Abstract
In current middle school spoken English (voice) teaching, though teachers often use a variety of new teaching ideas and methods based on the interaction hypothesis and cooperative learning theory, they can not reasonably process the relationship between Chinese (voice) and oral English acquisition, with the result of leading to the middle school students' oral English learning cannot avoid negative transfer of Chinese or make full use of the positive transfer. At the same time, in oral English teaching in middle school study, although scholars take the full use of various of new research perspective in-depth to study the relationship between Chinese and English learning based on the interaction hypothesis and cooperative learning theory relatively, the research so far has the shortcomings as follows, the philosophy guiding is not comprehensive, the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysis of empirical research.
The research target of this paper is for middle school spoken English (voice) existing in teaching practice that can not reasonably deal with the relationship between the influence of Chinese and English learning. So that it leads to the result that the students can not avoid negative transfer of Chinese language, and they can not make full use of the positive transfer of English learning. Aiming at the phenomenon that the philosophical guidance related research in spoken English teaching in middle schools lacks of comprehensive and systematic theory,and some problems which has been told above, such as the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysis of empirical research, this paper takes the dialectical system to modern system science in the prevailing view as the instruction, take the classical theory of contrastive analysis method as the main basis, adopt the achievement of contrastive study of English and Chinese speech, take the comprehensive method of theoretical research program which the deductive
reasoning is the core theory combined with empirical research procedures which the qualitative analysis is the core theory, explore the viewpoint, theory methods and procedures of comprehensive regulation of positive and negative transfer of Chinese middle school English teaching, in order to form and verify a spoken English Teaching in middle school which is mainly based on the comparative analysis of Chinese transfer comprehensive regulation method.
The study of this paper is expected to have practical and academic significances. In practice, the results of this study will be useful to solve the existing in the current middle school oral English teaching practice that can not reasonably deal with the influence of Chinese and English oral language acquisition. Then it results in middle school students' oral English learning can not avoid negative transfer of Chinese or make full use of the positive transfer, so it has a great practical value. Academically, the research approaches of this paper helps to solve the existing in the current oral English teaching in middle School the guiding ideology is not systematic, the theoretical basis is simply the pursuit of novelty, make excessive use of the quantitative analysis which exists mainly an empirical study, belittle the theory research and take the qualitative analysis of empirical research as the main research, so it has a certain academic value.
Key words:
high school EFL speaking teaching; Chinese transfer management; systemic thinking; Contrastive Analysis
Chapter one Introduction
1.1 The practical background and the theoretical background
At present, in our country, the middle school English spoken language teaching has become the teaching difficulty, and the relative study effect is not the ideal. With the increasing of academic pressure, when students enter into middle school, they become cold to the oral English study, that is to say that they liked spoken English before while it becomes very difficult for them to speak, and even they become some offensive to learn oral English. From the viewpoint of development, a lot of middle school students can not reach the outline of oral English learning, and the overall feeling is to progress slowly. What are the causes of this phenomenon? Is the problem of curriculum setting, or is it a problem for teachers to teach? On the face of it, they are not. At present, a lot of middle school students cultivate the ability of oral communication as the key. In various aspects such as teacher's configuration, the arrangement of curriculum content and after-school activities have given been high attention. So, it is necessary to simply refuse and improve middle school students' oral English skills, and it is also necessary to define constraints of Chinese middle school students to improve oral English. To find out the relative reasons, the weak link of the middle school students' oral English can be overcome.
Since entering the 21st century, with the trend of economic globalization haing become the world's mainstream, international exchange and international trade have become more and more frequent. English is becoming more and more popular, and causes extensive craze in most countries. Especially in China, English is taken as a second language which has been incorporated into the syllabus. People of all ages, from infants to the elderly have begun to learn English. Not only so, in China, the vast majority of school require students to must be through the English four levels, and a lot of enterprises and institutions in the recruitment will also give priority to employment foreign language skills good candidates. At the same time, the teaching of English, as an emerging industry in China quickly developes, all kinds of foreign
language training institutions, and foreign language learning software layer emerge in an endless stream.But the people who really use English as a second language to their life are less and less. The reason exists in that people in learning a second language will always avoid the influence of not negative transfer of mother tongue. In learning English, Chinese students may feel the Chinese mother tongue influence is inevitable, especially in the primary stage, and language transfer has been the linguists in Applied Linguistics and the second language acquisition, what's more, language teaching research in the field of the problem exists at least one hundred years.
The phenomenon of language transfer in the two language acquisition is caused by the negative transfer of the mother tongue. (Ellis, 1999:152) Based on the study of Chen Deliang, a large number of studies are on the acquisition of the Second Language Acquisition have focused on the effects of negative transfer (i.e., interference). (Chi Chan, 2002:50) The reason that causes China by negative transfer errors accounts for 51% of English learners' corpus Chinese expression error. These errors occur in all aspects of language, such as the native language, culture, and thinking.
The influence of mother tongue is very great, especially on the negative transfer of learners' second language acquisition which is undeniable, and it has become the domestic and foreign research theoretical and empirical focus. However, scholars pay more attention to reading and writing of the target language, but not the interference of the target language in the oral cavity. The traditional error analysis of spoken English is lack of data to support the theory. In this study, the author analyzes the negative transfer of the mother tongue in the oral performance of the students. Therefore, this study will bring new perspectives and experiences to enrich the learning of the second language. Scholars and researchers can better understand the development of oral English in Chinese students and the distribution of oral errors which are caused by negative transfer of mother tongue in order to achieve rapid and effective training students' spoken English ability.Moreover, the improvement of oral English teaching and the improvement of students' oral English ability have certain requirements on the current situation of spoken English. The influence of negative
transfer of mother tongue on the second language learning is undeniable. Many linguists home and abroad focus on the study of mother tongue negative transfer in second language acquisition, and they've got great achievements, however, many such studies all attach great importance to the writing and reading, not spoken English. On the basis of the research of domestic and foreign achievements, this paper studies the negative transfer of the mother tongue to the students' oral English learning.
The main purpose of this paper is to introduce the negative transfer of mother tongue to affect our oral English ability, so that we can provide some reasonable oral English expression suggested, and avoid the influence of negative transfer in the maximum extent, what's more, gradually we improve students’ English quality of oral expression. Therefore, the research of this paper is expected to have a practical and academic significances as well. In practice, the results of this study will help to solve the existing in the current middle school oral English teaching practice which can not reasonably deal with the influence of Chinese and English oral language acquisition, resulting in middle school students' oral English learning that can not avoid negative transfer of Chinese,or make full use of the positive transfer, so it has great practical value. Academically, the research approaches of this paper can help to solve the existing in the current oral English Teaching in Middle School of the guiding ideology that is not systematic, and Theoretical basis is simply the pursuit of novelty, excessive use of the quantitative analysis of all kinds of problems which are mainly an empirical study, in order to belittle the theory research and the qualitative analysis of empirical research. So this subject has a certain academic value.
1.2 The research object and theory method
The object of this study is the group of students, study the phenomenon of Chinese transfer in English oral English teaching, and put forward the measures and measures to control it.
The basic train of thought of the research is as follows: taking Dialectical system of modern system science in the prevailing view as a guide and the classical contrast analysis method as the main basis; in the light of the results of a comparative study of
English and Chinese speech, adopting the theoretical research program based on deductive reasoning and determining an integrated approach combining experience research program analysis and on oral English Teaching in middle school; research on Chinese positive and negative migration and control of ideas, theories, methods and procedures of systematic study, form and verify a mainly based on comparative analysis of middle school oral English Teaching in Chinese comprehensive regulation method of migration. Among them, the research of this paper is to prevail in the contemporary system science, embodying the spirit of the contemporary era of the dialectical system of philosophy as a guide. The dialectical system view is a kind of dialectical integrated thinking mode which is formed by the human thinking experience in the ancient simple and modern mechanical reduction theory. Simple overall thinking tends to grasp things in general, but the mechanical reduction thinking tends to be more careful and comprehensive analysis of things, while the contemporary system of thinking is longer than both comprehensive and detailed understanding of things. Among them, the overall system concept and dialectical relevance principle enable us to consider problems comprehensively. Things in general are composed of some components in a structure. they are limited and effect on the environment, and they reflect composed of several stages a operation and evolution process of the whole dialectical. There are various stages with both association and separation characteristics things in each component and environment. The concept of system ontology and the principle of dialectical unity of the system make us be careful to see that things are formed in the body by certain elements in a certain way. The concept of system environment and the principle of dialectical openness make us to be careful to see that things are subject to environmental constraints and perform a function. Things have both open and closed characteristics. System concept and dialectical dynamics principle enable us to carefully see things in time and to reflect the several phases of operation and evolution process. Something that has the characteristics of both dynamic and steady state. The dialectical system view can make sure that the system is integrated in the entire middle school. The English language teaching system realizes the Chinese language transfer and realizes
the Chinese language transfer control, with the purpose of avoiding any one-sidedness and fuzziness as well.
The basic theory and methodology of the research is Lado (Robert Lado) who proposes for the classic contrastive analysis hypothesis and the corresponding contrast analysis (and the contrast between English and Chinese phonetics research) method. The contrastive analysis hypothesis holds the opinion that when the same first language is the same with the second language, the first language will be good to the second language learning, and then it occurs in the positive transfer or plays a promoting role; on the contrary, while the first language is different from the second language, and first language will hinder in the second language learning, and then there occurs in the negative transfer or interfere. As a result, the most different places of the two languages are the most difficult to master for students to master, at the same time, the similarities are the more easily to master. Therefore, in the teaching of the second language, we should do synchronic comparison of pronunciation and grammar with the first language and the target language, in order to determine their similarities and differences, promote the students to use the knowledge of the first language, predict and prevent of learning may occur.
