語能力）的交替使用，激發(fā)學(xué)生的創(chuàng)新精神，使他們主動的積極的投入到英語口語的學(xué)習(xí)中來，將學(xué)生英語口語提升到一個(gè)新的高度。承諾內(nèi)容：本課題成果系本人在 黃家紅 老師指導(dǎo)下獨(dú)立完成，文中除特別標(biāo)注引用和致謝羅列內(nèi)容外，沒有抄襲他人成果。若有抄襲，愿承擔(dān)法律責(zé)任。學(xué)生簽名：史榮 指導(dǎo)教師簽名：2013年 4 月 20 日 年 月 日注：注：本表一式四份，兩份用于裝訂完整文本，兩份裝入學(xué)生資料袋。an investigation and analysis of the current situatio

7、n of the oral english ability of middle school students in nayong area contents1. introduction82. analyzing the current situation82.1. differences of english ability between rural middle school students and urban students82.2. shortage of good english teachers in nayong area82.3. shortage of teachin

8、g facilities in nayong area92.4. lack of english practice92.5. mental obstacles to speak english92.6. the awareness of oral english to be heightened93. effects of external environment on students93.1. the lacking of practicing oral english103.2. the levels of english teachers103.3. changing the idea

9、 and concept, setting up a correct awareness of oral english teaching104.the effect of the self-factor of students114.1. the psychology of shyness114.2. the psychology of inferiority124.3. indifferent attitude124.4. the psychology of group125. cultivated strategies to stimulate students learning int

10、erest and consolidate students oral english ability125.1. affective factors in oral english teaching, in order to make students open their mouths.125.2. make full use of the dialogue before class so as to raise students self confidence and interests in the study.135.3. situational dialogues135.4. im

11、aginative situation156. bring up and waken students learning interest and consolidate students oral english ability in english teaching class166.1. play a verbal games166.2. begin with a story by one student166.3. tell a story167.the investigation results and enlightenment for english teaching of le

12、zhi junior middle school in nayong177.1. researching methods are as follows: ( analysis methods, survey research methods, literature methods)177.2.results and analysis (the questionnaire is attached below)177.3. the method of studying oral english is poor.187.4. here are some methods and advice will

13、 improve oral english .188. conclusion and reflection199. bibliography2010. acknowledgments2111.附錄:納雍山區(qū)樂治中學(xué)生英語口語能力調(diào)查問卷表22納雍山區(qū)中學(xué)生英語口語能力現(xiàn)狀調(diào)查分析與對策中文摘要21世紀(jì)是知識經(jīng)濟(jì)的時(shí)代,也是教育的世紀(jì)。學(xué)習(xí)語言是為了使用語言，語言教學(xué)的目的是為了交際。英語是一門語言，語言技能的獲得只有通過反復(fù)操練才能形成，而語言的根本目的是為了交流。在英語學(xué)習(xí)中，英語口語教育起步晚，起點(diǎn)低，發(fā)展慢。農(nóng)村初中學(xué)生的口語能力差是必須正視的一個(gè)現(xiàn)實(shí)問題。結(jié)合農(nóng)村學(xué)生實(shí)際，改革傳統(tǒng)英語

14、口語教學(xué)模式，提高英語口語教學(xué)水平，增強(qiáng)英語口語教學(xué)的實(shí)效性，才能解決農(nóng)村初中學(xué)生“啞巴英語”的問題。為解決這些問題研究者采取了以下策略：分析現(xiàn)狀、外部環(huán)境對學(xué)生影響、學(xué)生自身因素、培養(yǎng)策略、激發(fā)學(xué)生興趣，鞏固口語能力等等。關(guān)鍵詞：納雍山區(qū) 初中英語口語能力 現(xiàn)狀分析 培養(yǎng)策略abstract21st century is the age of intellectual economy and the education. learning a language is to use the language, and language teachings purpose is for comm

15、unication. english is a kind of language, only through training as much as possible can we obtain language skills, and the fundamental purpose of language is to communicate. in junior middle school of the countryside, spoken english teaching is late step, low starting point, and slow development. pr

16、actical problem we must face is that in junior middle school of countryside, students oral english ability falls behind. the solution to the problem is that based on the reality of the students, changing the traditional english teaching mode and enhancing the effectiveness of oral english teaching.

