分类号
密级
编号
本科生毕业论文
题目初中生英语口语学习中存在的问题及对策学院外国语学院
专业英语
姓名杨芳
班级2008级1班
学号284010137
指导教师郭晨霞
提交日期2012.5.24
The Existing Problems in Junior High School Students Oral English Learning and Countermeasures
Yang Fang
A thesis
Submitted to the School of Foreign Languages and Literature Tianshui Normal University in partial fulfillment of the requirement for the degree
Of
BACHELOR OF ARTS
In
ENGLISH LANGUAGE
Tianshui, Gansu
May, 2012
原创性声明
本人郑重声明：本人所呈交的论文是在指导教师的指导下独立进行研究所取得的成果。学位论文中凡是引用他人已经发表或未经发表的成果、数据、观点等均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的科研成果。
本声明的法律责任由本人承担。
论文作者签名：年月日
论文指导教师签名：
目录
一、论文正文……………………………………………….. 1-11
二、附录
1．毕业论文成绩评定表
2．答辩小组意见
3．答辩成绩评分表
4．论文指导记录
5．开题报告
CONTENTS
1. Introduction (1)
2. Literature review (2)
3.The problems in junior middle school students' spoken English (4)
3.1 Students have no interest in oral English and they have inner anxiety in speaking (4)
3.2 The college entrance examination is not involved in the oral exam (5)
3.3 Teachers attach too much importance to grammar teaching and neglect the student’s
oral English training (6)
4.Strategies to solve students’ oral English problems (7)
4.1To insisted teaching English in English and strengthen the effect of teacher’
role (7)
4.2To help students understand the importance of English and change students’ and
teachers' traditional ideas (8)
4.3To activate students inner enthusiasm (9)
5. Conclusion (11)
References (12)
Acknowledgements (13)
The Existing Problems in Junior High School Students Oral English
Learning and Countermeasures
Yang Fang
Abstract: With the development of modern world and the progress of the society, the requirements of training of people are higher and higher. UNESCO states that elites of the twentieth century must possess three requirements: the ability to live, the ability to learn and the ability to communicate. Oral communication has always been a weak point for urban high school students, which greatly influences on their development of linguistic ability. We found that a large amount of students are not able to communicate fluently and lack self confidence, therefore they lose interest in English.
The article according to students have no interest in oral English, and they have inner anxiety in speaking, as well as the college entrance examination is not involved in the oral exam and Teachers attach too much importance to grammar teaching and neglect the student’s oral English training.According to these problems and the corresponding solutions, Teachers insisted teaching English in English and strengthen the effect of teachers’ role，make teachers help students to understand the importance of learning English in the future and change students’ and teachers' tr aditional ideas, to activate students inner enthusiasm, this paper analyzed and demonstrated the significance of oral commutation based on the present situation of students communication and class teaching. According to the analysis of the reason for oral communication problems, the paper explored approaches to develop oral communication ability and seek methods and ways for drills.
Key words: junior high school students; oral English; ability to express; training
初中生英语口语学习中存在的问题及对策
杨芳
【摘要】随着时代的发展、科技的进步，社会对于人才素质的要求越来越高。联合国教科组织指出 21 世纪人才必须具备三大素质：学会生存、学会学习、学会交际。我国初中生英语口语表达能力弱，严重影响了学生英语综合语言能力的发展。我们在平时的教学中发现，有相当的一部分学生在用英语进行交流时，不能自然流畅的表达意见和感情，缺少一定的自信心，学生对英语渐渐失去了兴趣。
本文根据初中生对英语口语不感兴趣，内心紧张表达不集中，以及高考中未涉及口语考试，和老师过多的重视语法教学这几个问题，文章根据这些问题提出了相应的解决策略，分别是教师坚持英语上课加强影响示范作用，让老师和学生意识到口语在以后的重要性改变他们传统的应试思想，激发学生将所学到的语法正确的运用到表达技能上。本文指出了初中生口语交际能力研究的重要性与紧迫性，针对初中生口语交际问题的成因分析，积极探索对初中生进行“口语交际”能力培养的方法，努力寻求“口语交际”训练的策略及可行途径，希望能对当前及今后的英语口语教学产生一定的启发，取得一定的理论和实践效果。
【关键词】初中生；英语口语；表达能力；培养
The Existing Problems in Junior High School Students Oral English Learning and Countermeasures
1. Introduction
Oral English teaching has its own theory, which is from rich oral practice summary, research, and it reveals the characteristics and rules of English. All theories originated from practicing. In turn, it guided and promoted practicing. The theory of knowledge provides conditions for students to learn and master the language. Language is the direct embodiment of thinking and the richness depth can be reflected in the language. Therefore, the teaching of oral communication process, not only improves the students' ability to listen and speak, but also develops students' thinking ability in the process. At present, scholars in our country have built development mode of foreign spoken language according to the characteristics and rules of Chinese learners and carried out a series of large-scale standardized oral test to prove the feasibility of the theory and practice of research. They applied these research results in China's English education assessment system. The development theoretical framework spoken language expression ability lays a favorable theoretical basis for us to carry out oral fluency study. In the21th century, English communication ability is the basic quality for talented people. With the deepen reform and opening-up, the demand for English talented people is becoming more and more intense. People who have English communication ability can become the leader in the future. However, the junior middle school English teaching in our country pays much attention to the students’ scores and ignores the students’ practical application ability and students’ expression ability is relatively poor.
In order to change this situation, and make students become more competitive in society, and effectively improve students 'speaking ability, we must change the traditional English teaching mode, teaching reform and improve students' communicative level, allowing students’ application of English to reach a high peak.
2. Literature Review
Oral English teaching is helpful to improve the students' listening ability, and the development of students' ability of listening and speaking, thinking science principle tells us: that language is not only the tool of communication, but also the tool of thinking .Oral English teaching can not only improve the effect of classroom teaching, to stimulate students
interest in learning, but also conducive to the physical and mental development of students, therefore, English teaching is to provide students with the opportunity to exercise, make the students in oral English teaching to improve their oral expression ability, and cultivate social communicative competence, for them in the future based on the community to lay a solid foundation.
Foreign language teaching methods constantly bring forth the new methods through the old, the teachers should correctly know strengths and weaknesses new genre with the language and learning theory innovation and ceaseless emerge in large numbers, the teachers should correctly know strengths and weaknesses . The responsibility of teachers lies in the judgment in what circumstances in which teaching method. 500 years ago in Europe, Latin had a compulsory school curriculum, the teaching of Latin in the 16th, 17th and 18th century Europe is the most popular foreign language teaching methods, In the history of foreign language teaching to become "grammar method” This kind of teaching method by the grammar as the center, learning a foreign language means learning and memorizing grammar rules, and through a large number of translation exercises to strengthen memory. In The middle of the nineteenth Century, the communication among Europe countries to strengthen oral English ability put forward higher request, so grammar - translation method was challenged, and the foreign language was set off a wave of reform, so foreign language teaching based on new understanding of the direct teaching method, emerge as the times requires and in Europe and the United States have been promoted. "Webster's Dictionary of the English language" have an explanation: "the direct method is Professor of foreign languages, and the first modern language is a method, it through the language itself, the dialogue conversation and reading to learn a foreign language, instead of their native tongue, no translation, no formal grammar Direct method of teaching has always been the tribes of Legalists who advocate that the teaching should take the teacher as the center, while Webster put forward teaching as the center theory. He considered good teaching as prerequisites to achieve good teaching results .There is a good teaching material, even if teachers some difference, it also has big harm , teacher is just a "master of ceremonies”. In the Nineteen twenties, as the British linguist Palmer et al advocated that oral teaching method or situational teaching method should become a popular method of teaching. Nineteen fifties American foreign language teaching have emerged as the theoretical basis of the audio-lingual method, which is the founder of foreign language teaching experts Fries in the article pointed out that method refers to the way of teaching method, and teaching skills, and that approach is the way to achieve the purpose of teaching way, (path or road) and
that theory (Theory), is a kind of aims to master oral English teaching system in twentieth Century in 60, which resulted in a cognitive approach and communicative approach. The former will pull back and other oral language skills in equal position; the latter noted, that oral English and other language skills teaching purpose is to make students have the ability of language communication, and puts forward the cultivation of communicative competence functional-notional syllabus, become contemporary spoken English teaching to follow the outline.