The research method of this paper is based on the comprehensive method of theory combined of the deductive method and the empirical study on the basis of the qualitative analysis. The basic procedure is as follows: firstly, in the stage of theoretical research, taking dialectical system to modern system science in the prevailing view as the instruction, and taking the classical contrast analysis method as the main basis; in the light of the results of a comparative study of English and Chinese speech, relate middle school oral English Teaching with the actual situation of deductive reasoning from a set of Chinese migration comprehensive regulation method mainly based on comparative analysis of oral English Teaching in middle school. Then, in the empirical research stage, taking a middle school English teachers and students as the object, and by experiment or test a semester long empirical research methods of implementation, mainly through observation, interviews, and testing, and other qualitative, supplemented by quantitative methods and tools, put
forward to the theory stage of oral English Teaching in middle school Chinese migration strategy to control the actual effect of verification.
1.3 The content and structure of this paper
The content of this paper: This thesis researches on the present situation that teaching practice of middle school spoken English (voice) existing the phenomenon that can not reasonably deal with the relationship between the influence of Chinese and English learning, so that the middle school students can not lead to avoid the Chinese negative transfer or make full use of the positive transfer. This thesis points out some outstanding shortcomings as follows: the philosophical guidance which is related with spoken English teaching is not comprehensive and systematic enough; the theory foundation purely pursuits of novel; the excessive use of the empirical research is mainly based on the quantitative analysis; ignore the theory investigation; and focus on experimentalism of the qualitative analysis. Under the instruction of the Contemporary System Science prevalent dialectical system view to research. Taken the classic contrast analysis method as the main basis, and in the light of the results of a comparative study of English and Chinese speech, adopt the comprehensive method integrated with theoretical research program based on deductive reasoning and experience research program based on qualitative analysis. Synthetically discuss about the ideas, theories, methods and procedures of Chinese positive and negative migration and control in middle school oral English teaching, in order to form and verify a mainly comprehensive regulation method of Chinese migration based on comparative analysis of oral English teaching in middle school.
The key problem of this thesis is to solve the problem of the concept, theory, method and procedure of the Chinese and negative transfer in middle school English spoken language teaching. Specifically, this study intends to through the theory study and solve the following two interrelated problems: (1) what is the theory and idea of the migration based on comparative analysis of the Chinese comprehensive control of oral English Teaching in middle school? （that is to say how to grasp and understand the transfer of Chinese language teaching in middle school?）(2) what is the comparative analysis of the methods and procedures for the transfer of Chinese language of oral English Teaching in middle school? （that is to say how to plan and implement the transfer of Chinese language in middle school English teaching and
learning in middle school?）This study intends to through the empirical study and solve the following two interrelated problems: (1) Can the Chinese migration integrated control method based on the analysis and comparison of oral English Teaching in middl school effectively reduce in the spoken English of middle school students learning Chinese negative transfer? (2) Can the Chinese migration integrated control method based on the contrastive analysis in middle school English teaching effectively increase the Chinese positive transfer in middle school students' oral English learning?
Specifically, the structure of this paper is as follows:
Chapter 1: introduction. This chapter mainly analyzes the practical background and theoretical background of this study, the object of this study, the theoretical approach, the content and structure of this paper.
Chapter 2: literature review. This chapter analyzes of foreign related research status and domestic related research status in proper order. And then, it points out the achievements and problems of the present research.
Chapter 3: Put forward the method of Chinese transfer comprehensive adjustment and control based on comparative analysis of the Chinese language teaching in middle school English teaching. First of all, put forward the viewpoint and theory of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning, including the comparative analysis of the hypothesis, comparative analysis method, positive and negative transfer theory, etc.. Secondly, this chapter put forward the method and procedure of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning, including the Chinese and English pronunciation similarities and differences between the analysis, the positive and negative transfer prediction and control, etc.. Lastly, this chapter analyzes the effect hypothesis of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning.
Chapter 4: Do the verification of Chinese transfer comprehensive adjustment and control based on comparative analysis of the Chinese language teaching in middle school English teaching. First of all, design the research, including the research object,
research tools and research process, etc.. Secondly, do the analysis and discussion. Finally,it comes to the conclusion.
Chapter 5: Conclusion.First of all, summarize the content of this paper. Secondly, it points out the value and limitations of this study.
Chapter two Literature
2.1 The foreign related subject current research status
2.1.1 The early behavioral research
Early research on language transfer can be traced back to the study of Fries in the 40's and Lado in the 50's in twentieth Century. Fries advocates a scientific description of the target language, and compares it with the native language of the learner. The research of Fries promotes the contrastive analysis of language learning. Lado from Skinner's (B. F. Skinner) behaviorism psychology theory of the second language learning to research on the output and input skills in language and culture levels that are subject to the effects of the first language form and propose the meaning theory. Lado’s the language is taken as a kind of habit, which can be easily moved to the second language learner's from the first language "habits", namely the first or the native language knowledge learning process will have the influence on the second or foreign language knowledge. The core of the concept of Lado migration is to compare the differences between the first language and the second language. According to his viewpoint, the degree of difficulty of the learner depends on the degree of the similarities and differences between the native language and target language. Studying these differences can predict the difficulty of learning in the second language learning. In the native language and the target language which is similar to the place will promote the target language learning, but the native language and the target language dissimilar place will have difficulty in the target language learning. On this basis, he develops the Fries's research, and proposes the hypothesis of "comparative analysis". This assumption is to describe, compare and analyze different language features of the language. According to the differences in predicted learners in the second or foreign language learning, forecast difficulties and output and input of errors in the study, in order to make the learners to avoid errors or to make fewer mistakes as far as possible.
On the basis of the data analysis of the second language in the first form of
language structure, the scholars make further explanation of language transfer, and distinguish two forms of differences of the transfer: positive transfer and negative transfer. The native language is used for the second language speech output and become one part of the second language rules, then the positive transfer comes out; the second language output in the first language form is different from the second language rules and generating discourse is wrong, then the negative transfer comes out. In other words, negative transfer is the interference of mother tongue knowledge to the new knowledge. In the second language learning, the learners' mother tongue is the result of negative transfer.
2.1.2 A study of the universal grammar theory and the perspective of cognitive linguistics
Since the late 50 's in twentieth Century, the behavioral psychology that once takes the leading role has been challenged. Chomsky criticizes the behavior of Skinner, and puts forward the hypothesis of "language acquisition mechanism" and the universal grammar theory. The second language acquisition is strongly opposed to the early language transfer research (Corder, 1993; Dulay, Burt & Krashen, 1982). The scholars who hold a negative view have found that learners tend to be more prone to make mistakes when their mother tongue is similar to that of the target language. The further research of universal grammar researchers suggest that some of the second language errors include all speaking native speakers and the second language learners. Language learners have many mistakes with the children's first language acquisition who make similar errors in common. Corder's research is representative. Inspired the language acquisition error analysis, he proposes tthe viewpoint of " error analysis ", and advocates of learner errors to carry out a systematic analysis, so combine with the study of first language acquisition and the second language acquisition research.
Subsequently, in the study of the cognitive basis, researchers have extended a new perspective. Some scholars have proposed that the learning difficulty is not always caused by the structural differences between the two languages. The error is mainly due to the learners' communicative strategies, rather than the structural
transfer in the first language.
In 1993, Corder points out in the article " the role of the mother tongue" that the negative transfer or interference does exist, but apart from the voice, others have not been verified. According to Corder's point of view, the role of mother tongue in the second language acquisition is more close to the "borrowing", so in the second language learning and the use of the role of promoting, he further points out that when the grammatical structures of the two languages are very different, they often resort to the "avoidance strategy" rather than the transfer of the native structure.
Kellerman (1992) differentiate three types that the learners should avoid phenomenon in language transfer study as follows: firstly, the learner's understanding of the target language rules is difficult and doubtful; secondly, learners know the rules of the target language, but in certain circumstances , it is diffcult for them to use;thirdly, learners know how to express but do not want to express. In their views, such expression is the contempt of native culture in the code of conduct. This is due to the social distance and psychological distance between the learners and the target language culture.
Study of language transfer has been a breakthrough in the early limited research. From the perspective of teaching to research to the point of view of the learner to study, from the transfer of learning to the communication transfer study, and from the analysis of the language knowledge of the learning to the focusing on learners cognitive psychological process.
2.1.3 The cross language influence research
The cognitive linguistics of language pushes forward the process of the research of the language transfer cross linguistic influence, in order to form the generative grammar and modern linguistic typology which are taken as the theoretical framework, note of comparison with different language learners‘features appearing on the output situation, and find out the rules of cross language with the purpose of revealing various syntactic characteristics and commonness. The research mainly includes as follows: Gass & Selinker amended in 1983 and 1993 with the work of " language transfer in language learning " and Gass published in 1996 with the paper of
" migration and interference "; Kellerman & Smith Sharwood published the work "The cross linguistic influence in the second language acquisition " in 1986 ; scholar Odlin published his work of " The language transfer" in 1989; Dechert & Raupach published their paper " the output of the transfer " in 1989 ; Kellerman & Perdue published the "second language research " in 1992; Faerch & Kasper published " the concept of language transfer ”in 1987 and " pragmatic transfer " in 1992; scholar Ringbom published " the role of the first language in foreign language learning in 1987; Schacher published paper " On language transfer " in 1993. These studies are not only the fusion of the research perspectives of behavioral psychology, general grammar and cognitive linguistics, but also based on the theory of cognitive linguistics.