17、only when we use scientific theories for oral english teaching, can we solve the problem of students“ dumb english ”in junior middle school of countryside. in order to solve these problems researchers who have adopted the following strategies: analyzing the current situation, effects of external env

18、ironment on students, the effect of the self-factor of students and cultivated strategies to stimulate students learning interest, and consolidate students oral english ability. key words: nayong area; the oral english ability of middle school; an analysis of the current situation; cultivated strate

19、gies.1. introductionwith the development of globalization and the integration of the world, chinas international status has risen, the modern society is characterized by information. oral english has become more and more important communicative tool for people. in junior middle schools in the countr

20、yside, english-speaking teaching is poor. therefore, the goal of english teaching is to teach students basic english knowledge, offer them an overall skills, improve their practical ability to speak english and to learn english correctly. a fact students in countryside like in nayong area have to fa

21、ce is that they have more difficulties in learning oral english well because of the lack of good economic conditions and sufficient teaching facilities. the problem to be solved is how to encourage students to speak english out without any concern and fluently, and then to improve their oral english

22、 ability.2. analyzing the current situation in junior middle school in nayong area, spoken english teaching is late step, low starting point, and slow development. under new situations and circumstances, compared with cities, oral english is facing a severe challenge in junior middle school of the c

23、ountryside. main reasons are as following:2.1. differences of english ability between rural middle school students and urban students the difference between english textbooks and the acceptance of ability of students. in na yong area, in primary school english teaching is not completely universal ed

24、ucation, which leads to the differences of english ability between rural middle school students and urban students. but the new edition of english book in middle schools is based on in primary school english teaching. these differences and disadvantages make oral english teaching and learning in nay

25、ong area more difficult.2.2. shortage of good english teachers in nayong areapoor working conditions and low payment result in the loss of good english teachers in nayong area. in addition, influenced by traditional ideas, english teachers there mainly concentrate on training in vocabulary and gramm

26、ar and ignore the training in english speaking.2.3. shortage of teaching facilities in nayong area oral english teaching in the nayong area hardware facilities are not all in readiness. although some schools only set up a multimedia classroom, students take turns to use the classroom. hence there is

27、 no doubt that an old teaching method is universal, “ a book, a mouth, a pen,” which directly affect the improvement of teaching quality.2.4. lack of english practice “a large class”, which results in the lack of practicing oral english time and space in junior middle school in nayong area. in such

28、an environment, there are more students than teachers. lacking of training between teachers and students, students gradually exchange from a participant to a bystander, and therefore their english speaking ability will not improve, i think, at a tremendous rate. 2.5. mental obstacles to speak englis

29、h in rural middle school students in the nayong, mental obstacles will affect english speaking ability. first of all, these students get uptight and nervous when they answer a question, they can not understand what the teacher says, and even they do not know how to answer it. secondly, rural student

30、s are introverted universally. lacking of self-confidence , their english speaking ability will not improve. thirdly, they fear for being laughed at. frankly speaking, they hardly speak english under the circumstances.2.6. the awareness of oral english to be heightened the awareness of oral english

31、is weak in the nayong area. “english of the deaf-mute” has often long-lasting effects, which makes students oral english much worse. in other words, “nothing crave, nothing have.” as the time passed, it is important for students to speak english.3. effects of external environment on students3.1. the

32、 lacking of practicing oral english at school, students do not communicate with each other in english, at home, norther do they. in addition, influenced by traditional ideas, english teachers there mainly concentrate on training in vocabulary and grammar and ignore the training in english speaking.t

33、herefore, “a word or an action of the teacher can make the students build up self-confidence, the teacher lets them open mouth boldly, speaks bravely and makes them confident in speaking english.”（feng wei，2006）however, if the way of the teacher expressing or the words are not proper, always hurting

34、 the students confidence, the students will develop in the opposite direction, they will be unwilling to speak and do not want to open their mouths, because they are afraid of being criticized by the teacher and being laughed by the classmates. if that is the case, improving the spoken english capac

35、ity of the students will become a pie in the sky.3.2. the levels of english teachersthe midterm exam and the college entrance examinations have lower requirement for the oral english model. mang good english teachers oral english have dropped, so teachers oral english have an effect on the oral engl

36、ish of students.3.3. changing the idea and concept, setting up a correct awareness of oral english teaching“teaching activity is an organic unity of the subject object dimension, the subject-subject dimension, and the subject-self dimension; they constitute a general structure in teaching activities

