A Survey to Oral-English Teaching in Rural Junior Middle Schools1

1、黃 岡 師 范 學(xué) 院本 科 生 畢 業(yè) 論 文論文題目： A Survey to Oral-English Teaching in Rural Junior Middle Schools 2011年4月20日 鄭重聲明本人的畢業(yè)論文（設(shè)計(jì)）是在指導(dǎo)教師張紀(jì)英的指導(dǎo)下獨(dú)立撰寫(xiě)完成的。畢業(yè)論文（設(shè)計(jì)）沒(méi)有剽竊、抄襲、造假等違反學(xué)術(shù)道德、學(xué)術(shù)規(guī)范的侵權(quán)行為，本人愿意承擔(dān)由此產(chǎn)生的各種后果，甚至法律責(zé)任；并可以通過(guò)網(wǎng)絡(luò)接受公眾的質(zhì)疑。特此鄭重聲明。 畢業(yè)論文作者： 2011年 4 月 20 日黃岡師范學(xué)院外國(guó)語(yǔ)學(xué)院本科畢業(yè)論文（設(shè)計(jì)）開(kāi)題報(bào)告論文題目 A Survey to Oral-English

2、 Teaching in Rural Middle Schools 2010年12月一、本課題研究的目的及其意義隨著世界經(jīng)濟(jì)全球化，各國(guó)人民之間的交往空前頻繁，英語(yǔ)作為世界性語(yǔ)言和交際工具的流通空間將更加廣闊。作為現(xiàn)如今最大的發(fā)展中國(guó)家，中國(guó)將在各方面與世界各國(guó)展開(kāi)更進(jìn)一步的交流，這就要求全面提升全體國(guó)民的英語(yǔ)水平，參與世界性的交流，因而英語(yǔ)口語(yǔ)教學(xué)和口語(yǔ)能力已備受關(guān)注。中學(xué)時(shí)期是學(xué)生學(xué)習(xí)英語(yǔ)的基礎(chǔ)，這一時(shí)期的英語(yǔ)學(xué)習(xí)習(xí)慣的養(yǎng)成對(duì)學(xué)生未來(lái)走向至關(guān)重要。目前大多數(shù)農(nóng)村地區(qū)的英語(yǔ)教學(xué)，由于各種內(nèi)部及外部條件的限制，英語(yǔ)口語(yǔ)的教學(xué)效果非常不樂(lè)觀，農(nóng)村中學(xué)生普遍存在著“只會(huì)做題不會(huì)講話”的“啞巴英語(yǔ)”

3、現(xiàn)象，這與中學(xué)英語(yǔ)教學(xué)大綱“培養(yǎng)學(xué)生在口頭和書(shū)面上初步運(yùn)用英語(yǔ)進(jìn)行交際的能力”的核心要求是不相符的。本文在國(guó)內(nèi)外一些知名學(xué)者的研究成果上，根據(jù)本人在農(nóng)村中學(xué)學(xué)習(xí)的現(xiàn)實(shí)和教育實(shí)習(xí)體驗(yàn)，分析了農(nóng)村普通中英語(yǔ)口語(yǔ)教學(xué)的薄弱現(xiàn)狀及存在的問(wèn)題，且從教師、學(xué)生和環(huán)境等方面研究學(xué)生口語(yǔ)能力差的原因以及提高的策略，希望借此對(duì)農(nóng)村中學(xué)英語(yǔ)口語(yǔ)教學(xué)和農(nóng)村學(xué)生英語(yǔ)口語(yǔ)能力的提升盡綿薄之力。二、本課題研究的現(xiàn)狀，并列出主要參考文獻(xiàn)（至少15項(xiàng)）在新農(nóng)村建設(shè)的號(hào)召下，農(nóng)村教育的問(wèn)題也備受關(guān)注，而作為教育質(zhì)量提升的重要標(biāo)準(zhǔn)之一的英語(yǔ)教學(xué)更是引來(lái)國(guó)內(nèi)外眾多學(xué)者的探討及研究。國(guó)內(nèi)外語(yǔ)口語(yǔ)教學(xué)研究概述1995年以前，我國(guó)外語(yǔ)口