The traditional foreign language teaching and research focus on how to teach it, and the researchers is more concerned about compiling teaching materials, teaching design. In fact, to work out a syllabus design, teaching methods must be established in certain language learning theory.
2.2 The domestic research
Before 1995, our country foreign language research theory achievement, based on data of more empirical research is very rare. After 1995, in our country a number of spoken foreign language acquisition researchers started working on spoken language teaching research, and made some important achievements. Wen Qiu fang attempts to use language laboratory to carry on oral English teaching, in order to explore a new approach in oral English teaching. Research suggests that students attitude to oral teaching in the language laboratory, is positive and supportive they believe that, in such a teaching mode, their enthusiasm is taller and the more practice opportunities, the lower stress level the more progress.Zhang Wenzhong on English oral fluency development of quantitative study first identified oral fluency measures, and then from the quantitative perspective on oral fluency development is described. Wang Lifei and Zhou Dandan have spoken language teaching of communication strategies to improve students' strategic competence of oral English teaching experimental study. It was found that strategy training can increase students' use of speaking strategies frequency, enhance strategic competence of oral English to promote oral fluency, Hu Wen zhong pointed out that the purpose of foreign language teaching can be divided into microcosmic, medium view and microscopically, respectively is the language competence, communicative competence and cultural competence, the current English teaching pay much attention to learners' communicative competence training. At present, scholars in our country carry out a series of large -scale standardized oral test according to the characteristics and rules of Chinese learners, these theoretical framework is good for carrying out oral fluency research
2.3 Summary
Domestic and foreign scholars from different aspects of learning English in detail, but in this article will on oral English problems and solve countermeasure to make detailed explanation.
3. The reasons of the problems in junior middle school students' spoken
English
3.1Students have no interest in oral English, and have inner anxiety for expression so that
they cannot concentrate on expressing.
Today, in our foreign language teaching, on the intellectual aspects of negative factors has not been paid enough attention. Most of the teachers and parents of students and children of poor educational performance, dare not speak English, called as "hard", "abuse as pig head", contused badly the students' learning enthusiasm and initiative, insulted the students personality, which some students lose confidence and interest in learning a foreign language, even abandon themselves or leave the school. Students in English-speaking, we should not only pay attention to speed, rhythm and tone, but also the grammar rules, it is more important to limit thinking. The junior middle school students is summed up mainly three aspects, which effected mental disorder one is the psychological, Chinese students have formed a habit of thinking in the mother tongue .They haven't the environment where they develop their habits of English thinking, so they open mouth either in Chinese or speak English with Chinese, or Chinese grammar for English, formed the habit of speaking English with a certain degree of difficulty. Two is the psychological sense of inferiority, some students are so why that they dare not speak English in front of others. For most middle school students, English learning method is to memory word grammar, practice patterns and recite the text, which is troublesome and difficult. Therefore, some students lack of learning information and patience, they cannot feel English "material", and even they haven't talent in learning English, and are afraid of speaking English. Three is the "fear of speaking" psychology, Chinese is our native language, and we began to learn from the infant period, because of no other language disturbances, imperceptibly mastered. Now the junior high school students have accustomed to thinking in native language, and they lack of appropriate language environment, English learning disorder in the formation, which bring serious mental disorder. This fear often resulted from students anxiety and tension while expressing in oral English, and affected their normal way of thinking and expression so that they lose interest in learning English, the psychological reason is that students are usually lack of adequate opportunities to practice
oral English, while too much to consider that words are in accordance with the rules of grammar, this psychological led directly to the normal oral communication.In English teaching practice we discover not hard, English learning of poor students are not low intellectual level of the students, but a lack of interest, confidence, or do not develop good study habits. Further analysis can be drawn, the number of students in the learning process gradually lost motivation, put themselves in the English learning outside of the people. Some of them may be just contacted English is more exciting, because new things on the contact and curiosity, outside influence caused them a low level of learning motivation, prompting them to further study.But this direct close-range learning motivation inexperienced several such as dictation words, reciting text failed cases to enhance and sustain their learning. These students out of the anxiety and fear English mood, the mood is getting deep, in the course of time, they to English this discipline also had Fear and exclusion of Psychology. As a freshman, regardless of his original achievement how, in the original teacher in the eye what Students, at the beginning of the new school and opened up a new page. In fact, each child's heart to start again, want to give a new teacher of new students with new features. So at the beginning of the period of time of course of study to maintain a very high degree of excitement, which caused them to a low level of learning motivation, make them for further study.But as time goes on, course difficulty deepens, why some students started to decline now? Is largely because they are in the face of difficulties and setbacks, no time to resolve, make them anxious and scared.There are some students may because the character is more introverted, shy to show, fear of not fluent in the language by his classmates laughed at, dare not speak; and what is more important is the lack of correct understanding of learning English, do not have a strong desire to learn and the learning motivation, lack of power, it lost a lot of practice and the use of English the opportunity, if things go on like this, their English achievement and interest also go from bad to worse.
3.2 The college entrance examination is not involved in the oral exam, which didn't cause
teachers’ and the students’ attention
Although awareness of the importance of oral English is being strengthened, students' oral ability training is more important, students use of English communicative competence is gradually enhanced, but the impact of examination-oriented education, junior middle school English teaching still has some problems: the teachers rather than students, teaching knowledge of language and grammar Professor, has neglected the student's oral ability development. In teaching, the use of English is relatively low; a lot of teachers have
recognized the method of grammar translation but teaching method with the characteristics of spoken language translation has low rate. Although students have been in the primary school learning English for several years, but they oral English has not been improved day by day because of exam education. Although they have got high scores in exam , they cannot speak fluently and open ly. So this teaching method in high school cannot improve student’s oral level at all. Long term since we in English teaching process only takes the scores and tests, that students have a high score, that students master the knowledge, the exam-oriented education environment culture is not high students oral ability. Also because of the examination-oriented education thought to cause teachers and students pay enough attention to the examination, teachers teach, students to study for exams, in their mind as long as the college entrance examination did not involve things do not have to spend too much effort to learn, just need to do a good job of college entrance examination involves things on it,The college entrance examination is not the only way we, also is not our only goal, although did not design the oral exam, does not represent the spoken language has no effect, such ideas error, it will only affect our study, if we neglect spoken English, for our future study and life can be said to be the loss outweighs the gain. Therefore, in the college entrance examination is not related to the oral exam didn't make the teachers and students pay enough attention to English teaching, has become the weakest link.
3.3 Teachers attach too much importance to grammar tea ching and neglect the student’s
oral English training.
The former Soviet Union educationist Kolinski said: "the teacher's language accomplishment depends to a large extent on the students in the classroom on the efficiency of mental work." From teachers' perspective, the language teacher is to mobilize students' emotion, In practical teaching, teachers attach too much importance to grammar teaching, they only teach students the knowledge in textbooks, and now the junior high school textbook so have the content of grammar, the teacher in the teaching of the large number of teaching as well as a large number of exercises, they think that only a very good grasp of knowledge of grammar can do a lot of questions so as to adapt to all kinds of tests and exams, to learn the knowledge of English grammar can have good translation . Therefore, in the limited class time, most of the students’ time is completely controlled by the teacher left the students are free to play and the ability to say yes, so many of the students the capability to do a lot of questions, but is unable to open his mouth to speak English fluent and smooth, this is the problems in English teaching. Therefore, to arouse the attention of our teachers, we can not
only train students to do the question capabilities we need to cultivate ability of the students said leaving a small portion of time to train students' speaking ability in the classroom is very must necessary.Teachers are often linked to the college entrance examination directly explain to students the importance of learning English. But research shows that, as the achievement and learning motivation and English achievement surface negative correlation, achievement motive is stronger, the Lowe grades in english.Therefore, achievement motivation should not be too intensive.Achievement motivation is a double-edged sword. It is giving the students short learning objectives, to promote their learning at the same time, and can not fundamentally improve the student’s enthusiasm, even may inhibit th e far-reaching significance of intrinsic motivation. Therefore, teachers should not be examination as a stimulus for students' English learning motivation is the main means. Teachers to students learning objectives in short-term, promote their learning at the same time, and can not fundamentally improve the students enthusiasm, even may inhibit the far-reaching significance of intrinsic motivation. Therefore, teachers should not be examination as a stimulus for students' English learning motivation is the main means.