Odlin (1989) points out that only to study and compare the different learners in order can observe the role of the first language learners. Kellennan & Sharvvood Smith holds the opinion that " cross linguistic influence " is a neutral theory, which should be according to the theory of the phenomenon of migration, interference, avoidance, borrow which are classified to study the similarities and differences between these phenomena. Kellerman (1987) in its further study defines the migration as " the combination of the two elements of the language ".
Gass & Selinker (1993) points out that the second language acquisition is affected by the impact of two processes in their study: firstly, learners construct their own knowledge system and in which detection establish the second language based on the data obtained in the hypothesis; secondly, learners make full use of the first language knowledge as well as other familiar knowledge of languages. Faserch & Kasper (1987) believe that the point of view of traditional positive transfer and the negative transfer only pay attention to the impact of migration on the second language, and it emphasizes too much on the output. Migration research should also focus on the learner's input knowledge. Only the formation of interlanguage first language knowledge with the second language rules are compared in order to explain language " positive transfer " and " negative transfer " phenomenon.
Schacher (1993) believes that the intermediary language speakers call for
transfer in the communication, For example, the output and input of the second language. Migration is to activate the first language knowledge in order to achieve the purpose of communication. The migration in the input is dependent on the first language form in the understanding of discourse, and on the discourse to "deduce interlanguage ". The inference process plays a central role in the learning process, so the learner uses his first language knowledge to construct a second language rule.
2.1.4 The characteristics study of language transfer
As a communicative strategy, transfer which is taken as a communicative strategy can make the learners communicate more effectively. Tarone who is the representative of the social linguistics and the Kasper & Faserch who are the representative of the study of the communication strategy in the study of communication strategies have been explained this theory. According to the automatic migration theory, we can get the conclusion based on many examples that the appearance of migration is often highly automated and that the speaker is not aware of it. Pragmatic transfer shows that the focus of the study on the pragmatics of the intermediate language is the transfer of the first language pragmatic strategy to the second language. Definition of pragmatic transfer Kasper (1992:207) holds the opinion that the transfer theory is produced by the learner's native language and culture of pragmatic knowledge of their understanding, and it is also the effect of and the output of the second language pragmatic knowledge learning." Kasper divides the pragmatic transfer into two categories based on the pragmatic study of other researchers: pragmatic language transfer and social pragmatic transfer.
2.1.5 The enlightenment of the language transfer research on foreign language teaching and research
Language transfer research has many implications for our foreign language teaching and research: 1) the study of migration has the relationship with "comparative analysis". Migration is an important means of learners learning new knowledge. The scope, content, condition and method of the migration must be through the comparative analysis to figure out really, so we can determine the comparative analysis of foreign language teaching is an indispensable auxiliary means.
2) migration research can ignore the error analysis. Foreign language errors can be divided into understanding errors and mistakes. The former often is out of ignorance of the rules of the language on the part of the learners, while the latter is due to the gap between the two kinds of knowledge and ability. The study of language transfer on foreign language teaching analysis and correct errors has guiding significance. 3) language transfer research has led us to re-examine and thought about the use of the avoidance of the learners. Avoidance phenomenon is not only related to the construction of the second language knowledge, but also closely related to the cultural adaptation. The use of avoidance strategy has its positive effect, and also has its negative effect. Because of the differences of the two languages, when learners encounter communication difficulties, using of avoidance strategies can achieve the purpose of communication. But in the foreign language teaching, the avoidance strategy will enable the learners to deal with some difficulties in the learning process.
4) language transfer research develops to cover the two kinds of meanings of language and culture. Foreign scholars' research on the pragmatic transfer and cultural transfer of domestic scholars has important implications for intercultural communication research, foreign language learning and teaching research.
2.2 The domestic related issue current research situation
The domestic language transfer research starts from the late of 90s of the 20th century, so the published academic papers are very limited, and the monographs are only the work " language transfer and the second language acquisition: review, reflection and research " which is presented in 2004 and the work " new perspective of the research of language transfer " which is presented in 2012. Moreover, in recent years, the study of the Chinese students' English learning often concentrates in the study of the problem of migration.Among them, Du Jinbang (1996) based on his careful study find the conclusion that although Chinese students learning English is affected by the influence of the Chinese, and its degree reduces with the improvement of students' English level gradually. When the students' English has reached a considerable level, we can still clearly see the influence of the Chinese.
Liao Fei (1998) through study thinks that the differences between the two languages of English and Chinese will not cause the mother tongue transfer fully, and the differences between Chinese and English grammar rules can not be taken as the main basis of native language transfer in the second language acquisition. The language universals and language markedness theory can be the native language transfer phenomenon to make more reasonable explanation: when the mother tongue has mark while the target language has no mark, or mother tongue's mark feature is stronger than the target language's mark feature, there will not appear the migration; but when the mother tongue has no mark while the target language has mark, or the mother tongue's mark feature is weaker than the target language's mark feature, there may appear the migration.
Liu Jinkai （2002）does the second language acquisition research on learning strategies, and finds the two kinds of mother tongue strategy migration: general migration strategy and the use of strategy migration pattern. The general migration strategy can be divided into the migration strategy type, the basic inference ability, and the migration of analysis and solving problem ability. On the second language strategy for migration, namely the strategy used migration patterns, scholar Li Mingyu (2012) edits by work " language transfer: a new perspective research on " which systematically reviews and analyzes the study of language transfer of new achievements in recent years from the aspects of pronunciation, vocabulary, syntax, semantics, pragmatics and discourse and syntactic and semantic interface in different language levels. Besides, he introduces all kinds of factors affecting language transfer of the study of language transfer and the rapid development of multilingual acquisition in recent years.
But we can see the phenomenon that there emerges of smaller studies involving the transfer of native language speech which should be noted. For example: Gao Yujuan and Shi Feng (2006) write the work " experimental research on the French vowels of Chinese students learning mother tongue transfer " which investigates Chinese students' language learning in the Chinese mother tongue positive and negative transfer in learning French vowels performance by the method
of comparison Chinese students of French vowels pronunciation with French students of French vowels pronunciation, so as to provide reliable experimental basis of correcting and overcoming incorrect pronunciation.
Dong Yi (2008) publishes her work " the effect of speech migration tone and teaching policy analysis ". In this work, he thinks that learners often meet English intonation difficulties due to the influence of the mother tongue and lack of regulates the different systems of knowledge and training of Chinese and English. Therefore, this paper discusses the phenomenon of " phonetic transfer ", which summs up the characteristics of Chinese and English system and the differences, and in view of the above problems，he advices teachers to take the corresponding teaching strategies in order to help students to build up correct and beautiful English intonation.
Wang Dan (2012) writes the treatise that " Chinese English pronunciation transfer analysis and its teaching strategy". In his opinion, the voice of the mother tongue is the main problem of the English learners in China. This paper analyzes the migration of Chinese and English speech, and specifically analyzes the negative transfer phenomenon of Chinese and English speech. Besides, he points out that a series of problems which appear in learning English language affected by Chinese phonetic alphabet and language habits, and according to these phenomena, he proposes the basic teaching strategies.
2.3 The achievements of the present research and existing problems
After consulting the literature, we can get the summary as the following situation: some achievements have been made at home and abroad so far. Among them, domestic and foreign scholars have found that native language will have a transfer effect on the second language acquisition, while some of the characteristics of the mother tongue is similar or identical with the target language,then there wiil often appear positive transfer; however, while some of the features of the mother tongue and the target language are different, if the learners take the use of some rules of mother tongue as the stick, there will produce negative transfer phenomenon. In a word, positive transfer is beneficial to English learning, while the negative transfer is
the obstacle to English learning.
However, there are some problems in this research so far. In some related research, although researchers have used the beneficial discussion based on the relationship of a variety of new research perspective on the Chinese and English learning, there exists some apparent problems in this subject research as follows: the guiding ideology is not systematic and comprehensive enough; the theoretical basis pursues novelty; the excessive use of mainly for quantitative analysis of empirical research; despise of theory research and the qualitative analysis based empirical research. Besides, most of the research subjects are restricted to college students in China, and part of the research object is the high school and junior high school students, but there is little related to middle school students' English learning Chinese migration control strategy research.
As Wang Fuxiang and Liu Runqing (1995) puts forward the theory that the domestic and the foreign language in this field of linguistics are good at absorbing and introducing the foreign new ideas and new knowledge, but short in combination with Chinese language materials. Through the statistical analysis of the papers published in the core journals in the past ten years, we can see that it is not enough to meet the practical theory of our country. In the research methods, the majority of the research uses the speculative method, and the empirical research is very little. The existing empirical research is also a short-term sampling survey or testing which is as the main research means, lacking of long-term experimental study. In the study object, most of the research does not have the exact definition of different stages of the learners, which will inevitably lead to a lack of research on targeted in the end.
Chapter three Put forward the method of Chinese transfer comprehensive adjustment and control based on comparative analysis of the Chinese language teaching in
middle school English teaching
3.1 The viewpoint and theory of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning
3.1.1 Comparative analysis hypothesis and its method theory
Comparative analysis theory can predict the errors made by the learners, which mainly uses the method of language comparison. The theory holds the opinion that foreign language learning is a process of transfer from mother tongue and habits to the target language habits, and it can produce positive transfer and negative transfer.That's to say, if the mother tongue is similar to the target language, it will produce the positive transfer; while the mother tongue and the target language are different, there will produce the negative transfer. The interference of negative transfer can be a barrier to the learner, and it will lead to the error at last. According to this, we can overcome the interference of negative transfer of the mother tongue, avoid bias. In the process of foreign language learning, we should understand the differences between mother tongue and target language. Contrastive analysis (CA) pays attention to the similarities and differences between the comparison and analyses of the learner's mother tongue and the target language, and through the analysis, we can understand the learner's existing knowledge or mother tongue transfer, then we can illustrate the essence of second language acquisition.