4、語(yǔ)研究的理論成果不多，以數(shù)據(jù)為基礎(chǔ)的實(shí)證研究更是風(fēng)毛麟角。1995年以后，國(guó)內(nèi)一批外語(yǔ)口語(yǔ)習(xí)得研究學(xué)者開(kāi)始致力于口語(yǔ)研究，取得了一些有影響的成果。高月琴闡述了造成中國(guó)學(xué)生語(yǔ)用失誤的主要原因，例如缺乏對(duì)西方文化、價(jià)值觀的認(rèn)識(shí)，缺乏言語(yǔ)交際的環(huán)境以及缺乏對(duì)語(yǔ)體的意識(shí)等等，呼吁應(yīng)在系統(tǒng)地介紹語(yǔ)言知識(shí)如語(yǔ)音、語(yǔ)法、詞匯的基礎(chǔ)上，加強(qiáng)對(duì)學(xué)生語(yǔ)用能力的培養(yǎng)，具體方法包括：有意識(shí)地向?qū)W生灌輸文化背景知識(shí)，注重培養(yǎng)學(xué)生的語(yǔ)感，增加教學(xué)和考試的交際功能，創(chuàng)造以學(xué)生為中心的教學(xué)方式等。(高月琴2002，4)馬冬梅對(duì)英語(yǔ)課堂小組口語(yǔ)活動(dòng)中的學(xué)生糾錯(cuò)進(jìn)行了研究，具體考查學(xué)生口語(yǔ)中所犯錯(cuò)誤頻率、錯(cuò)誤類型及小組糾錯(cuò)中的糾

5、錯(cuò)頻率、糾錯(cuò)類型和糾錯(cuò)方式。結(jié)果表明，學(xué)生犯錯(cuò)和糾錯(cuò)都很多。就錯(cuò)誤類型而言。學(xué)生犯的語(yǔ)法錯(cuò)誤和糾正的語(yǔ)法錯(cuò)誤都最多，糾正的語(yǔ)篇錯(cuò)誤最少。(馬冬梅2002，3)綜觀我國(guó)外語(yǔ)口語(yǔ)研究成果，可以看出，這些研究成果涉及以下幾個(gè)方面：1、外語(yǔ)口語(yǔ)理論的探索；2、外語(yǔ)口語(yǔ)表達(dá)結(jié)果的研究；3、影響外語(yǔ)口語(yǔ)能力的因素研究；4、建立外語(yǔ)口語(yǔ)能力評(píng)估體系的研究；5外語(yǔ)口語(yǔ)教學(xué)方法的探討；6、建立我國(guó)外語(yǔ)口語(yǔ)發(fā)展的理論模式；7、探討中國(guó)學(xué)生外語(yǔ)口語(yǔ)表達(dá)的特點(diǎn)和規(guī)律；國(guó)外外語(yǔ)口語(yǔ)教學(xué)研究概述國(guó)外外語(yǔ)口語(yǔ)教學(xué)從興起到發(fā)展至今，經(jīng)歷了一個(gè)多世紀(jì)。在這一百多年中，國(guó)外外語(yǔ)教學(xué)界對(duì)外語(yǔ)口語(yǔ)教學(xué)的認(rèn)識(shí)和發(fā)展經(jīng)歷了以下幾個(gè)階段。

6、一、 直接法20世紀(jì)40年代前，英國(guó)著名直接法倡導(dǎo)者帕默爾(Palmer)提出，口語(yǔ)教學(xué)的目的是完全排除第一語(yǔ)言的干擾，培養(yǎng)學(xué)生如同以所學(xué)語(yǔ)言為本族語(yǔ)的人一樣自如地使用語(yǔ)言。(轉(zhuǎn)引自田式國(guó)，2001)二、聽(tīng)說(shuō)法聽(tīng)說(shuō)法產(chǎn)生于第二次世界大戰(zhàn)爆發(fā)后的英國(guó)。它的創(chuàng)始人是外語(yǔ)教學(xué)專家弗里斯，他倡導(dǎo)口語(yǔ)法，也有的教學(xué)法專家稱之為聽(tīng)說(shuō)法。三、認(rèn)知法和交際法20世紀(jì)60年代后，認(rèn)知法和交際法興起。前者將口語(yǔ)拉回到與其他語(yǔ)言技能同等的地位；后者指出，口語(yǔ)課與其他語(yǔ)言技能課的教學(xué)目的都是為了使學(xué)生具有語(yǔ)言交際能力，并提出了培養(yǎng)交際能力的功能意念教學(xué)大綱，成為當(dāng)代口語(yǔ)教學(xué)遵循的綱要。當(dāng)前，國(guó)外外語(yǔ)口語(yǔ)研究集中在以下