4. Strategies to solve students’ oral English problem
4.1 To insisted teaching English in English and strengthen the effect of teacher’ role
Great educator Han Yu in "teachers" records "to the teacher, preacher, etc. also, the teacher, as an important part in the teaching activities, the teaching characteristics is a "guide", they play an important role in organization, guidance, inspiration, encouragement. Especially with respect to the junior middle school students of this special group (sensitivity, strong, rebellious psychology is heavier, the mood is volatile and other characteristics), the guiding role of teachers is particularly important. For the cultivation of students' oral ability in practice, teachers must improve student’s oral Engl ish ability and regard that as center. Teachers should cultivate the students' interest in learning english.In addition to the language, also introduced the related knowledge of culture, the cultural background of English countries, into the language phenomenon of culture, cultural differences, so as to arouse students' curiosity. So far, the cultural background knowledge in English Teaching in our high school stage had not opened up special course, it is comprehensive variety knowledge, while students are also very curious. In the actual teaching process teachers should constantly exploring and discussing, hope to sum up some good methods in English class penetration of these cultural backgroun d .Random instructions comprehensively.” Oxford high school Engl ish" each unit contains Chinese and
foreign culture, students in learning and understanding of foreign, especially understand English national culture at the same time, deepen the understanding of cultural. Each unit has a main reading and a pair of reading, often reflect respectively the Chinese and foreign culture. Teachers should be in the study of vocabulary through cultural knowledge, the past teaching on students' vocabulary mastered by only "four", namely will listen, say, read, write, for cultural knowledge or is their lack of understanding, often skate. Teachers should combine the introduction of cultural background, the junior middle school text are about celebrity biography or famous excerpt, for these articles to be necessary to supplement. Junior middle school students' curiosity is not confined within the text, they need more relevant background knowledge to enrich myself. In each period of English classroom teaching, teachers must persist in using the English classes and explanation, so teachers should not only improve students ability to understand, but also strengthen student's hearing, such teaching to mobilize the initiative of students, stimulate their interest, so their self confidence will be improved greatly increase will slowly say English, in the long-term persistence of their speed will continue to enhance the sense of language. The classroom atmosphere is the classroom of a dominant attitude and emotional bonding performance, is a unique psychological atmosphere. Relaxed and pleasant learning atmosphere conducive to foster interest in learning, so that students are full of energy, excitement, mutual infection, so everyone involved in teaching activities.Between the teacher and the student should be cooperative partnership. In class, teachers give students more is to encourage, respect and trust. Classroom teachers and students to exchange information between is often in the emotional atmosphere of the teacher to student's understanding and trust, warmly encouraged and patient expectations are likely to translate into students' self-confidence, the search for knowledge and the active participation of classroom activities. Teachers should act as a good student English learning guidance, help, participants, and partners, adhere to the English teaching to strengthen its influence of demonstrative action, consciously guide the students to find a suitable step for their own learning oral English learning path.
4.2 To help students understand the importance of English and change students’ and
teachers' traditional ideas
At this stage in China's English teaching, either junior or senior high school, the examination-oriented education to the teacher and student's influence, teachers think that students get high marks in the examination paper is a good command of knowledge, students just use acquired knowledge to do, they rarely take the initiative to communicate with others in English, in order to test and learn English. With UNESCO pointed out that the talents of
the 21st century must have three qualities: to learn to survive, and learn how to learn, learn communication. Teachers and students should fade test thought, really can make students long learning motivation is the intrinsic value of behavior. That is to say, only when the students can derive pleasure from the behavior and satisfaction, they will take the initiative to permanently adhere to this activity. Teachers' lack of learning motivation of students should be fully respected, and make them feel loved and a sense of belonging, help them to realize the necessity of learning English, improve their English learning value understanding, truly realize English tools and communication in the future work, study and life An indispensable position, find the learning is not successful the crux of the problem, improve their English a kind of expectation and belief, and to solve the problem, make progress. The development of the times, the progress of science and technology, the society for personnel quality have become increasingly demanding, English as a foreign language, more and more attention, the international environment for English talented person's demand is more and more intense, with English communication ability, can work in the future to become leader, oral English ability is very important to develop students' English speaking ability, so in English teaching, in order to adapt to the increasingly strong competition after the English speaking ability in later learning in life. This requires teachers and students to change the traditional exam-oriented education ideas and recognize the importance of spoken English in the future.
4.3 To activate students inner enthusiasm
As we all know, the dialogue is the most effective way to improve oral communication skills. Spoken fluency is proportional to the time to practice and dialogue in the process of learning English，we should always look for opportunities to speak English, and the students together we should try to use English to talk to. Create the English atmosphere，training students to use the daily oral English communication ability. The campus is the paradise of the students, to make full use of the campus environment, to the students to use the "Wu".In the campus. "English" corridor and corridor "bilingual”. To provide students with a broad learning space. Cultivating students' interest in learning English, to exercise their communicative ability. Diverse extracurricular activities, make the students English communicative ability of sustainable development.The use of modern tools for learning, training the students to use language accuracy and fluency. Psychology research shows that
audio-visual integration more than just listen to or just to see the effect of at least 30% higher. The traditional classroom teaching, students' sensory involvement is often varies with the time of the one-dimensional state, difficult to achieve the various senses of participation, rational use of tape recorders and video and other multimedia teaching equipment, let students listen, listen to the tape and give yourself, put your voice tone and cassettes in contrast, to master the correct pronunciation and intonation, so as to continuously enhance the expression ability, make the language more accurately and smoothly. Teachers can also be arranged sound operation, make students "happy" in the opening. This fully arouses the students' interest in learning English.This kind of conversation is beneficial to everyone to learn English, because everyone has the chance to use their acquired knowledge of English to communicate ideas, consolidate the knowledge has been learned and put the knowledge into skills. While they learn new things from others, in order to learn English we should say.As we all know, Flexible teaching methods and rich and colorful teaching activities can active classroom atmosphere, can enhance the enthusiasm of the students，the dialectical treatment of the students in the learning process of mistakes will make the students in the classroom to generate tension and anxiety. The usage and structural differences, Chinese students in English learning are faced with the task more arduous. Teachers should carefully deal with student wear bound to make mistakes, according to different students, and adopt different methods.For those with low self-esteem of students, try to avoid in the classroom when students face immediately correct; but the strong self-confidence students can immediately correct, because they had little effect, it can motivate them to learn better. With the students in English conversation, unless the error prevented their expression, error is permitted to exist. Error correction as possible to use encouraging language, reflected in the serious at the same time, should be kind, gentle.In addition, we enhance students' imprompte speech, in the face of the majority of the audience, the speaker must immediately start thinking machine, quick to seize on the theme, organization of presentation materials, to complete a speech, impromptu speech is difficult, requires students to repeated intensive training before improve their resourcefulness. This would put the students learn the syntax to a variety of presentation skills.
5. Conclusion
Teachers should not only pay attention to teach students to express and exchange with good English language and culture, also pay attention to possible effects of students’ emotion and mood changes, self-confidence, willpower and other psychological adaptation to classroom learning efficiency and timely adjust classroom teaching methods and strategies, slowing down their pressure, and improving their classroom psychological adaptation ability, as well as improving their learning efficiency. In the oral English teaching, teachers’ quality is the key to improve teaching efficiency. In the English class, teachers should not only be a communicative guidance and consultant, also be a participant of classroom discussion and exchange. Except ability and integrity, teachers should focus on paying more close attention to students' feelings; try to create a relaxing and harmonious atmosphere in the English classroom teaching. Teachers should provide space that can publicize oneself ability and the individuality and help students to build self-confidence of learning, eliminate negative effects that created by insecurity and too much worry. The article according to students have no interest in oral English, and they have inner anxiety in speaking, as well as the college entrance examination is not involved in the oral exam and Teachers attach too much importance to grammar tea ching and neglect the student’s oral English training.According to these problems and the corresponding solutions, Respectively Teachers insisted teaching English in English and strengthen the effect of teachers’ role，make teachers help students to understand the importance of learning English in the future and change students’ and teachers' traditional ideas, to activate students inner enthusiasm .This article analyzed and demonstrated and the significance of oral communication based on the present situ ation of students’ communication and classroom teaching. According to the analysis of the reason for oral communication problems, the article explored the approaches to develop oral communication ability and seek methods and ways for drills.