Language transfer can not be separated from the comparative analysis. Haugcn and Wcinreich are the representative bilingual research scholars, and their
初中英语口语考试问题 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】
初中英语口语考试面试问题荟萃 1.Doyoulikemusic?Whatkindofmusicdoyoulike? 2.Doyoulikeyourmotherorfather?Whydoyoulikehimorher? 3.Doyoulikeyourteacher,yesorno?Why? 4.Introduceyourselfandsaythepersonyouadmiremost. 5.Whoisthemostimportantpersoninyourlife? 6.Areyouoftenlateforclass?? 7.Which?is?the?most?important?traditional?festival?in?your ?country? 8.How?far?is?it?from?your?home?to?the?school??? 9.Howdoyouusuallygotoschool?(Bybus.) 10.What’stheageofyourgrandmother?Howisshenow? 11.Whatdoyouthinkoftheairinourcity? 12.Whichdoyouprefer,stayingathomeorgoingonatrip? 13.Whoisyourfavouritesinger? 14.What’sthetimenowbyyourwatch? 15.What’sthedatetoday? 16.WhichcityisthecapitalofAmerica? 17.Whichflowerdoyoulikebest? 18.Howoftendoyougotothecinema? 19.What’syourfavouritesport?
浅谈初中英语口语教学策略 白中国加入WTO以来，中国已融入全球化进程，国际化进程发展迅速，掌握世界最通用的语言―英语已经变得非常迫切，而英语口语是一切交流的基础。英语口语亦然成为学生未来发展的重要基石，它即是我们各地中考必考的项目之一，也是素质教育的必然。 一、英语口语及口语交际的概念 英语口语，即英语世界国家的人们所普遍使用的口头语言，英语成为他们进行交流和工作的重要信息载体。同时英语口语和其他语言一样，是借助声音的路径进行传播的。 口语交际是指人们在进行演讲、交流等过程中所应用的口头语言。在日常生活中，人与人之间的口语交际不仅涉及语言还有听说能力，因而口语交际是一种能体现多方面能力的社会活动，能够展现一个人多方面的素质。总起来说，口语交际能力是指生活中进行口语交际过程中的综合能力。 二、初中英语口语教学的有效策略 1.教学题材需要精心挑选 英语作为当今时代广泛应用的语种，其中的重要性显而易见。当然英语的实际应用才是重中之重。因此口语教学要以说的准、说的好、能够在实际生活中得以运用又不脱离课本的教学导向为教学目标。为了达到这样的效果教师一定
要精挑细选。例如在实际教学环节过程中：老师问好的方式用过于单调老式的“Howare you feeling today？”同学的回答都是“I am fine，thank you”这种枯燥、乏味的教学流程不能帮助同学们形成良好的口语习。因此这就要求老师的语言功底过硬以及自身对口语教育的重视性。老师一定要起到良好的传授媒介作用。告诉学生其实要贴近外语国家的语言方式和习惯，当我们被问及“How are you feeling today？”我们回答“Can not be better”就是一种很地道的回答方式。再者就是老师要每天用新鲜的问候方式，也就是同学们以前没有接触过的句型。例如How is it going？或是How is everything with you？Hi！Are you having fun？等这些新的句型那么，每天简单的问候并不需要过长的时间，也不需要繁琐的过程，但这个日积月累的过程，学生的口语进步却是指日可待的。 2.尊重学生的个性，培养学生的自信心 英语口语老师不但要承认学生的个性，还要注意不同个性所导致的不同语言特点。性格内向的学生，说话往往声音较低，态势语运用较差，而性格外向的学生则恰恰相反。因此，在进行看图说话、朗读短文等口语训练项目时，不必强求性格内向的学生在运用态势语方面都能做到惟妙惟肖，只有使这些学生感受到自己受到尊重和理解，才可以令他们产生更高涨的训练热情。针对学生英语水平参差不齐的状
高中英语口语教学方法探究 发表时间：2018-03-27T16:51:52.500Z 来源：《中小学教育》2018年第314期作者：侯海花[导读] 笔者从自身多年的教学经历出发，探讨了高中英语口语教学的重要性以及现存问题，进而尝试提出了若干条改进方法。 山东省青岛市城阳第二高级中学266107 摘要：英语口语教学是高中英语的重要组成部分，对今后我国在全球化背景下的全面崛起有着实际意义。在高中阶段，学生不但要牢记和掌握词汇、语法，也要有熟练运用英语进行交际和沟通的能力。但是在现阶段的高中英语教学实践中，口语教学理念和氛围总体上并不理想，因此尽快找准目前高中英语教学存在的问题、探索有效提升高中英语口语教学效果显得十分迫切。笔者从自身多年的教学经历出发，探讨了高中英语口语教学的重要性以及现存问题，进而尝试提出了若干条改进方法。 关键词：高中英语口语教学方法 一、高中英语口语教学的重要性 1. 全球化发展的必然。当前我国已经在全球化进程中扮演着越来越重要的角色。而英语作为国际上使用最为广泛的语言，在国际化的交际场合中占据着无可比拟的主导地位。具备较高英语口语水平的人更加容易在国际化场合中正确表达自己的思想和观点，也就更加容易得到对方的认可。因此，在高中英语教学中应当通过科学有效的口语教学方法提升学生跨文化交际的能力。 2. 高中英语教学的进步。从以往的高中英语教学实践来看，口语教学在“听说读写”四项基本技能中的基础地位被弱化，传统的应试教育模式也缺乏有效的口语测试途径。从今后教学改革趋势来看，口语教学的地位将会进一步得到提高。特别是新高考改革已经成为既定事实，今后英语考试则会逐渐走向社会化，也将更加侧重于实际运用能力的培养。 3. 口语自身的独特功能。在英语教学实践中，笔者往往会发现口语水平较高的学生通常也是听力、阅读、写作水平较高的学生。实际上，这是由于口语在自身功能上对听力、阅读、写作有着十分重要的支撑和推动作用。学生在运用英语口语的过程中，首先要在思维上理清要表达的词汇和语法，并且在自己表达后还要根据听者的口语反馈调整自己下一步的口语内容。一次口语运用的过程，往往就包含了英语教学的所有内容。 二、目前高中英语口语教学存在的问题 1.课堂互动性不足。国内绝大多数高中英语教学都是以教师为主体，学生只是被动进行信息输入和储存，极少有机会进行语言输出。长此以往，学生一味被动接受，缺乏共鸣，更加没有对英语知识进行探索的欲望，很多学生就此失去了学习英语的热情和兴趣。 2.教师忽视了口语教学。一方面，大多数英语教师仍然遵循的是应试教育理念，在课堂上依然以中文的思维方式去解读英语，也很少创造机会给学生以充分口语表达的空间，而将主要的精力投放在词汇和语法讲解中，无形中就在学生中树立起了口语不重要的印象。另一方面，国内英语教师自身就是成长于传统的英语教育模式，缺乏口语教学的思维和方法。部分老师自身口语的准确性、流利性也不强，缺乏能力和动力去开展口语教学研究。 3.口语教学方法匮乏。国内绝大多数的英语课还是以“填鸭式”为主，仅有的口语教学内容也只是停留在让学生背诵课文上。背诵课文实际上还是凸显出其强化词汇和语法的作用，而并非让学生融入到交际场景中深刻理解对话的实际内涵。同时，每个学生对于语言的敏感性是存在差异的，单一化的口语教学方式很难让所有学生都有所提高。 三、高中英语口语教学方法探索 要深刻认识到英语本质上是一门语言，而学习英文则是为了掌握英语这一交流工具，务必要突出实用性。换句话说，衡量一个学生的英语能力实际上就是要考察他运用英语开展交流沟通的能力。无论在何种场合下，运用英语口语交流都是最为常见和高效的。所以，在今后的高中英语考试中应当科学合理地加入口语部分，并给予口语应有的测试权重。同时，因为写作能力对口语表达起到重要的支持作用，可以在书面部分适当提升主观题比重。就口语教学方法而言，要灵活多样地为学生们创造足够多的口语实践机会。笔者认为在教学中可以尝试以下几种教学方法： 1.课文朗读。古人云“书读百遍，其义自见”，这体现了语言学习的普遍规律。在英语口语教学中，学生通过朗读训练必须把接受到的文字信息首先进行理解，随后再结合发音转化为口语表达出来，这样就能够很好地提升英语语感，并逐步建立起用英语去思考和理解问题的能力。 2.自由讨论。课堂上的自由讨论能够有效避免强制性参与带给学生的压抑感和紧张感，帮助他们在更加轻松开放的口语环境下积极进行口语练习，充分激发他们运用口语的内在意愿，逐渐建立起运用口语的自信心。 3.角色扮演。在角色扮演情境中，学生按照老师的预期要求，自主地依照自身理解模拟购物、开会、就医、聚餐等现实场景，将口语学习和他们的日常生活结合起来，从而锻炼他们的英语思维能力，并且有效增加口语的流利性。 4.戏剧表演。通过安排故事性较强的戏剧表演，可以充分调动起部分英语基础较好学生的参与积极性，并在其他学生中树立起一定的示范效应，激起他们的参与欲望，从而强化口语学习动力。通过戏剧表演，学生们运用英语口语表达复杂内容和具体情感的能力将得到进一步的提高。 参考文献 [1] 齐放英语教育学导论[M].山西人民教育出版社，2010，（6）。 [2] 田卉新一轮英语高考题型改革对英语教学的启发[J].教学与管理，2014。