7、幾個(gè)領(lǐng)域：1、口語(yǔ)學(xué)習(xí)者的言語(yǔ)聽(tīng)辯、口語(yǔ)表達(dá)及相互關(guān)系；2、影響口語(yǔ)學(xué)習(xí)者口語(yǔ)學(xué)習(xí)的態(tài)度、動(dòng)機(jī)、年齡、社會(huì)文化環(huán)境等因素；3、從語(yǔ)言變化、語(yǔ)音類型學(xué)、標(biāo)記性等角度探討母語(yǔ)遷移；4、口語(yǔ)教學(xué)研究，包括口語(yǔ)學(xué)習(xí)與思維過(guò)程、口語(yǔ)交際策略、口語(yǔ)水平發(fā)展、口語(yǔ)課堂教學(xué)、口語(yǔ)測(cè)試、多媒體口語(yǔ)教材開(kāi)發(fā)等。對(duì)于我國(guó)農(nóng)村中學(xué)英語(yǔ)口語(yǔ)教學(xué)，我國(guó)各大高等院校的一些學(xué)者也進(jìn)行了不同方面的研究劉倫浩在他的淺談農(nóng)村高中學(xué)生英語(yǔ)口語(yǔ)能力的培養(yǎng)中提出了一系列關(guān)于提高農(nóng)村學(xué)生英語(yǔ)口語(yǔ)能力的一些方法策略江西師范大學(xué)外國(guó)語(yǔ)學(xué)院的徐昌璟在他的農(nóng)村高中英語(yǔ)口語(yǔ)教學(xué)交際盲點(diǎn)的研究中提出“農(nóng)村高中學(xué)生英語(yǔ)口語(yǔ)落后的原因，主要在于：英語(yǔ)老師

8、不重視，缺乏英語(yǔ)交際語(yǔ)言環(huán)境”；湖南師范大學(xué)的鄧金娥在她的農(nóng)村普通高中英語(yǔ)口語(yǔ)的現(xiàn)狀分析及教學(xué)策略中分析了農(nóng)村普通高中英語(yǔ)口語(yǔ)教學(xué)的現(xiàn)狀及存在的問(wèn)題，且從課堂教學(xué)方面提出了提高學(xué)生口語(yǔ)能力的教學(xué)策略；江蘇連云港東?？h西雙湖中學(xué)的方永娥在她的關(guān)于改進(jìn)農(nóng)村中學(xué)英語(yǔ)口語(yǔ)教學(xué)的思考中提出了促進(jìn)英語(yǔ)口語(yǔ)教學(xué)的方式方法有積極恰當(dāng)?shù)脑u(píng)價(jià)、模仿原則、營(yíng)造英語(yǔ)口語(yǔ)環(huán)境作為課堂教學(xué)的有力補(bǔ)充、培養(yǎng)和鍛煉學(xué)生的思維習(xí)慣等。參考文獻(xiàn)：1David ,Nunan Second Language Teaching and LearningM.北京：外語(yǔ)教學(xué)與研究出版社，20012Nunan，DThe questions

9、teachers askJJALT，1990，(12)3Scollon，RetalCommunication Between Cultures Second editionM北京：外語(yǔ)教學(xué)與研究出版社，20004Ellis, R: Understanding Second Language Acquisition M.Oxford University Press, 19955 Nunan, David: Learner-Centered Curriculum: A study in second language teaching M.上海:上海外語(yǔ)教育出版社, 20016劉倫浩農(nóng)村初中英語(yǔ)