Reference
[1] Dumpster, F. & Cork kill, A. (1999).Interference and inhibition in cognition and behavior: Unifying
themes for educational psychology .Educational Psychology Review, 11, (1-74).
[2] Palmer, H.E.1923. The Oral Method of Teaching Languages: Hefty.
[3] Palmer, H.E.1923.The Oral Method of Teaching Languages: Heifei.
[4]Ruben, B.D. “Assessing communication competence for intercultural adaptation”. Group and
Organizational Studies 1:334~354, 1976.
[5] Leather.SecondlanguagesPeeehreseareh:An introduction[J].Language Leaning, 1999，49:Supp I.
Foreign: language World(General · Serial)，2004.
[6] Brown, H.D. Teaching by Principles. Eaglewood Cliffs, NJ: Prentice Hall, 1994.
[7] Brown, H.D. Principles of Language Teaching. Eaglewood Cliffs, NJ: Prentice Hall, 1994.
[8] Dempster ，F., & Cork kill, A. (1999).Interference and inhibition in cognition and behavior: Unifying
Themes for educational psychology. Educational Psychology Review.
[9]邹仁丽.浅析加强口语训练，提高交际能力的策略［J］.中小学英语教学与研究，2002, 64-69
页．
[10]李昕，赵春玲.巧用Self-talking提高英语口头表达能力［J］.中小学英语教学与研究，2002,
35-41页．
[11]彭青龙.英语口语突破［M］.上海交通大学出版社，2000, 43-45页．
[12]丁炜，钱晓林.培养有能力的交际者-美国的口语交际能力［J］.外国中小学教育，2003，38-41
页．
[13]王立非，周丹丹.我国英语口语研究12年回顾与现状［J］.2004，71-73页．
[14]文秋芳.英语口语测试与教学［M］.上海：上海外语教育出版社，2003.
[15]蒋晓萍.新课程下初中英语口语教学存在问题及其策略［J］.中学英语之友（下旬）,2010，58-59
页．
[16]周广美.合作学习小组在在初中英语口语教学中的运用［J］.新课程（教育技术），2010，13-16
页．
[17]陆永娟.新课改背景下初中英语口语教学探析［J］.林区教学，2010，47-49页．
[18]田东.任务型教学法在初中英语课堂中的应用［J］.科教文汇（中旬刊），2010，24-25页．
[19]秦瑞.试论初中英语口语教学的有益尝试［J］.中学生英语，2010, 15-24页.
[20]何婷.因地制宜因材施教因势利导–探析农村初中英语口语教学的改革策略［J］.西江教育
论丛，2008, 16-19页.
如何提高初中生的英语口语能力 【摘要】随着国际交往的日益频繁，学习并使用英语进行人际交往已显得越发重要。在今天，讲一口流利的英语已成为提高自身竞争力的筹码。因此提高中学生的口语表达能力应是当今英语教学的重点之一。作为初中英语教师应想方设法提高学生的英语口语表达能力。 【关键词】交际口语情景对话 随着国际交往的日益频繁，学习并使用英语进行人际交往已显得越发重要。在今天，讲一口流利的英语已成为提高自身竞争力的筹码。然而由于各种原因，我国口语教学状况和收效不容乐观，在实践中，很多学生感到与外国人进行口语交际有困难，表现得非常胆怯和无法开口，实际交际能力和课程标准中的要求相差甚远。笔者经过多年教学实践发现，中学生英语口语实际交际能力低下的原因主要有以下几个方面。第一，班级学生人数过多，课堂上组织全体学生操练口语十分困难。第二，英语课堂教学形式和考试形式单一。现行的英语考试偏重于笔试（占80％—85％）和听力（占15％—20％），绝大多数地方的中考没有口语考试。第三，学生英语词汇量贫乏。第四，英语教师自身的口语素质不高。因此提高中学生的口语表达能力应是当今英语教学的重点之一。可在传统的英语教学中，往往存在着重读、写而轻听、说的现象，导致学生英语口语水平极为低下，不少初中生在中考中取得不错的笔试成绩，但学了初
中三年的英语却还是“哑巴英语”。这与《英语课程标准》中对中学生口语表达能力的要求还有一段距离。 那么，今天的英语教学该如何提高学生的英语口语能力呢？根据我多年积累的经验，谈谈我的几点做法： 一、建立融洽、和谐的师生关系，让学生敢于交际 1.师生间互相尊重，努力创设和谐、民主的教学环境。教师平时多与学生交流，多给学生一些鼓励，引导学生学英语。如与学生相遇时，我会用“how are you？”或“good? morning!”等和学生打招呼，这既为学生提供了开口说英语的机会，又有利于师生感情的交流。 2.用更多的耐心和爱心呵护后进生。我付出更多的耐心和爱心对待基础较差的学生。为了给他们提供开口说英语的机会，我所提的问题难易适中，让他们稍加思索就能找到答案，让他们尝到成功的喜悦，并适时进行恰当的鼓励与表扬，使学生在学习中不断增强自信心，激励学生开口说英语。 二、创设适宜的交际情景，让学生善于交际 首先开展丰富多彩的活动，把文化的因素引入语言教学。通过创办周末英语角、猜谜语和戏剧表演等方式给学生一个展示的机会，并鼓励学生多读英语书报，扩大词汇量，让学生将学习语言与学习文化结合起来。 其次经常举办一些小型的竞赛，如举办“唱英文歌比赛”“演讲
如何提高初中生英语口语水平 摘要：对于我国当今的教育现状，尤其在比较落后的地区，初中生的英语口语能力普遍比较低。初中学习是打基础的阶段，因此提高初中生英语口语表达能力迫在眉睫。本文就如何提高初中生英语口语能力进行分析，并提出一些建议，为英语课堂教学提供一点帮助。 关键词：初中生；口语；能力；培养 Abstract：For today's education present situation in our country, especially in the relatively backward areas, junior high school students’oral English ability is generally low. Junior high school study is foundation, so it is extremely urgent to improve the students’ oral English. This paper makes a analysis of how to improve the ability of oral English in junior high school students, and puts forward some Suggestions, provide a little help for English classroom teaching. Key words：Junior Middle school students；Oral English; Ability; cultivate 一、引言 英语学习中，口语交际能力已成为听、读、写、译等基本语言技能之一，而且社会对于口语人才的需求也越来越大，口语教学的重要性和紧迫性引起业内外人士的高度重视。英语人才随着商场泛浪已逐步成为浪尖之英，谁拥有了英语才能，谁便在中国商场乃至世界商场保持领先地位。可以说，英语的应用能力已成为二十一世纪人才的基本素质之一，尤以口语能力为重要人才标志。在初中英语教学中，尤其在农村中学，学生的英语口语能力表达较弱。解决学生口语表达中存在的问题，实现语言知识到语言能力的转化十分重要。 二、英语口语的概念和制约初中学生口语能力的因素 在语言教学中，我们经常从方向性和形态这方面来谈论四种语言技能（听说读写）。学习者自己产生的语言被视为具有产出性，而指向学习者的语言则被视为接受性语言。形态是语言的媒介，因此，口语是产出性口头技能。说话是人类极为基本的行为，我们本不会停下来对其进行分析，然而中国人学习英语口语必须要下更大的功夫。在70年代中期，语言能力的概念开始是为交际能力这一更宽泛的理念的组成部分，即语言学习者与其他说话者交流生成意义的能力。对于中学生而言，英语口语交际能力也可以成为展示才华的武器。 （一）自身因素