中学英语口语教学初探 【摘要】在英语教学中培养听、说能力的重要性，教师应转变观念，提高自身素质，建立和谐的师生关系，从课堂教学的创造语言氛围，创造听、说条件及选择恰当的训练方式入手，培养学生的口语能力、语言交际能力，同时提高其运用语言的综合素质，促进其可持续性发展。 【关键词】口语教学听说能力教学观念教学活动英语作为世界上应用最为广泛的语言，是国际交流的最普遍，最重要的交际工具。中国在外交、经贸、文化、科技、旅游等各个领域与世界各国的交往日趋频繁，这就要求更多的中国人学习英语，掌握这一与世界其他国家沟通的语言工具。 外语教学大纲规定：中学英语教学的目的是民展学生听、说、读、写的基本技能，培养学生在口头上、书面上初步运用英语进行交际的能力。然而由于应试教育的影响，很多学校往往重视听、读、写的训练而忽略了对英语的口语练习。在日常教学中，老师都会发现学生们在英语交流时不可避免地出现错误，其数量要远远大于书面错误。如何解决这一问题，并能达到英语教学的最终目的——发展学生英语学习兴趣，并提高学生使用英语沟通交流的能力？这将是本文探讨的重点。 一、英语口语中出现的错误分类
1、单词语音、语调错误 在课堂上，我们经常发现学生们全把一句话或一个单词的最后的辅音音节给吞掉或在辅音音节的后面加一个音节[ ]。如：把“I’m”读成“I”或“bag”读成“bagger”等。把一个句子的音调读错也是学生们在口语交流中很容易犯的错误。 2、句型中的错误 当学生被要求做对话练习时，他们经常会犯一些“低级错误”，而这些错误在他们平时的作文等书面练习中根本不可能出现。如：一位同学回答问题“What color do you like best?”,他说“I’m like red.”。或者用“I mother is a doctor.”来回答“What’s your mother?”。 3、创造性使用语言中的错误 错误语言学习的最终目的是使用语言交流思想和表达情感，因此，以学生为主体的会话活动应是英语课堂中重要的一部分。 老师要留出大部分时间让学生自由发挥，去听，去交流。但学生们因为可以畅所欲言，会犯更多的错误。最明显的就是所谓的“中国式英语”（Chinglish）。如几乎每个人都知道的一个经典笑话：一个中国学生把“好好学习”翻译成“Good good study and day day up ”。 二、如何提高学生的英语口语水平 1、建立融洽的师生关系，营造和谐的课堂气氛 口语教学是训练学生的口头交际能力，需要一种融洽的人际
初中英语教学反思 一、重视课文的模仿朗读和背诵。 口语训练中，课文的模仿朗读和背诵尤其重要。我们的教师很多没出国学习，口语不是很标准，因而跟读课文磁带是纠正学生不正确的发音的有效手段。背诵课文能帮助学生在脑子里储存词汇和习惯用语，形成快捷的语流和语感，从而打好坚实的学习英语和运用英语的基础，这个过程对以后的学习都是十分有必要的，它更是发展学生的口语交往能力的保证。要让学生清楚认识到英语口语能力的形成必须首先有语言材料的大量有效输入和积累作为基础。在实际教学过程中，教师可以每天抽查部分学生的背书情况，并就其流利程度和语音语调给一个档次，记录下来，每个月给予公布和奖励，以起到激励作用。同时我们要抓住这个有利契机，培养学生的自信心。 二、在课堂上创造说英语的环境。 （一）课前五分钟的口语训练，促进学生口语的提高 每天学生轮流值日，从而获得均等的机会来训练口语，时间2-3分钟，内容由学生根据自己的水平自由选择，可由浅到深、由易到难。可以是每日报告、有趣的经历、故事讲解、与同学之间的对话等等。在值日生说完之后，必须给下面的同学提两个问题让他们回答，这样就可以达到共同提高的目的，同时也要给该生一个口语分数，并且记录在册。这是巩固知识和形成口语能力的有效途径，在不知不觉中让学生得到锻炼，既增强学生学习兴趣，又培养了自信心，给每一个学生展示口语的机会和平台，让他们体验成功的乐趣。 （二）以小组为学习单位，互相帮助，共同提高 每个学习小组4-6人，注意按学生的英语成绩进行合理的组合搭配，课堂上可以小组为单位进行对话训练、课本剧表演、问题讨论等等，这样可以使每个学生都有口语实践的机会，同时优等生可以在小组内起到带动作用，收到一举两得的效果。小组讨论完之后，还要挑选几组当堂表演或对话，并且让学生自己评出优胜者予以鼓励。为了获胜，学生在上新课之前会自觉预习，这样一来学生的预习习惯得以养成，真是一举多得! （三）鼓励学生抬头说英语，大胆展现自己 无论是阅读课还是对话课，教师都应该给学生提供一个表达自己的思想、感情和意见的时间和空间。当学生急于说出内心想法的时候，一定要鼓励学生抬头说英语，目视对话者，以示真诚和专注，然后说出自己要说的内容。学生在不经意的抬头之间，暗合了口语习得的
初中英语口语考试面试问题荟萃 1.Do you like music? What kind of music do you like? 2.Do you like your mother or father? Why do you like him or her? 3.Do you like your teacher, yes or no? Why? 4.Introduce yourself and say the person you admire most. 5.Who is the most important person in your life? 6.Are you often late for class? 7.Which is the most important traditional festival in your country? 8.How far is it from your home to the school ? 9.How do you usually go to school ? (By bus.) 10.What’s the age of your grandmother? How is she now? 11.What do you think of the air in our city ? 12.Which do you prefer , staying at home or going on a trip ? 13.Who is your favourite singer? 14.What’s the time now by your watch ? 15.What’s the date today? 16.Which city is the capital of America? 17.Which flower do you like best? 18.How often do you go to the cinema? 19.What’s your favourite sport? 20.How many people are there in your family? 21.Are you interested in English?
浅析高中英语口语教学的重要性 发表时间：2015-07-30T15:33:24.807Z 来源：《中学课程辅导·教学研究》2015年7月上供稿作者：盛月[导读] 英语，作为一门国际语言，其最重要的使用价值就体现在人与人之间的国际交流中。盛月 摘要：英语，作为一门国际语言，其最重要的使用价值就体现在人与人之间的国际交流中。随着全球经济化的发展加快，社会对学生的英语口语要求越来越明显。所以，学生口语表达能力的培养在高中英语教学中极其重要。关键词：高中英语；口语训练；交际能力自中国改革开放以来，不论是因为工作、学习，或是生活，大量的外国人涌入中国，导致我们与外国人之间的交流越来越频繁。然而，到目前为止，我们的学生还无法说一口自然流利的英语。究其根本，我们的英语教学仍然延续着过去那种“填鸭式”教学。以教师为中心、以教授语法知识和语言技能为主的英语教学模式，使得现在的高中生只会“做”英语，而不会“说”英语。所以，口语表达是高中英语教学 的中心问题，也是英语教师在教学中必须时刻注意和认真考虑的问题，我们应该重视口语教学的重要性。 一、高中英语口语教学的现状分析其实，在现行的高中英语教材中，每一个单元都安排了一些与口语教学互动相关的教学内容，教师在教学中也逐渐开始关注对学生口语交际能力的培养，但是口语教学的发展仍然缓慢，其现状并不乐观！有不少学生的英语综合成绩很好，但不会用英语将自己的思想准确地说出来。在口语实践中，学生表情很无奈，只是被动地接受口语训练，而没有积极主动地融入课堂，这也使得教师对口语教学失去了耐心和信心。口语教学任重而道远。那么，到底是哪些因素影响了口语教学的进程呢？1．客观教学条件有限我国英语口语教学条件和水平参差不齐。