10、課改中存在的問(wèn)題及對(duì)策J贛南師范學(xué)院學(xué)報(bào)，2006(1)7劉倫浩淺談農(nóng)村高中學(xué)生英語(yǔ)口語(yǔ)能力的培養(yǎng) J.中國(guó)教育導(dǎo)刊.2004(11)8陸效用、康志峰 我國(guó)英語(yǔ)口語(yǔ)教學(xué)的現(xiàn)狀、問(wèn)題及對(duì)策J.外語(yǔ)與外語(yǔ)教學(xué).1998(9)9李江 農(nóng)村中學(xué)英語(yǔ)口語(yǔ)教學(xué)的現(xiàn)狀與完善J.劍南文學(xué).2010(2)10中華人民共和國(guó)教育部2000制定英語(yǔ)教學(xué)大綱(試驗(yàn)修訂版)北京人民教育出版社，200111陳志烈. 英語(yǔ)口語(yǔ)能力的障礙及對(duì)策J.麗水師范?？茖W(xué)報(bào). 1999(3)12教育部基礎(chǔ)教育司組織編寫(xiě).全日制義務(wù)教育英語(yǔ)漾樣標(biāo)準(zhǔn)解讀(實(shí)驗(yàn)稿)M.北京：北京師范人學(xué)出版社200213江庭郊. 英語(yǔ)教學(xué)法M. 北京：外語(yǔ)

11、教學(xué)與研究出版社，199314林祟德.英語(yǔ)教學(xué)心理學(xué)北京：北京教育出版社，200115瞿蓮蓮. 中學(xué)英語(yǔ)口語(yǔ)表達(dá)的障礙及對(duì)策J.蘭州學(xué)刊.2004(4)三、本課題研究的主要內(nèi)容本文主要從以下三大部分進(jìn)行展開(kāi)研究第一部分：簡(jiǎn)要分析國(guó)內(nèi)一些學(xué)者對(duì)農(nóng)村中學(xué)英語(yǔ)口語(yǔ)教學(xué)現(xiàn)狀和學(xué)生英語(yǔ)口語(yǔ)能力現(xiàn)狀的研究，闡明英語(yǔ)口語(yǔ)教學(xué)的重要性以及本課題研究的目的及意義；第二部分：從教師素養(yǎng)、學(xué)生本身和農(nóng)村中學(xué)軟件及硬件環(huán)境因素分析研究導(dǎo)致農(nóng)村中學(xué)英語(yǔ)口語(yǔ)教學(xué)效果不佳和學(xué)生口語(yǔ)薄弱的原因；第三部分：針對(duì)以上原因提出改善此現(xiàn)象的方法策略并強(qiáng)調(diào)將任務(wù)型教學(xué)融入口語(yǔ)教學(xué)中是解決農(nóng)村中學(xué)生口語(yǔ)能力差和口語(yǔ)教學(xué)難的比較可行的教學(xué)

12、方法。四、本課題采用的研究方法及路線分析他人研究，訪談，問(wèn)卷調(diào)查，實(shí)踐體驗(yàn)歸納總結(jié)五、本課題研究的進(jìn)度安排2010.6.1-2010.6.3 選題,并最終確定論文題目2010.6.4-2010.6.7 查閱與收集資料2010.6.8-2010.7.7 完成開(kāi)題報(bào)告2010.9.1-2010.12.18 完成論文初稿2011.4.16-2011.4.23 修改論文并最終定稿六、指導(dǎo)教師意見(jiàn)簽名 年 月 日 七、院論文指導(dǎo)小組審批意見(jiàn)簽名 年 月 日AbstractWith the globalization of the world economy and frequent internatio

13、nal communication, English has become an international language and a very important tool in communication. Oral-English teaching and the training of speaking ability of English draw the attention of experts and teachersIn 2003, The New Curriculum Standards for Common Junior Middle Schools states cl

14、early that the teachers must cultivate the junior middle school students speaking abilities: exchanging information, bringing out questions and expressing their own opinions and suggestions on their familiar topics in their daily life. However, oral English teaching in rural junior middle schools ha