1.如何塑造句子的丰富语调？ 从技术性上看，说话同唱歌，都是艺术学科的知识技巧，都由音阶、旋律、节奏、强弱等 变化构成。创造语调就是在作曲。从艺术性上看，说话同表演，都是艺术作品，用来表达 人的丰富思想、情感。按表演原理，教大家分析、演绎和表达艺术作品真实情感，从而自 然产生丰富语调技巧，而不是靠学生模仿老师的语调。过去学生只是羡慕老师、老外，却 模仿不上来。 2.为什么熟悉的单词却不能脱口而出？ 崔静 词汇量不少，用时却说不出口。原因是传统教学只教大家“翻译”英语，而没教大家解释 英语。如：good 什么意思，你的回答是“好”。因为大家已经习惯了翻译，首先想到汉语意思，每次都先在心里说中国话，出口时再翻译成英语。老外学英语时从没翻译成汉语。提醒你多练习，按表演原理，直接用情绪、情感、眼神、表情、动作、语气、声调等训练 大家迅速形成直接使用英语思维的习惯，忘记汉语，摆脱“翻译”的漫长、笨拙过程，才 能快速脱口而出。 3.为什么老外声音和我们不一样，模仿不上来？ 老外的声音为什么响亮、有底气，好像从口腔后面发出来的，或者像唱歌一样好听，或者 觉得怪怪的，学不上来？华侨孩子的语音为什么听起来是老外？其实去观察学过声乐、表演、台词、播音、戏曲等声音艺术的人，他们同样可以发出这种音质来说话。学会科学的 呼吸、发声习惯让我们终生受益，唱歌时音域加宽，唱出比以前更低和更高的音。说话 有底气，从而让别人听起来你是有信心、有能力的，而让自己形象更高大，同时更促进、增强了自信心。 4.为什么不敢说英语？ 事实上，除了英语水平、口语能力，阻碍我们与人交流的更重要原因是：在众人、陌生人 面前，不敢说话；心理素质差，性格内向，不会表达自己，当然更不敢说英语。受惯了“要谦虚，要尊敬家长、老师、领导”的教育，却从没人教我们如何建立自信，结果总觉 得自己比别人差，见着老外更感到在气质、气势、英语口语上低人一等，当然说话时就会 紧张。而紧张的心理、僵化、木讷的表情怎能顺畅地交流？要掌握自信的技巧，拥有健康的心理，建立平等、洒脱、高大的人格高度和气质
提高中学生英语口语能力的策略 1 简介 英语在全世界被广泛的应用，每天学习英语的人数都在不断的增长。但是在这些学习者中间，有很大一部分人在英语口语方面存在问题，特别是初中生。例如，我们经常会从英语老师那里听到一些抱怨，一些同学在作业和考试中都做得很好，但是他们却不喜欢在课堂上举手回答问题。我们经常还看到一个现象那就是一些同学能在笔试测试中得到很高的分数，但是他们的口语却很差。大多数同学能够和他们关系亲密的同学很好的交流但是在其他场合却很紧张。关于这种现象我们做了很多研究，那是同学们不喜欢或者不善于口语交际。我们找出了以下一些原因。第一，老师的传统教学观念的影响。第二，相对的文化背景知识的缺乏。第三，学生缺少学习兴趣。第四，缺少与生活情景的联系。第五，词汇量不足。如今很多老师在他们平时的教学过程中只注重培养学生的阅读和写作能力而忽视了学生的听力和口语能力，其中口语能力的忽视最为普遍。英语是一门重要的交流工具，口语作为其中的一部分，是交流最基本的。因此，每个人学习英语应该是对英语口语重要性的全面认识，努力提高自己的英语口语。 为了帮助中学生提高他们的口语，一些国内外的专家已经采取了一些措施。例如，王笃勤编写的《英语教学策略》一书给出了一下几种英语口语教学策略：1.图片序列2.找搭档3.流程图4.玩角色卡5.图片差距6. 半对话.7.连锁复述。8.认为，对股。9.谈话圈子。10.采访.有位作家指出，英语口语包括两个方面：听力和口语。此外，听力和口语的基本技能，主要指发音的基本技巧。在《英语学习与教学设计》一书中指出语音的教学方法有一下几种：1.教学生足够的有关语音方面的知识2.注重模仿和练习3.加强阅读技能的训练从而使学生在语音方面慢慢的进步。一些专家认为在影响外语学习的众多因素中兴趣被最广泛的认为是最重要的一个并且也给出了气定义，分类以及有关兴趣的理论。美国语言学家S. D. Kristen 提出了“语言习得”理论。语言习得是指学习者通过与别人的交流而无意识的吸收某种语言。学习者能够准确地使用和流利地讲这种语言。音频听说法是一种基于行为主义的口语方法。它坚持语言是通过行为的形成过程和刺激/反应意味获得的理论。 尽管这些专家在提高中学生的口语能力方面做出了巨大贡献，但是他们其中没有一个提高当代中学生口语的完美方法。因为他们不是在我们国家的实际语言教学方法。在中国，完美的本族语言是汉语。完美很难找到一个真实的环境使中国学生可以通过与他人的交流而不自觉地吸收一种语言。很清楚，21世纪，关于英语学习的很多事情发生了很大变化，包括教材，学习方法和教学方法。因此一种新的研究或者是新的方法是非常需要适应这种快速的变化的。基于这种现状，我们对现代中学生口语问题做出了深入研究并提出了许多有益的，以改善他们英语口语的新办法。
初中英语口语教学设计 初中英语口语教学设计 无锡市张泾中学谢华 一、教学内容 1(教材:江苏省中学生英语口语等级测试纲要(试行)初中部分。 2(主要内容:?朗读短文:第22、23篇。?回答问题:第1—163题。?情景对话: 第11、12篇。?话题简述:第15篇。 二、学情分析 1(学生已基本掌握了阅读文章的技巧，即会运用连读、重音、意群的停顿、升调、降调、音的同化、不完全爆破等朗读技巧，在此基础上要有感情地朗读文章; 2(九年级学生已具备了一定的观察、分析和解决问题的能力，所以，本节课应把学生分成小组，多为学生创造自主学习的氛围，调动学生的主动性和积极性;
3(改变过于强调接受学习、死记硬背、机械练习的现象，倡导学生主动参与，乐地探究，勤于动手，培养学生搜集和处理信息的能力，获取新知识的能力及交流、合作的能力。 三、教具准备 录音机、多媒体 四、教学策略 实施“让学生为中心的教学”的教学策略，即通过教学意图和策略等影响学生，把学生置于主体地位并提供主体地位的天地，使得学生成为学习的行动者，换言之，把学生作为沟通与活动的主体，使之成为学习的主体，通过同学的沟通和活动展开指导。 五、教学目标 1(知识与能力目标:进一步掌握朗读技巧，能流利、准确、有感情的朗读短文。能利用所学内容进行回答问题、情景对话和话题简述。 2(方法与过程目标:改变教师一味传授的权威地位，拉近师生之间的距离，学生乐于探究、主动参与，用讨论的形式请学生划出情景对话中的五个要点，并用类似的内容进行替换，发展学生的自主学习的能力和口语应用能力。 3(情感态度和价值目标:通过情境教学，激发学生的学习情感，激励学生克服困难，力争人人口试成绩都得满分。 六、课前准备 1(学生通过录音自读短文第22、23篇，准备课上抽读; 2(学生背熟第1—163个问题，准备课上进行系列问答; 3(教师做好多媒体课件，对情景对话第11、12篇进行替换。 七、教学流程 任务一:掌握“朗读短文”中第22、23篇的阅读技巧。
培养初中生英语口语交际能力的研究 【内容摘要】语言最大的作用就体现在人与人之间的交流上，因此学生学习英语的目的也应该是提高自身的口语交际能力，让自己与别人的交流变得更轻松流畅。口语交际是学生学习英语必须掌握的一项技能，因此，我们教师要注重培养学生的口语交际能力。本文主要阐述了教师可以采取怎样的措施来提高学生的英语口语交际能力。 【关键词】初中生口语交际能力提高措施 口语能力的提升需要一定的时间，一般而言，学生要想提高自身的口语交际能力，那么学生首先就需要敢于表达自己，因为口语交际就是面对面的交流，如果学生不敢表达自己，那么怎么会实现自身的提高呢？其次，学生需要掌握大量的英语知识，这样可以帮助学生在特定的时间说特定的英语，让学生的交流变得更流畅。最后，当学生有着一定的表达欲望和英语基础知识能力之后，学生就需要学会“察言观色”，他们需要了解对话人的心理，这样才能够知道自己需要说