大城市的条件比中等城市好，中等城市又比小城市好，而小城市呢又比农村山区的好。教学所需的原版材料和多媒体设备受限制，口语教学也受到阻碍。有些落后农村学校甚至没有开设英语课程。2．师生轻视口语教学高中学生最终面临的是高考，而高考英语只考笔试和听力部分。虽然高考前也有口语测试，但要求考生是自愿参加，没有硬性规定，且成绩不被计入高考总分，对考生的影响较小。所以，教师不太重视口语教学，觉得根本没有必要花时间在口语训练上，而是过多地强调语法和句型的讲解；学生呢片面追求分数，认为英语学习只要会做题目、会读课文、能考高分就够了。结果，教师在无形中淡化了口语教学，而学生也抱着无所谓的态度! 3．学生没勇气说英语笔者自己教的文科普通班存在这样一种现象：上课没有学生主动回答问题，都是默默低着头。只有笔者点名时才会有学生回答问题。利用下课时间找学生谈话，笔者才了解到学生怕读音不准而不好意思开口，害怕出错被教师批评；或是过多地考虑说出来的英语该用什么时态、什么语态来表达，于是造成一种心里障碍使得学生怕开口、少开口，甚至不开口。4．学生缺乏真实的口语环境只有机械反复的操练而没有特定环境的语言实践是不可能实现培养交际能力这一目的，语言环境的创设对口语提高有很大的影响。虽然学生能熟读课文，甚至是背诵，但他们并没有真实而自然的语言应用环境。离开英语课堂，学生很少有机会接触到英语口语练习，课堂上所学的口语知识与技能便没了用武之地。 二、注重口语教学的必要性1．是新课改对口语教学的迫切要求“能运用正确的语音、语调和节奏进行劝说和争论；能表达观点、信息和意见；能在熟悉的情景中参加讨论、进行采访和制定计划；能就一般的话题作出简单的演示；能用恰当的方式；在一般场景中与他人开始交谈并维持交谈；能理解他人的意思，并能在适当的时机作出恰当的反应；能就询问和要求作出恰当的肯定或否定反应；能当一般的生活翻译，如带外宾购物等。”新课程标准对高中英语的口语教学提出了这样的要求。长期以来，我们的英语教学活动还停留在传统的教学模式上，仍缺乏组织语言交际活动的能力。又因为高考指挥棒的引导，高中英语教学确实忽视了学生口语交际能力的培养。“哑巴英语”是目前困惑高中英语教学的根本问题，急需得到彻底改善。2．是全面发展英语能力的要求口语教学有助于学生英语能力的全面发展。在听、说、读、写四项英语基本技能中，“说”处于基础地位，对另外三项技能的发展起到重要的辅助作用。在口语教学中，师生间或学生间互动时，说话人需要注意听话者的理解程度和情感反映，以便不断地调整自己的说话意向、速度和感情色彩。同时，说话人也要倾听自己的话语去获得反馈，这也是对听力的一种训练。阅读课通过朗读课文、口头复述、口头回答、讨论探究等形式，既训练了学生的口语表达能力，又使阅读理解力进一步加强，提高了阅读的评价能力和鉴赏能力。口语训练与写作训练是相通的，也是互相促进的。一般情况下，只要词汇拼写没有错误，如果口语表达准确、地道、有条理，那么写下来的作文也应该是一篇象样的文章，说写结合，是英语写作教学探索出的一条新方式。由此可见，口语教学在英语教学中占有多么重要的地位，教师都应该高度重视口语教学。 三、口语教学的实施策略1．口语教学与高考并不矛盾即使我们现在所教的内容，所做的练习都是为了最后的高考而服务，但笔者认为口语教学与追求高分并不矛盾，反而在一定程度上起到相互促进的作用。因为听、说、读、写技能是相辅相成的，敢于大胆说英语的学生，势必也会对英语学习有极大的热情，从而更有利于英语学习。 2．选择合适的口语训练内容让学生觉得有趣和有话可说，是教师选择口语训练内容时需要考虑的两个重要因素。教师应该以学生的生活经验和兴趣为出发点精选口语活动内容，可以事先确定多个话题以供学生选择。3．多种任务形式相结合
浅谈中学生英语口语表达能力的培养 [摘要]在中学英语教学中，我们经常会发现这样的现象：有些学生作业和考 试都很出色，但上课不喜欢举手发言；有些学生心里想的挺不错，一到口头表达，就吞吞吐吐，表达不清楚；有的学生自由会话或小组讨论时语言流畅，思维敏捷，可一到作报告和正式发言，就结结巴巴等等，诸如此类举不胜举。分析其原因，主要有学生对口语不感兴趣，内心焦虑紧张，注意力不集中，个性差异，缺乏语言环境等因素。本文提出通过采用培养口语表达的兴趣，注重句型操练，重视跟读、朗读、复述和背诵，因材施教、循循善诱，营造良好英语会话环境、进行英语考试内容改革等对策和模仿法、复述法、背诵法、提问法、训练法和循序渐进法等方法来培养和提高学生的口语表达能力。 [关键词]原因对策方法 英语课程标准认为：语言技能是综合语言运用能力的基础，它是构成语言交际能力的重要组成部分。语言技能包括听、说、读、写四个方面的技能以及对这四个技能的综合运用能力。其中听和读是理解的技能，说和写是表达的技能。听、说、读、写既是学习的内容，又是学习的手段，这四者在语言学习和交际中相辅相成，相互促进。 随着新课程改革的不断深入开展，英语教学正在发生深刻地变化，英语口语表达和应用能力的培养已越来越受到重视。而且随着改革开放的逐步深入，经济技术和对外贸易活动的进一步发展，英语已成为和一种不可缺少的交流工具，尤其是口语会话更为重要。英语口语能力的培养已势在必行。 一、通过现象，剖析原因。 在中学英语教学中，我们经常会发现这样的现象：有些学生作业和考试都很出色，但上课不喜欢举手发言；有些学生心里想的挺不错，一到口头表达，就吞吞吐吐，表达不清楚；有的学生自由会话或小组讨论时语言流畅，思维敏捷，可一到作报告和正式发言，就结结巴巴等等，诸如此类举不胜举。分析其原因，主要由以下几种： 1、学生对口语不感兴趣。许多学生对英语口语不重视，觉得英语考试中没有口语测试，对升学没有什么影响；再则学了英语也不可能与外国人交流，说与不说也无大碍。正因为不重视，也就无兴趣可言。 2、学生内心焦虑紧张。平时缺少口语训练，基本功不扎实。语音语调不准确规范，单词、课文没背熟，语法知识不熟练，学生内心容易产生焦虑和紧张。怕被老师上课时点名发言，怕说不好怕说错，被同学讥笑，被老师批评。这样越怕越不敢说，越怕越说不好。以致于后来不敢开口。 3、学生注意力不集中。有些学生上英语课注意力不集中，容易开小差，一不小心搞起了小动作。这时老师突然叫他起来回答问题，他会站在那里，不知所措。有些学生在表达时发生障碍时，老师马上进行指导或救助，这样会使学生产生依赖心理，导致注意力不集中，难以独立完整地表达。 4、学生的个性差异。学生个性有很大的差异，有的学生是外向型，喜欢表现自己，这样的学生会在课堂上积极举手发言，老师只要稍加引导就能完成要求的会话。但有些学生个性内向，平时沉默寡言，要他在课堂上用英语表达更是难上加难了。
中学英语口语教育的反思|对小学英语口语教学 的反思 一、英语口语教育的现状 （一）对英语口语的重要性认识不到位 在当前高考制度下，大多数学校、老师都是以高考的标准对学生进行教学，过分强调了英语教育的应试性而忽略了其作为一门工具的根本性目的———交流。如果我们不能熟练地运用它来交流，那考再高的分数又有什么用。 （二）教学方法不正确 传统的教育理念认为知识的传授过程是一个灌输的过程，老师在整个教学过程中发挥主导作用，所以在现在的英语口语课堂教学中主要是老师讲，学生听，偶有交流也仅仅局限于回答老师的提问。再有就是进行一些以应对高考的听力训练，学生很少有机会使用英语与老师或同学互动，最终我们的学生在这种传统教学模式下变成了高分低能，学的也是哑巴英语。 （三）部分教师自身的口语水平有限 目前，国内的教师资源分布不均，尤其是在边远地区和农村，好的英语教师更是缺乏。一些老师的专业水平达不到要求，在他们身上存在着诸如发音不准确、地方口音浓重、教学时中英文混杂等问题，这也造成了学生口语不佳。
（四）缺乏学习英语口语的环境 语言学习首要的就是有一个好的语言环境，我们大多数学生接触英语的机会就是在课堂，平时基本不听不说，即便偶尔有用英语表达的机会时，也会受母语环境的影响，用汉语的思维模式来组织语言。 （五）学生开口表达时自信心不足 由于平时听的少，说的少，导致学生一有机会开口就会存在自信心不足的问题，担心犯错，于是不愿说、不敢说，最终导致不会说。 二、思考与对策 英语口语教育要建立在培养学生在实际情境中灵活运用语言的能力的基础上，突出其实用性与应用性，应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取、处理信息，分析、解决问题的能力。同时，我们要建立与素质教育相适应的教学方式和评价机制，摸索一条适合自身实际情况的教学之路。 （一）认识英语口语教育的重要性，更新教学理念 首先要充分认识到口语教育在英语教学中的重要性，将英语教学重点由培养学生应试能力转变到提高学生全面应用能力上来，重中之重是用英语进行实际交流，从而全面提高学生听说读写的能力。 （二）改革教学方法和模式