37、. in teaching activities, the three dimensions are not a simple kind of parallel relation, but a complex dialectical relationship. among them, the subject-object dimension is the basis and source of the teaching activity, having the function of knowledge and understanding, it can promote the student

38、s learning and mastering of scientific and cultural knowledge. the subject-subject dimension is a real existence of teaching activities, it is a social performance of teaching activities, it can promote the individual socialization process. the subject-self dimension is a self-conscious performance

39、of the teaching subject, having the function of self-reflection, self-evaluation and self-improvement, it can promote the development of the subjective self-identity and self-awareness. so the teaching activities have become a subjectivity of life on the whole, becoming a common growth and developme

40、nt process for the teachers and the students.”（wang panfeng，2007：137-139）.therefore, building up a teaching mode which is based on the development of the students and sets up a correct consciousness of learning oral english is crucial. language is a communicating tool in society, the main reason why

41、 we learn language is to use the language, to use the language to communicate, if only to do one or two questions, achieving an ideal score, and ignoring the oral expression, that is very terrible. even though his writing is very good, but that is just an expression of the dumb. oral communication i

42、s a simple and effortless communication. after graduating from middle school, the students will go to university, integrate into society and have a contact with all kinds of people and things. when they meet foreigners or study abroad, participate in the international economy and trade, or to attend

43、 international conferences, having a certain ability of oral english is very useful.4.the effect of the self-factor of students students are responsible for their study. “only studying and practicing actively on our own, can we have unexpected harvests.”（tong yanping, 2005）the teachers, the parents,

44、 and the students, they are just guiders on our way to success, to be successful, whats important is to rely on ourselves. think out a topic, and then use your intelligence and wisdom to exercise your own acute ability. sometimes, we can go on an oral description about a certain thing. this practice

45、 mode of “talking to oneself”, you can imagine that you are in a dialogue, in a speech, or in the game, it plays a decisive role in improving oral english. in a word, “no pains on gains” model is most practical, no matter when and where you are, if you want, you can carry it out, and do it better.4.

46、1. the psychology of shyness some girls always feel nervous when they speak english, they speak softly in a low voice, fear for being criticism and being laugh at. so they stand up stammering a few words, even saying nothing and look down with a blush.4.2. the psychology of inferioritysome students

47、are inferior to others in many respects. such as pronunciation, intonation and ability. they are indefinite of themselves, in consequence, day after day, students will gradually drop into “silence” in class.4.3. indifferent attitude most students take an indifferent they think that peaking english o

48、r not makes no great difference to exams, speaking english or not speaking english makes no great difference to exams, they have only to do the homework. by and by, there is no doubt that this phenomenon is universal.4.4. the psychology of group group psychology is quite common in junior middle scho

49、ol in nayong area nowadays. some of the students think those who speak english to be fond of showing off their oral english ability. so some students want to speak english, but they could think of nothing to speak or dare not speak english, even some students are laughed at outside class when they s

50、peak english, there are a lot of students who do not feel like speaking english under these circumstances. in addition, the junior students of grade one answer questions actively in the class, students in grade two and grade three answer questions less and less in rural middle school in the nayong a

51、rea. entering high school, a few students speak english. most of the students keep a “wait-and-see attitude,” other students do not speak, norther do i. therefore, this group psychology will affect their english speaking ability.5. cultivated strategies to stimulate students learning interest and co

52、nsolidate students oral english ability 5.1. affective factors in oral english teaching, in order to make students open their mouths it is aimed at different students, the teacher often encourages students to speak english, motivates students interests. and therefore their english speaking ability w

53、ill be improved. but it is aimed at and feared for being laugh at, the teacher should be put on the prevention of award praise. they lack the motivation to study, so the teacher actively guides students to study spoken english so as to make oral fluency, accuracy, and appropriateness communications,

54、 in order to make each boy and each girl speaks english.“diligence is the means by which one makes up for ones dullness, only practicing more after school, can the students make breakthroughs in their spoken english.”（wang qiang，2006）we can correct our pronunciations by imitating others pronunciatio

55、ns, cultivate a sense of language by reading, achieve the use of language by reciting.5.2. make full use of the dialogue before class so as to raise students self confidence and interests in the study as the saying goes, a language is not taught by a teacher in words; spoken. “grasping of knowledge,the important thing is perseverance, flexible applicatio