些什么，而对方需要听到什么。这三个方面就是学生提高自身口语交际能力需要掌握的三个层次，每一个层次环环相扣，缺一不可。 一、教师需要鼓励学生大胆地表达自己 教师培养学生口语交际能力的一个最重要的手段就是要鼓励学生大胆地表达自己，这里所谓的表达就是大胆地说，学生只有大胆地说了，他们才能够知道自己哪些知识已经掌握了而哪些知识还没有掌握。在现实的课堂中，许多学生都不敢在课堂上表达自己，相对的，他们更喜欢做一个倾听者，他们喜欢听教师在讲台上讲，然后自己在座位上记录，因为他们觉得如果自己说错了，其他的学生就会看自己的笑话，这种消极的心理让学生越来越害怕表达自己。那么我们教师如何解决这种问题呢？笔者觉得鼓励是最好的教学手段，我们教师在教学的过程中使用鼓励的语言可以培养学生表达的自信，学生有了自信心他们就会敢于表达自己，从而构建出一个良好的学习氛围。 比如说笔者在教学的时候就会引导学生进行表达，笔者对学生说：What are the hit films recently？ Do you like these
初中英语口语交际能力 初中生如何提升英语口语交际能力 湖南省安乡县城北中学纪美华 邮政编码:415600 【摘要】英语口语学习的方法很多～在初中阶段需要掌握的主要是从有声材料中获取语言信息并处理信息的能力。本文从学习的连续性、学习的多元性、学习要敢于说出来、学习要有一定的口语拓展等方面进行简单阐述～结合课题组研究成果～相对集中的介绍了一些有益的学习方法。 【关键词】英语口语交际能力连续性多元性说拓展 《新课标》初中英语口语学习目标指出:听力部分学习旨在考查学生从有声材 料中获取语言信息并处理信息的能力。考查的方式主要包括捕捉句子中的关键信息,理解和应答日常交际用语,对对话中的人物、时间、地点、事件、季节、价格等做出简单判断,理解、归纳、概括语段、对话等听力材料的主旨大意,根据所听语篇的内容进行推断以及记录相关的信息等。根据目标要求～我校课题组精心研究了一套口语学习方法。我们的指导思想是:以细节信息学习为主～内容必须为学生所熟悉的话题～如个人情况、日常生活、学校生活、兴趣与爱好、个人情感、人际关系、健康、文娱与体育等。综合运用多种方法～全面提升学生们的口语交际能 1 力和水平。通过近3年的实践～我校全校2600多学生英语口语能力均得到了 较大提升。在2013年9月举行的全校英语能力水平测试中～听力测试达标率由3 年前的68%提升到现在的100%～优秀率由3年前的37%提升到现在的89%。 一、坚持学习的连续性。我们课题组要求～学习英语口语坚决杜绝“一日曝十日寒”～必须做到天天学、天天读、天天听。如果时间不够～哪怕10分钟也行。
只有做到学习的长期性～形成长效机制～学习才有成效。有的同学刚开始时觉得口语学习新鲜～特别是初一新生～刚开始时学习很用功～进步也很大。但没过几日～新奇期一过就懒懒散散～不想继续学习～这是最危险的。发生这种情况～我们必须尽最大能力想办法使其克服。一旦1-2个月后～学生们就会自然形成主动学习的习惯～我们有些同学甚至出现了一天不读英语就浑身不自在～像成瘾了一样。 二、坚持学习的多元性。选用不同的学习方法进行学习～保持自己对英语口语学习的多元性在提高兴趣方面很有必要。首先是绝不要脱离上下文孤立地去死背硬记～口语学习有其特定的语言环境～如果脱离了语言环境～不仅学不好口语～有时还会闹笑话。要创造英语口语学习环境～如尽可能翻译身边的英语 (如英语广告、歌词等,。要多读报纸～听广播～看原文电影～听外语讲演～攻读课本～和外国朋友通讯～来往～交谈等等。其次是去voa网站上下载voa special 2 english～每次下他几个几分钟的音频或对话～然后把对应的文字复制下来～接着做听抄练习。也就是一个段子一个段子地去听～去想。第一遍要求学生们把听到的词语甚至是句子按顺序写下来～如果有没听出来的词语就空个位。继续听～听上个4、5遍～学生们就差不多听熟了～段子也写完了。接着再让学生们把自己写的对照原文进行比较～把没听懂的单词或者根本不认识的单词查出中文～然后再阅读这个段子。最后让学生们跟着音频读～模仿其发音。这样～一个程序结束后学生们就会完全掌握该段子的意思～也不自觉的提高了自己的口语运用能力。 三、坚持要敢于说出来。要敢于说话～不要怕出错误～要请别人纠正错误。尤为是要当别人确实在纠正错误时～不要难为情～不要泄气。说在语言学习方面非常重要～我们每个人都能熟练地说自己的母语～那是因为我们从呱呱坠地起就与母语接触～就在潜移默化中接受母语的熏陶。换言之～我们不敢说错话～总是不张口～我想他的母语也一定学不好。英语口语也一样～它也是一门语言艺术～也要有学习
英语口语中的常见错误盘点 许多小伙伴们往往会有这么一个共同特点，就是喜欢把“Oh My God”、“Oh Shit”、“What the F”等美剧中经常出现的高频口语挂在嘴边，其实在这些词背后有着不少深层的文化隐喻，它们可不是张口就能用的。有很多时候当你为了显示自己滔滔不绝的口语时，实际上可能已经在老外眼里被打上“不礼貌”甚至“傻×”的标签了。。。 Oh my God！——能不说就别说 大家会说英语了，难免时不时的来一句Oh my God，尤其是碰上什么让我们惊讶、惊喜的事情时。比如说，一年前我离开家时门口正在修路，一年后我回去，居然看到同样的人还在那里修路，我会情不自禁的自言自语：Oh my God！So slow！ 自言自语还好，如果是对老外说那就要小心了，不是因为老外不喜欢我们说他慢，而是一部分老外不喜欢我们把他们信仰的God和那些完全不相干的事情联系起来，而且对他直呼其名。 在英语世界，很多老外是不相信上帝的，而且，许多老外看不惯那些相信上帝的人。因此，一些不相信上帝的老外会把Oh my God挂在嘴边，从而对上帝和相信他的人一并讽刺。 很多身在英语直接的中国人也不相信上帝，但是我想我应该配合那些信上帝的人捍卫其权利，所谓信仰自由。这就得从少用、慎用Oh my God做起。 不过少用、慎用的尺度很难把握，因为有时很难知悉周围老外谁信上帝，谁不信上帝，谁半信不信，所以，要避免冒犯别人，对Oh my God最好是能避免。顺便避用Oh my Jesus和Oh my Christ，因为都和上帝有关。 戒了Oh my God后，我们可以用Oh my Gosh和Oh my goodness作为替代，这样既能表达我们的意思，又避免了对上帝及其信仰者的冒犯。 Excuse me，sir！也不能放心用？ 我在国内曾经一度认为用中文称呼别人而困惑，尤其是称呼年轻的女子，本来好端端的一个称谓小姐，偏偏被用来特指一部分人了。本来嘴就笨，加上客观上缺乏合适的词，造成了我的称谓障碍。我这一障碍似乎迁移到了英文上，我用英文称呼别人方面至今未能做到得心应口，有时还犯错。比如，前几天我还因为要找个地方，在喧闹的大街上冲着迎面来的陌生老外大声嚷道：Excuse me，mister！出口才反应过来，忙改口：Excuse me，sir！好在老外行色匆匆，可能根本没听见我的话，或者根本不懂英语，就和我插肩而过，根本没看我一眼。我之所以改口，是因为我说出Excuse me，mister！的一瞬间，就感觉自己说的是Excuse me，Mr。。。。！听起来仿佛我知道那位先生的姓名，只是一时记不起来，奋力想说出但是还是没说出的感觉。我想这也许是Mr不能单独使用，不能单独用来称呼别人的原因。 我想重点说一下这个sir。这个词很简单，简单到在香港找个不知道阿sir的人都难。我在读初中的时候就知道Excuse me，sir！了。几十年过去了，还在这里钻牛角尖，实在是另有隐情。 在我的记忆中，我说Excuse me，sir！的效果大多数不理想。说不理想，是因为我隐约感到老外看我的眼神有点异样，我严重怀疑那眼光中藏着一丝轻蔑。说来你可能不信，偏偏是我忘带sir，只冲他们大喊一声Excuse me！的时候，反而觉得能使他们立刻止步并殷勤的问我：Can I help you？ 至此，我对sir的效果已经抱有怀疑态度。有两个老外，使我的怀疑有了突破。这两人的身份均是推销员，谈话中sir不绝口，不顾及我脸上尴尬的表情。 这让我想起我在路上大喊：Excuse me，sir！的时候，对方会不冷不淡的原因是因为他们把