15、s often been neglectedThe main reasons for this are that rural middle schools have no requires for students English speaking ability. Meanwhile, the students poor foundation of English and timidness in character prevent students from speaking EnglishIn addition to this，the quality of English teacher

16、s is another problem. All this leads to the current situation in rural junior middle schools and poor communicative competence of the studentsAs to the current situation of rural students, this paper starts with the problems of the rural oral English teaching in common junior middle schools accordin

17、g to the findings of linguists and the teaching experience in a rural middle school of the authorEfforts have been made to analyze various causes that have hindered oral English teaching and to explore some possible strategies from the aspect of the classroom teaching. Through the review of the trad

18、itional grammar-translation teaching approach, the thesis tries to present the necessity of transition of the Task-Based Language Teaching (TBLT) which is available to junior English classroom teaching approaches. Language experts and foreign language educators tend to agree that TBLT in the classro

19、om is very important. Hence the purpose of this thesis is to survey the principles of TBLT and to explore the effective ways of implementing those principles in junior oral English teaching. Key words: oral-English teaching; rural junior schools; Task-Based Language Teaching 摘 要隨著世界經(jīng)濟(jì)全球化，各國(guó)人民之間的交往空前

20、頻繁，英語(yǔ)已成為一種國(guó)際性的語(yǔ)言，是國(guó)際交流十分重要的交際工具，口語(yǔ)教學(xué)、口語(yǔ)能力已備受關(guān)注。我國(guó)2003年普通中學(xué)新英語(yǔ)課程標(biāo)準(zhǔn)對(duì)初中學(xué)生的口語(yǔ)能力還作了明確的規(guī)定“能就日常生活中的各種話題與他人交換信息并陳述自己的意見(jiàn)”，然而目前農(nóng)村普通中學(xué)英語(yǔ)教學(xué)忽視了口語(yǔ)能力的訓(xùn)練，農(nóng)村中學(xué)生的英語(yǔ)口語(yǔ)能力相較于城市學(xué)生要薄弱的多。其原因是農(nóng)村學(xué)校對(duì)學(xué)生口語(yǔ)能力沒(méi)做要求，再加上農(nóng)村學(xué)生英語(yǔ)基礎(chǔ)較差，性格內(nèi)向，羞于啟齒，農(nóng)村教師自身素質(zhì)不高，農(nóng)村教學(xué)環(huán)境差、教學(xué)設(shè)備不全，因此農(nóng)村中學(xué)英語(yǔ)口語(yǔ)能力的培養(yǎng)存在很大的問(wèn)題，學(xué)生的口語(yǔ)交際能力不盡人意。根據(jù)農(nóng)村學(xué)生的現(xiàn)狀，本文在語(yǔ)言學(xué)家的研究成果上，根據(jù)本人曾在

21、農(nóng)村中學(xué)進(jìn)行教育實(shí)習(xí)的教學(xué)經(jīng)驗(yàn)，分析了農(nóng)村普通初中英語(yǔ)口語(yǔ)教學(xué)的現(xiàn)狀及存在的問(wèn)題，且從課堂教學(xué)方面提出了提高學(xué)生口語(yǔ)能力的教學(xué)策略。多年來(lái)，任務(wù)型教學(xué)已在外語(yǔ)教學(xué)實(shí)踐中產(chǎn)生了重大影響，語(yǔ)言學(xué)家和外語(yǔ)教學(xué)研究者都一致認(rèn)為在課堂上采用任務(wù)型教學(xué)法極為必要。本文對(duì)傳統(tǒng)的英語(yǔ)教學(xué)法進(jìn)行梳理和對(duì)比，通過(guò)問(wèn)卷調(diào)查及實(shí)例分析的方式，較系統(tǒng)的闡述了任務(wù)型教學(xué)法在初中英語(yǔ)口語(yǔ)教學(xué)中運(yùn)用的可實(shí)施性及具體的實(shí)施過(guò)程，希望從理論和實(shí)踐兩方面為提高初中英語(yǔ)教學(xué)質(zhì)量，促進(jìn)任務(wù)型語(yǔ)言教學(xué)的實(shí)施提供必要的理論支撐。關(guān)鍵詞：農(nóng)村初中；英語(yǔ)口語(yǔ)教學(xué)；任務(wù)型教學(xué)法ContentsIntroduction.1I. The curre