浅谈高中英语口语教学的重要性及策略 【摘要】英语在中学课程以至大学教学中都占有重要地位，但一直以来，英语的教学还是过于注重语法知识的传授。学生在课堂上被动地接收教师所传授的语法、句型、词汇等等，一堂课下来，学生满脑子都是单词、句型，开口的机会却很少。由于学生的口语能力低，导致学生在实际交际时不知所措。怎样才能让我们的学生真正把英语运用到实际交际当中去，关键要从我们的课堂教学训练模式抓起，使学生乐于参与，敢于开口。 【关键词】英语口语重要性策略 “能运用正确的语音、语调和节奏进行劝说和争论；能表达观点、信息和意见；能在熟悉的情景中参加讨论、进行采访和制定计划；能就一般的话题作出简单的演示；能用恰当的方式；在一般场景中与他人开始交谈并维持交谈；能理解他人的意思，并能在适当的时机作出恰当的反应；能就询问和要求作出恰当的肯定或否定反应；能当一般的生活翻译，如带外宾购物等。”《新课程标准》对高中英语的口语教学提出了这样的要求，可我们的外语教学活动由于高考的导向，在中学英语教学中一度忽视了学生口语交际能力的培养。 我们会发现，英语口语教学水平大城市比中等城市好，中等城市比小城市好，而小城市又比农村好——这是受师资条件的制约，环境的差异。国际环境的变化，社会的发展到底需要培养什么样的英语口语人才？大中小学要不要为社会的发展培养英语口语表达能力人才？毕业后大学生的工作究竟哪方面离不开英语口语？这些很少有人去理会。因为，只要在纸上过关就是人才！还有，传统的服从、尊重和克制，这些我们一直引以自豪的传统美德对学生能否消除疑虑，大胆畅述自己的看法，也是有着非常重要的或不可忽视的影响的。有时会有这样的疑虑，“为什么在这些学生中，不懂的却敢开口，成熟的却不开口呢？因为前者没有顾虑，而后者就不一样！”我看到过一位来自澳大利亚的专家对我们学生的评价：Fifty students move as one. They all go in one direction，but in Australia fifty students move as fifty. They go in different directions. 英语是一种交际工具，英语教学的目的是培养学生使用这种交际工具的能力，使用交际工具的能力是在使用当中培养的；这种能力是否培养起来了，也是在使用当中检查的，我们应当重视英语口语教学的重要性。 要达到教学目标中所规定的要求，首先得让他们对这一学科产生浓厚的兴趣，而产生这一浓厚兴趣的前提是，学生必须敬重老师的人格，佩服他的学识，甚至欣赏他的特长及言行。我们可以从以下几个方面来引导学生，让他们勇于开口说英语，并且能够达到经过长期的训练说一口流利的英语的目标。 一、培养兴趣为主，让学生敢开口 课堂上注意培养学生想说的兴趣，了解他们感兴趣的话题，耐心加以启发，
浅谈中学英语口语教学 英语是国际间交流的重要语种，英语交际是对外开放进行对外交流的主要语言交际工具，学好英语，直接与外国朋友交流，既是时代的需要，又是中华民族智慧与礼仪的良好体现。因此，我们的外语教学迫切地需要同培养适应时代发展的创造性人才结合起来。英语的语言素质教学目标是“培养学生用英语进行交际的能力。”要实现这一目标，老师需要进行课堂模式的改革，即一改以往的一块黑板，一支粉笔，以教师为中心的讲解式为以学生为主体，灵活多变的现代化教学手段及方法所营造的课堂语言氛围的活动式、交流式等模式，从而使课堂真正成为全面培养学生语言素质的主渠道，以达到教学及培养人才的目的，下面，就强化中学英语教学，谈谈笔者肤浅的看法： 一、引导学生结组练习 作为教师，要尽量启发学生大胆说英语，想办法调动他们的积极性，鼓励他们不要担心出错。事实证明，不怕犯错，勇于开口的学生进步最快。在教学过程中，可以进行问答练习，问答操练可采用“老师问，学生答”，“学生问，老师答”或“学生问，学生答”等方式。要避免“师问生答”单一的问答局面，提倡在学生之间互相操练。这样，不仅可以抓紧时间，而且教师可以留心学生在练习过程中出现的错误，并及时给予纠正，使学生发现不足，增强语感。 二、有意识的模仿练习 神经语言学研究表明，不论是什么年龄开始学习外语，都要经历小孩子呀呀学语相似的阶段。因而模仿听说对口语学习十分重要。模仿练习可以采取听一句话、边听边模仿，或者把自己的朗读录音和原版录音对照模仿等方法；内容上应把发音、语调、搭配、成语、惯用法、交际语法和句型看作重点。鼓励学生尽量用磁带、广播里听到的和书报杂志读到的及电视里看到的标准口语进行模仿练习，这对纠正语音、语调、增强语感和培养英语思维能力效果非常显著。 三、增强学生复述能力 复述是高级模仿。复述主要在原材料的基础上把大意说出来。可以让学生复述教材里较经典的课文，听一般水平的英语材料然后复述，或讲故事，要求学生抓住文中的几要素，即：时间、地点、人物、事件、起因和经过，并注意提醒学生第一、二、三人称的用法，尤其是第三人称。大量事实证明：复述练习能使学生更好地掌握所述材料的语言精华，增强知识，减少中式英语，提高口头表达能力。还应强调学生朗读练习，培养动口能力。 四、创设情景，进行交际 情景对话是提高交际能力不可缺少的一环。情景对话的操练方法有两种：假设情景和真实情景。假设情景对话比较方便，灵活，效果也好，是情景教学中最
对中学英语口语研究的文献综述 高中英语教学的目标是培养学生的综合语言运用能力，它的形成是建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上的。(高鹏，康定民族师范高等专科学校学报【J】中学英语口语教学，第9卷第20期{总第30期}，2000年6月})新的课程标准对于上述五个方面都有具体规定。语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。由于高考的导向,在中学教学中一度忽视了学生口语交际能力的培养。因此,努力探索中学英语教学中培养学生口语交际能力的方法已显得相当重要了。高中英语教学应该着重培养学生在人际交往中得体地使用英语的能力。与书面表达和阅读理解能力相比，学生的口头交际能力普遍较低，要使学生达到新的课程标准中规定的有关“说”的要求，我们教师任重而道远。 首先我们应该认识到中学英语口语教学出现的一些问题： 一、长久不不变的教学环境和模式 在传统教学环境中,教学活动仅以教材、教师、教室为重心,教师习惯于套用旧的教学模式———封闭式教学,而忽略了学校与社区的关系,即忽略了学校和社区应相互依托、相互开放资源的紧密联系。在传统的教学活动中,教师没有担负起扮演社区型、开放型角色的职责,从而使教学的重心偏重于书本知识,而与社区的“真实”活动相脱离。这种封闭的教学环境使学生失去理论联系实际的机会,没有可供练习口语的“真实”语境,进而丧失学习的积极性,从而影响中学生英语口语能力的提高。 由于有中招、高考等考试讲究的是总分上线，而大部分又都采用笔试，其中英语作为一门语言其口试往往不做要求，这就导致教师在引导学生进行英语学习的时候对英语口语的不重视。由此可见,在应试教育中,笔试“超重”,口试“失重”,教师大大忽略了中学生口语表达能力的培养与训练。这一现象在那些经济欠发达、对外交流不活跃地区尤为突出。（张克福，新乡教育学院学报【J】中学英语口语教学现状及对策研究,第18 卷第2 期,2005 年6 月）教学用书的制约也是一大因素。教材对口语能力的制约作用也是不可低估的。校本课程的开设除要满足高考的需求外,对提高学生听说能力也是非常必要的。为什么许多学校要选新综合英语或牛津英语呢? 这是因为他们的词汇量大,而且语言更加贴近生活。（余松慧，中国校外教育下旬刊【J】中学英语口语交际能力培养的重要性及策略研究，2008年4月） 二、教师的个人知识素质及能力的不均衡性 教师作为课程的设计者和开发者,同时也是学生学习的促进者,在教学活动中起着重要的作用。教师知识素质以及个人能力的高低,事关课堂教学的成败。但是,当前在某些地区,由于师资的匮乏,有些英语教师甚至于没有接受过专门的培训,而是临时从其他专业“转行”而来,而且有许多教师不重视教学方法的运用,不能有效地组织好课堂教学活动,这些都直接影响了学生的口语表达能力。（张克福，新乡教育学院学报【J】中学英语口语教学现状及对策研究,第18 卷第2 期,2005 年6 月）同时如何利用好教材,使学生通过对话课的学习, 提高语言交际能力, 是每个高中英语教师应该处理好的问题。（杨秀云，六盘水师范高等专科学校学报【J】如何培养学生口语交际能力低15卷第1期2003年3月） 三、口语测试问题 在目前多数情况下,口语教学以完成课本上的内容为满足。口语考试内容与课本上的相似或相同,方式比较呆板。在这种情况下,学生说出来的英语基本上是造作的、不真实的。这种考试不能真实地反映学生的口语交际能力,不利于学生口语表达能力的提高。（张克福，新乡教育学院学报【J】中学英语口语教学现状及对策研究,第18 卷第2 期,2005 年6 月） 中学英语口语教学的策略和对策 现在大多数英语教师都普遍接受了交际教学法。交际法认为语言能力就是合乎语法规范
英语科教学论文 初中英语口语教学现状分析 以及解决策略 南海区大沥镇黄岐初级中学 许秀芳
初中英语口语教学现状分析以及解决策略 摘要 05年佛山市初中英语口语考试工作在3月中旬结束，我们欣喜的看到学生的整体口语水平和语感有了明显的提高，欣赏到不少学生纯正、流利的口语和充满感情的朗读。但是我们也不得不承认还有一大部分的学生朗读时在语音、语调、意群等方面把握不好，信息点采集不够准确，甚至还出现滥竽充数等让人哭笑不得的事实。这反映了在我们的教学过程中，对学生口语训练方面的缺乏与轻视，重笔头不重口语，造成了学生普遍存在口语能力水平参差不齐结果。本文主要通过教与学的过程中存在的一些问题，探索初中英语口语训练的方法与策略。 关键词初中英语口语现状训练策略 正文 一、存在问题分析： （一）教学方面 “学习英语应该从娃娃抓起”！近几年来，较发达城市的小学 都开设了英语课程，在游戏中学、在活动中学，以听说为主的教学模式下，培养了一大批“英语小天才”，他们纯正流利的口语，惟妙惟肖的英语表演，都为他们日后的英语学习奠下了很好的基础。可由于没有明确的语音教学要求，学生只能靠教师的课堂教学或教材录音来强硬的记忆单词发音。大多时候英语教师的水平决定了学生英语的水平，教师自觉提高本身的英语口语水平是关键。学生没有掌握语言学习所应具备的基本工具——英语国际音标，有的也多为个别教师的实践操作而已。上了初中以后，升学任务重，语法讲授和知识点的讲解成为主干，拼命赶课时、埋在题海的情况是众所周知的。师生放在口语训练的时间确实少之