如何提升初中生的英语口语表达能力 中国学生学习英语往往存在这样一个普遍的现象：英语语法、词汇学得很好，在中考和高考中成绩优异，也能顺利地通过雅思或托福考试，然而一旦踏出国门、走进真实的英语世界，他们却难以流利地表达自己的想法，说英语时结结巴巴，抓耳挠腮。这种典型的高分低能现象究其原因，主要有以下几个方面的原因：（1）为了应付中考和高考，传统英语教学偏重笔头英语，轻视口语。近年来随着中学英语新教材的推广使用，虽然许多地方在中考中增设了口语测试，但比分不大，还是没有引起足够的重视。（2）缺乏真实的英语语言环境，学生没有得到充分地语言应用锻炼。（3）害怕讲英语，怕出错的心里压力较大。 英语作为世界上最重要的语言，是不同国家之间沟通交流的桥梁。随着社会的不断发展，各国之间的交流合作也日趋频繁，出国的机会越来越多，同时又有更多的外国人走进中国，作为新时代的优秀人才，必须具备一口流利的英语，能和外国人轻松自如地交流。作为一名初中英语教师，为了让学生在将来能和外国人用流利的英语交流，那么日常英语教学中必须重视对学生英语口语能力的培养和锻炼。无论教师和学生，都必须要有长远的目光，不能简单地应付中考和
高考。初中英语教师应当摒弃传统的只重语法的教学方法，在英语教学中应优先注重口语交际能力的培养。笔者尝试着从以下几个方面入手。 一、教师坚持用英语授课 要想使学生开口说英语，说好英语，教师首先应坚持不懈地用英语授课。只有通过以听促说、以说带听，听说结合、相辅相成、相互促进的方法，才能使学生的听说技能快速提高。因此，在课堂上，教师进行单词、语法、课文教学以及做练习是都应坚持用英语讲课。另外，学生在课堂外很少有听说英语的机会和环境，所以教师更应充分利用课堂四十分钟的时间，给学生创造一个良好的英语语言环境，对学生起潜移默化的作用。不过教师无论是采用英语授课还是为学生创设良好的英语语言环境，我们都要注意学生已有的知识与基础，考虑到学生的实际水平，确保学生能听懂，有兴趣听，并有兴趣参与到听与说的情境之中。 二、创设一定的语境 学生学习语言不是孤立的，而是在不同的语言情景中进行交际，即语言的学习和使用都是来自于实际的生活和情感之中的。新课程所提倡的情景交际是指通过模拟真实的语言环境，创设英语学习的语言氛围，激发学生的潜能，让学生脱口而出，提高学生的口语交际能力的一种教学形式。笔者运用电教媒体创设贴近日常学习、生活情景组织课堂教
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?
2020年考研复试英语口语常见问题及答案 62. 复试英语口语的评价标准是什么? 1)语言准确性(语法和用词的准确性、语法结构的复杂性、词汇的丰富水准、发音的准确性); 2)话语的长短和连贯性(内容的连贯性、寻找合适词语而造成的停顿频率及长短、表达思想的语言长短等); 3)语言的灵活性和适合性(语言表达是否灵活、自然，话语是否得体，语言能否与语境、动能和目的相适合)。 63. 复试英语口语测试包括哪几个部分? 第一部分：考查学生理解并回答相关日常生活、家庭、工作、学 习等问题的水平(3-5分钟); 第二部分：考查学生连续表达的水平。考生从所给的问题中选择 一个话题，就此话题表达自己的看法(7-10分钟); 第三部分：部分院校复试中会加入专业英语的内容。 64. 复试英语口语如何评价成绩? 1) 优秀——能用外语就指定的话题实行口头交流，基本没有困难; 2)良好——能用外语就指定的题材实行口头交流，虽有些困难， 但不影响交流; 3)及格——能用外语就指定的话题实行简单的口头交流; 4)不及格——不具备口头表达水平。 65. 英语口语常问话题(一) 第一个经常问得话题是考研原因。通常我们能够从以下三个方面 来回答。
1) 兴趣，即强调对所报考的专业怀有极大的兴趣(have significant interest in…)。如果本科就读的专业与报考的专业一致，则能够说明想继续深造(further education)的愿望。如果不一致，则要说明报考专业对你的吸引力(…appeals to/attracts me a lot); 2) 优势，即强调研究生相对于本科生在知识、学术方面的优势，如：知识面更广(wider knowledge)，学术更专业(more professional)，眼界更广阔等(broaden one’s horizon); 3) 益处，即强调考研对你的未来的积极影响(have a positive effect on…)，能够从求职、职业规划、人生经历等方面入手实行说明。可参考的词汇、短语如下：be helpful, contribute to, be beneficial to, be conductive to, be a definite advantage, become a strong point when it comes to…等等。 此外，对于那些在职考生或有工作经验的考生来说，考官更倾向 于提问他们为什么(放弃工作而)重新学习。考生能够直言在工作发现 某些知识或技能很重要，希望能通过学习在这些方面实行提升(In my work, I found … is rather important. I always believe that one will easily lag behind unless he keeps on learning. So I choose to go back to school and improve myself。)。 66. 英语口语常问话题(二) 考官有时会询问考生对未来的一些规划，其目的在于试探考生是 否对时间、学习、人生有一定计划性和掌控水平。 1) 学习规划。关于这个话题，考官通常会以一种较婉转的方式提问，如：What do you expect to achieve during your study if you are enrolled into this university? 回答这个类的问题时，不 但仅要回答想学到什么样的知识、成为什么样的人，能够简述你会/计 划怎样学习(即学习方法)。无论是倾向于学术理论性的还是侧重于实 验研究性的，都要把握一个原则：理论联系实际，同时主次分明。
初中学生英语口语训练方法 朱宏 各位同行，中午好！ 很高兴再次和大家见面，一起探讨交流，共同进步。本期我们要探讨的主题是：初中生英语口语训练方法。我主要从以下四个方面和大家分享：初中生英语口语的重要性及现状、口语能力所要达到的目标、字词句方面的具体要求、具体的训练方法技巧。 初中生英语口语的重要性及现状 英语口语训练不但能直接提高初中生的口语能力, 而且对 于他们的听力、阅读和写作能力的提高也具有明显的作用。在英语教学四项目标“听说读写”中, 口语的训练是强调最多而又最容易忽视的。对于全国大部分地区来说, 考试部门都感到很有必要在中考中加入口语考试, 但具体操作起来又觉得困难重重, 所以口语在全国基本上还没有列入中考的考试项目。由于应试教育本身所带有的的功利性, 教师从主观上就有忽视课堂口语训 练的倾向, 加之课上时间有限, 教师经常把教学计划中的口语 训练时间让位于“说读写”等技能的训练。结果,“哑巴英语”的教学现状并没有改变, 这和当今社会对英语人才的要求形成 了强烈的反差。事实上英语口语训练具有大量性、直接反馈性的特点, 学生的口语能力可以更快地转化为听力、阅读和写作能力, 相反, 其它的三种能力则不能很快地转化为口语能力。所以,可以这么说, 课堂上的口语训练是在帮助学生提高听力、阅