22、nt situation of oral-English teaching in middle schools.2 1.1 Speaking requirements in Chinas middle schools.2 1.2 The poor speaking ability of rural junior middle school students.3. The reasons leading to the poor ability of speaking English for the rural junior middle school students42.1 The reaso

23、ns related to English teachers.4 2.1.1 The shortage of English teachers in rural areas.5 2.1.2 Low academic quality of English teachers.52.2 The reasons related to the rural students.62.2.1 Lack of motivation.62.2.2 Poor foundation 72.2.3 Personalities of rural students.7 2.3 The environment of

24、 learning and teaching English in rural middle schools.8. The possible solutions to those problems.83.1 The implementation of oral-English teaching in rural middle schools.93.1.1 Training the teachers 93.1.2 Offering advanced teaching facilities.93.2 The application of Task-Based Teaching in or

25、al-English teaching.10 3.2.1 What is Task-Based Language Teaching.103.2.2 How to integrate Task-Based Teaching in speaking class.11Conclusion.12Bibliography.14iii黃岡師范學(xué)院本科畢業(yè)論文Introduction   Jeperson(London，1904)，a famous linguist once said：“Language is the connection of souls.” That is to s

26、ay, language is the means by which people communicate with each other. One learns the language in order to express ones thoughts and feelings, to seek and give information, to establish social relations，to promote friendship and understanding, etc. Ones communicative competence, especially the speak

27、ing ability is getting more and more important nowadays. This then requires the language learners develop their speaking ability of this language. In our country, English teaching has been implemented for many years and speaking has been included in the National Curriculum Standards for English teac

28、hing in schools for the past twenty years. However, in reality, our students still have many difficulties in speaking English in daily communications, though they may have grasped the linguistic language and the grammar very well. Also, they hardly have the time and the opportunities to communicate

29、with each other in English both at and after class, which results in students poor speaking abilities. And this is more often to see in rural middle schools. In rural areas, both teachers and students think it is neither realistic nor necessary to teach or learn speaking. English teachers have paid

30、all their attention to students reading and writing skills, while have neglected speaking skills. And the most important reason for it is that they think the purpose of teaching English is to make the students pass the examsSo gradually many school students, especially those in the countryside are l

31、ocated with a whole set of grammar rules and crammed with various meanings and uses of a word，but have few chances to get their English employed communicatively. As a result，students get bored and soon forget most of the irrelevant meaning and uses, which have overfilled their heads. Worst of all, t

32、heir ability to speak English is very poor. They become horribly "deaf" and "dumb" in communication after three years of English study like that. Therefore，how to develop students speaking ability has become a great challenge to our teachers What the author intends to focus on in

33、 this paper is why English teaching in rural junior middle schools is not effective to develop the students speaking ability and how to develop the ability of oral communication of junior middle school students in rural areas. The paper provides a possible way from the aspect of the classroom teachi

34、ng in rural settings-the Task-Based Language Teaching (TBLT) mode of oral English and it is also The New English Curriculum (2001) stresses in teaching English, to enhance the students speaking ability. The author hopes that it will attract more attention of people from all the fields especially fro

35、m the government officials to rural middle schools. The paper is divided into three chaptersChapter One deals with the brief history and development of oral English teaching at home and abroad and the development of oral English teaching in common junior middle schoolsIn Chapter Two，the current situ

36、ation of oral English teaching in rural junior middle schools is stated according to rural students, rural English teachers and the learning and teaching environment. In Chapter Three, some strategies are made from the aspect of the classroom teaching in rural junior middle schools，that is, to use t

37、he task-based language teaching mode of oral English. Meanwhile, some details are shown to demonstrate how the mode can be used in the classroom teaching. I. The current situation of oral-English teaching in middle schools In the year of 2001，Ministry of Education promulgated the New National Criter