又少。个别学校行同虚设的早读也因没有具体的朗读任务和朗读要求导致学生应付式为多，语调平淡拖拉、唱读情况十分普遍。语音教学错过几道良机！ （二）学生方面 应试教育也直接影响到学生对英语口语的认识，长期以来的“老师讲，学生听”导致的“哑巴英语”现象使学生口语水平分化十分严重。下面就以05年佛山口语考试的某一篇短文为例，谈谈目前学生英语口语方面存在问题： 1、短文开篇出现了一个让英语教师比较尴尬的情况，United States在学生口里变成了Unit Satellite, Unit star等等，在所评的170份录音答卷中，朗读正确的学生人数竟不到10%。回想原因，也不能全是学生的责任。在初中教材中通常以the USA出现，television以TV出现，还有一些词如desert, Hopi, raise, local(生词)，modern, main, telephone, houses, horses, trucks…都是学生比较薄弱的。因此学生朗读起来出现断句，反复的现象，整体感觉不理想，扣分严重。 2、大多数考生朗读时的语音、语调、意群等方面把握不好， 也反映了我们在教学过程中对学生口语训练方面的缺乏与不重视。学生词汇不过关，基础薄弱，学生凭印象记单词，知道中文意思却读不准，语调平淡，唱读等情况较为严重。他们到了9年级，要口语考试了，才来恶补什么是语音语调和重音，怎样分好意群，造成恶性循环，最后以无力回春，失败告终。 3、考生心理素质还需要进一步的辅导。由于考试临场紧张， 主要表现在优秀学生朗读时太快或太慢。有的太小声，murmur的感觉多一点。遇到不熟悉的材料时紧张，朗读不完整、反复、读错单词等现象。 二、解决策略
小学低年级英语口语教学反思 一开始走上讲台，面对着一群六七岁的小朋友，我真有点手足无措，手忙脚乱，只是不断教学生读单词、句子，感觉一节课很空。 几天下来，我发觉其实仅仅依靠学校发的《教学设计》的内容讲一节课是很空的，想要让学生整节课都跟着我学英语，那么，首先我必须准备大量有趣活泼的知识去教给他们。 于是我上网收集各种与课文知识相关的小视频、小动画，精心准备，尽量用多种手段吸引学生的注意。 事实证明，准备充足的材料，精心备好课，是上好一节课的前提。 二、根据学生的心理特点和年龄特点，对症下药孩子们年龄太小注意力不够集中，接受知识也有局限性，很多简单的知识都需要反复的用不同的方式进行教学，的确让人伤脑筋。 一开始我经常会有失去耐心的时候，然而看到孩子们像天真活泼的小脸，叽叽喳喳像鸟儿一样说英语的小嘴巴，我又觉的责任重大，觉得一切努力不会白费，热情又重新沸腾，一切不满都烟消云散了。 对孩子们来说，课文的句子和对话不易记住和掌握，教师要想方设法，使教学直观化、趣味化，以吸引学生的注意力、保持学生学习兴趣。 通过实物、图片或简笔画把教授的单词展示在学生眼前，让学生观察所学事物的形状，使学生获得一种直观感受。 如一年级unit2的文具、二年级unit2的食物等类别的单词，都可
以用实物或图片进行直观教学。 鉴于孩子们好动、好奇的心理特征，应尽量让学生在说说、唱唱、画画、玩玩中快乐地学习英语，总而言之，低段英语教学无论从内容上还是形式上都应富有趣味性。 三、时刻抓好课堂常规，松紧结合我一直都是李镇西老师爱的教育理论的追随者，觉得教师要对学生充满爱，有亲近感，拉近师生的距离。 然而我却忘了很重要的一点，对学生的爱要有原则，而不是一味无条件的包容，那就成了纵容了。 良好的常规是保证课堂顺利进行的最基本和最重要的条件之一，意识到这一点之后，我重新强调班级教学常规，逐班逐班训练，在课堂上重新训练课堂组织口令，让学生明白口令的用处，即有趣又起到组织的作用。 例如：一、要求学生坐端正，我会用到这三个口令：1.教师：A-B-C 学生：one-two-three 二、要求学生认真听，我会用到这个口令：LISTEN！学生：I WILL LISTEN! 三、要求学生应答我,会用到这个口令:教师:BOYS AND GIRLS! 学生:YES等，反正需要引起学生注意的地方我就用到口令。 四、形式多样，带动氛围教学坚持玩中学的原则，游戏是课堂良好的润滑剂。 小朋友喜欢玩游戏，运用游戏教学法完全符合小孩的心理。 一节课里低年段学生的注意力集中时间就二十分钟左右，而我们
浅谈高中英语口语互动教学 发表时间：2011-01-19T10:59:59.280Z 来源：《教育学文摘》2011年第2期供稿作者：姚越[导读] 每个学生主动参与学习，将被动学习变成主动学习，有利于激发学习热情，培养学习兴趣。姚越江苏省高邮市第二中学225600 我通过教学发现，很大一部分学生无法理解课文中一些非常浅显的语句，发音错误，语法混乱，词汇量低。而语音、语法、词汇这三项正是英语学习的基础，这三项基础知识的薄弱直接导致学生在进行英语对话时无法正确使用本来就比较贫乏的词汇，在用英语进行对话的过程中结结巴巴，或者根本就张不开口，有些学生甚至根本不会读或者发音非常不标准。这些都给英语教学带来了一定的困难和压力。 一、互动教学的概念及原则 互动教学，就是以教师为主导、以学生为主体，教学中在教师的启发下引导学生去发现，在学生发现的要求下，促使教师去启发，师生密切配合，在和谐、愉快的情境中实现教与学的共振。成功的英语教学要致力于形成一种新的教学双边关系，使得两个最重要的要素的作用得到充分的发挥。相对而言，部分高中学生的英语基础较差，对英语的学习缺乏兴趣，所以高中教师更应抓住时机、善于引导，教学方法要灵活多变，教学内容应引人入胜；学生在教师的引导下要善于思考、积极参与，并善于打破常规，产生奇思异想，进而能力不断提高，使得互动教学在英语口语教学中成为可能。因此，教师与学生必须处理好互动关系，教师创设情境，学生在情境中运用自如的口语并举一反三。 互动教学的原则是：首先教师要考虑到学生的年龄、学业背景、获取知识的方式及学习语言的目的等特点，这些都会影响到他们学习语言和进行语言交流的动机。因此，教学内容、教学方法、教学设计和教学过程就成了教师必须认真研究的内容。其次，要考虑到教师和学生在教学过程中的角色转换，遵循教师主导作用与学生主体作用相结合的原则。互动教学模式提高了学生参与教学活动的程度，强调了课堂教学中最关键、最活跃的因素即学生的主体地位。师生双方相互交流、相互启发、共同发展，体现了教学民主、教学相长的理念。此外，还要加强学生之间的互动。每个学生主动参与学习，将被动学习变成主动学习，有利于激发学习热情，培养学习兴趣。 二、在课堂上采用互动教学提高学生的口语能力 1、给学生播放视听材料，加大信息刺激量。 教师应尽可能多地用英语授课、与学生交流，促进师生间的互动。在口语教学中，我给学生提供了大量的国外电台节目录音，还有一些英语影像资料、教学片、英文电影片段赏析等，通过放录音磁带、幻灯、录像、投影或图片等教学手段，引导学生边看边听。生动的画面，优美的发音，直观的情景，画面和声音的有机结合，能感染学生，诱发学生学习的欲望，从而很大程度上激发了学生的学习兴趣，提高了学生的口语能力。 2、组织各种形式和内容的英语活动。 学生可以用英语练习看图说话、讲故事、复述、描述物体、分角色朗读、讨论、辩论和情景对话。具体做法如下：首先，在教学中穿插单词拼写比赛、课文复述比赛、课文朗读比赛等多种多样的竞赛。课堂上适当的竞赛，学生乐于参与，乐于争先，乐于学习，能够最大限度地将学生的潜意识和显意识协调起来，鼓励学生去发现问题、思考问题、解决问题，积极理解运用知识，鼓励发挥，更鼓励创造。这样既促进了师生间的互动，又充分调动了全体学生的学习兴趣。 其次，组织学生表演自编短剧，调动学生学习英语的积极性，培养学生的创造思维能力。学习要学以致用，而英语的学习更是如此，要让学生学了英语后会开口说英语。具体做法如下：上课前，小组表演他们课前已编排好的短剧，剧情可依照上一节课课文中的情景，也可以自己创设情景，但是台词必须运用已学过的句型和单词。之所以这样做，是为了复习旧课，这种复习不是简单的重复，而是一种创造，是语言的活用，从而加深学生对新学内容的理解，最终达到学以致用。这种方法能使学生处于积极主动的学习状态，也能培养学生的创造思维能力。 此外，教师提问的艺术和技巧直接影响着学生课堂学习的效果。教师站在英语教育学和心理学的角度思考教师话语及行为与学生学习心理之间的关系非常重要，师生课堂互动的过程中不难发现，教师的肯定性评价、激励性语言、启发性及参考性问题和课堂语言活动的巧妙设计都有助于学生知识的内化。 三、总结 课堂互动教学是在交流中进行“教”与“学”，是一种积极有效的教学模式，为学生进一步提高口语能力提供了良好的契机，保证了口语活动中生生互动、师生互动的可能。高中老师应重视并善于构建有效的课堂互动教学，充分发挥这一教学策略的有效作用，这样更有利于培养学生自主学习的能力，从而提高课堂教学实效，提高高中学生的英语口语能力。