读和写作能力。理解了这一点, 则可以从思想上澄清英语教师的认识, 化解训练口语和中考不考口语的矛盾。那么, 如何加强英语口语训练的话题就变得更具有现实意义了。 口语能力所要达到的目标 提高英语口语能力，我们首先就要了解从哪些方面来衡量一个人的英语口语表达能力。一般来说，主要看以下几个方面：（1）语言的准确性和得体性；（2）语音、语调是否正确，口齿是否清楚；（3）话语组织是否合理；（4）口语表达的流利程度；（5）语法是否正确，用词是否恰当，语言是否符合英语表达习惯。这些是衡量英语会话能力的主要标准，针对这些标准，要提高英语口头表达能力，就要采取相应的训练方法，方法恰当了，就能起到事半功倍的效果。 字词句方面的具体要求 首先，让学生先过发音关，能进行正确清晰的英文发音。 发音是英语口语的第一关。生活在中文环境里的人，要准确掌握一门外语的发音，需要经过一个刻意追求的过程。学发音要有一个阶段狠劲地注意口形和部位。不妨“勉强”一些，“夸大”一些，像京剧道白那样“过分”地咬准。正确的发音习惯之后，会逐渐变得自然。我们听外国人说中国话，只会对他们的发音准确而惊叹，而不会对他们不像中国人那样省力而认为不好。没有经过刻意准确的阶段就追求“自然”，这样发出的音只是一种不三不四，大体上有点像，却谈不上正确的声音。
初中生英语口语现状与对策 吴小青 一、引言 我国近年来在中学英语教学方面进行了较大改革,说的教学重要性已受到广泛的关注，新的英语教材编写十分突出说的技能教学，教师在一定程度上注重对学生运用语言进行口语交流能力的培养，但说的教学进度缓慢，其现状总是不尽人意。他们运用英语口头表达自己思想和情感的能力却十分有限，大多停留在打招呼的水平。《英语课程标准》明确提出：基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，初中阶段应能就日常生活的各种话题与他人交换信息，并陈述自己的意见。但现实中，许多学生口语表达能力与课标中的要求有较大差距。因此，如何改进中学英语口语教学是一个值得探讨的重要课题。笔者通过对所在学校目前初中口语教学现状和口语测试情况的分析，试图摸索出一条，改进教学策略与方法，提高学生英语口语交际能力的新途径。 二、初中学生口语交际能力的现状 1．问卷调查 只有34.2％的同学认为口语在英语学习中，比较重要，因为口语说得好或差并不影响英语总成绩，不影响升学考试。61.7％的学生认为老师上课注重讲解知识，原因是上课要讲的语言知识太多，赶进度，没有太多的时间让学生进行口头练习，特别是初三毕业班。只有1 9.2％的学生表示说英语时很自信，不怕说错。84.2％学生希望老师能组织学生开展课内外口语交际活动。57.5％的学生认为自己阅读、写作水平比说好，62.5％学生表示听的能力比说好，因为中考听力占总分20％，老师上课有专门听力训练。随堂听课中发现，初一大部分学生都很踊跃发言, 初二有一些,初三仅剩几个。口语活动时，师生之间，生生之间的互动、交流机会：初一较多，初二不少，初三不多。由于受到各种因素的制约，课堂上学生说的空间和时间不足，活动形式较为单调。有的英语课成了听说课、讲解课，让学生机械操练语言，背诵句子和课文等。初三是口语滑坡阶段，许多老师在初一、初二比较重视口语训练，学生听说能力与教学内容的程度较为一致。但进入初三后，由于面临中考升学压力，应对纸笔考试的练习大量增多，学生的口语交际能力只停留在原来的水平，甚至有所下降，形成了口语能力与数学内容的脱节。进入高中后，许多高中生的口语水平实际上处在初级阶段。
非英语专业学生口语母语负迁移错误分析 摘要：根据二语习得的有关理论，母语迁移是二语习得过程中普遍存在的问题之一，通过对非英语专业大学生的英语口语中的句法和两种语音典型错误及原因进行分析研究，认为学生在口语表达中出现的错误受母语负迁移影响较大，阐明了对今后英语口语教学的一些看法和建议，以供大家参考。 关键词：负迁移错误分析口语教学 1 引言 母语迁移是影响二语习得的重要因素之一。Ellis把“迁移”定义为“对任务a 的学习会影响任务b的学习的一种假设”。Odlin则认为迁移是“由目标语和已经学过的语言之间由于相似或相异而产生的影响” (Odlin, 1989: 27)。在外语学习中，母语负迁移是指母语与目的语之间的差异而对目的语的习得所产生的干扰作用。 2 非英语专业低年级学生英语口语表达常见母语负迁移错误分析 据二语习得有关理论，我们知道学生在习得外语时经历了一个从母语到中介语逐渐向目的语靠近的再创造过程。Lado在1957年的著书《跨文化语言学》中指出：语言学习者倾向于把母语的特点转移到自己所学习的外语上，所以学习的潜在困难就在于母语和外语的差异。而汉语和英语是两种不同的语系，存在着明显的差异，语言迁移总体上是负迁移大于正迁移。Ellis(1994)调查研究的结论也曾表明“汉语为母语的学生学习英语时受母语干扰的错误占51%”。英语学习者在学习过程中，由于掌握的英语还未达到熟练程度，在英语学习和运用活动中常借助母语知识，母语的负迁移作用尤为明显。以下就非英语专业低年级学生英语口语表达常见母语负迁移错误进行分析。 2.1句法结构的负迁移 (1)I very like my mother. (2) English is hard. If exam, I don’t know to do. (3)My roommate is tall, honesty, friendly, easygoing. (4)I think they play too much video games is not good. 从以上病句可以看出，学生的英语口语表达不仅在语序上直接套用汉语句式，而且动词缺少必要的形态变化，形容词和形容词之间没有连接词，甚至出现
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。
初中学生英语口语能力的现状分析及培养策略浙江省嘉兴市清河中学 刘爱英 浙江省嘉兴市工作站黄辉推荐 摘要:英语作为一门国际性的语言对我国在经济、文化和社会的发展起着越来 越重要的沟通和交流的作用。为了参与国际经济与技术的交流和竞争,我们需要一大批有较强口语能力的高级人才,而高级人才的出现离不开基础教育对学生口语能 力的培养。但是,由于学生外部环境和内部因素的影响使得学生的口语能力培养出 现了停滞不前的情况。为解决这些问题笔者采取了以下策略:情感的培养、自信心的树立、语境的创设、兴趣的培养和教师业务能力的提高等。 关键词:初中英语口语能力现状分析培养策略 一、现状分析 1、外部环境对学生的影响 (1学生英语口语练习的时间少 在平时,学生没有接触外国人的机会,学生之间的交流也不会用英语。学生回到家中,父母没有提供交流的氛围和可能,而仅仅靠课堂上的一点交流和回家后的一点背诵还远远达不到用英语进行表达的能力。在素质教育的今天考试还是衡量和评价 学生的主要手段,要考试就必须掌握一定的语法知识和阅读、写作等,这也使得学生在课堂上没有太多的时间进行口语交际的训练。加上教师为了让学生考出好成绩 不得不在语法、词法、句法等笔试上下功夫,忽视了口语能力的培养。 (2教师口语能力的水平参差不齐 在中考和高考中对学生口语水平考试的要求相对较低,使得一线教师的口语水平有所下降。教师自身的语言能力又对一定情景下灵活多样的语言交流形式产生 了一定的局限性。教师的口语水平影响了学生口语能力的发展。
2、学生自身内部因素 造成中学生英语表达能力低很重要的的内因是学生的心理不同层度地存在着障碍。 (1害羞心理 这种现象大多表现在女生和某些性格内向的男生, 有些女同学上课一发言就紧张, 声音很低,害怕自己说错,遭到老师批评,引起其他同学笑话。于是讲起来结结巴巴, 吞吞吐吐,形成表达上的障碍,有时干脆红着脸一声不吭。 (2自卑心理 自卑心理往往发生在那些接受能力差,或者最初尝试失败的同学身上。听到别 的同学响亮、流利的语音、语调,完整的回答,感觉自己比别人差了一大截,气就断了三分,认为自己缺乏口语表达能力,也就没有信心开口说话。长期如此,这类学生在课 。 堂上就会逐渐地趋于“沉默” (3无所谓心理 持这种态度的同学较为普遍,他们认为说不说英语对考试成绩没有多大影响。 或者认为只要会读会写就行了,会不会说无所谓。事实上是“会读会写”不一定说得好。长期以来,这种现象不仅在一些普通中学存在,而且在全国许多地方都或多或少地存在着。 (4从众心理 由于条件和环境影响,有些学生认为那些说英语的学生是“出风头” ,校园内无形中形成一种不想说或想说又不敢说的坏风气,甚至对在课外说英语的同学进行嘲 讽。在这样的风气影响下,好多愿意说英语的同学被“同化”了。另外,在课堂上,初一新生发言积极,说英语踊跃,到了初二,初三,主动开口说英语的学生人数逐渐减少, 到了高中,大胆用口语表达的同学便所剩无几,大部分学生都持“观望”态度,认为“其