38、ion for English Course which advocates task-based approach in EFL teaching of the middle school, and advocates experiencing, practicing, participating, communicating and cooperating. So that the students can obtain a sense of success by achieving a goalBesides，it presents new requirements for Englis

39、h teaching in our countryIn the following text, the author will first describe speaking requirements in New Standard for English Curriculum, and then describe problems in rural junior middle school classrooms. 1.1 Speaking requirements in Chinas Middle SchoolAccording to New Standard for English Cur

40、riculum，English should be taught from Grade ThreeIt describes nine levels of speaking ability from primary school to senior middle schoolFor students wanting to move to junior middle school，they should meet the level II requirementsFor students wanting to move to senior middle school，they should mee

41、t the level V requirements. Lets read what speaking requirements are in Chinas junior middle schoolSpeaking requirements in junior middle school (Level V)1Being able to offer information of simple topics；express simple opinion and suggestion and take part in discussion2Being able to communicate with

42、 others and finish the tasks altogether3Being able to have appropriate self-correction when expressing4Being able to ask for information and help effectively5Being able to make up a dialogue according to the topic6Being able to perform a short play in English7Being able to have clear pronunciation a

43、nd intonation during the speaking activities1.2 The poor speaking ability situation of rural junior middle school students Before moving to discuss this point, there is something must be mentioned about the author of this paper. The author herself is from the countryside and had received her primary

44、 and secondary education in rural schools which gives her a really true look into the students psychological problems in learning English. And, being an English teacher in Lukou Middle School in Huangzhou District which is located in the countryside for three months during the internship last year,

45、the author got further understanding about the current English teaching situation of rural junior middle schools. According to her internship experience, the author have observed her oral English classroom for many times, and she finds that there are many problems occurring in rural junior middle sc

46、hool oral classroom and students there have more difficulties in speaking English than those city ones, which are:Learners desire to express themselves, but when it comes to a certain topic, idea or opinion, they can speak few sentences while they have more words in Chinese;Learners often give out s

47、tumbling, hesitating speech;Teachers complain students are not willing to cooperate with each other and with their teachers during communication activities, sometimes they wont say anything;Learners who are active in character, or who have a good basic knowledge are willing to speak, while those who

48、 are not good at English, dare not to speak and practice less in class;Learners show great interests in certain communication tasks and they are always ready to speak at this time, but in some other occasions they have few words;Learners can get good marks in translating sentences but may not do wel

49、l in communication activities;Learners express their opinions through translating what they think in Chinese intotarget language, which results in many pragmatic mistakes during communication;Learners hardly communicate with each other and with their teachers in English because they dont find the at

50、mosphere of speaking English. As we all know, most of the present rural middle schools still adopt or partly adopt the traditional grammar-translation teaching approach. This approach has many deficiencies that leads to the problems happening in oral classroom. The traditional oral classroom pays to

51、o much attention to language forms and grammatical rules, however, little attention to language abilities and communicative competence. Learners in such a direction study grammatical rules and vocabulary mechanically, whereas they cannot correctly apply what they have learned to the real communicati

52、ve situations. And most of the vocabularies they have learned in class have no way of using in practice. So, gradually, they become timidder in speaking English at any time. And relatively, their ability of speaking English is getting poorer and poorer. The reasons leading to the poor ability of spe

53、aking English for the rural junior middle school studentsFor years, oral English teaching in China, especially in middle school, has long been stressed, but it is still a weak link in English teaching. Most of rural junior middle school students can hardly speak a simple sentence fluently. According

54、 to the findings of some scholars and the investigation and interviews the author have done to her students during the internship, she has found out that the main reasons lie in the teaching methods that teachers adopt, the students themselves and the rural environments they set in. And these reason

55、s will be discussed and analyzed respectively in this chapter.2.1 The reasons related to English teachers In rural areas the main source of learning English for students depends on their English teachers and the textbook. The students touch English almost under the English teachers guidance and main

56、ly depending on the teachers behavior. Therefore, in some degree the teachers quality equals the students English level and the English teachers control the students English learning. The responsibility and task of English teachers in rural areas are much heavier than those in the city. The low English speaking ability of rural junior middle school students are partly due