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初中英语口语教学存在问题及对策措施随着社会的发展和全球化的进程，学习英语的重要性越来越被重视。
在初中英语教学中，口语是一项重要的能力，但是目前初中英语口语教学存在一些问题。
本文将讨论初中英语口语教学存在的问题，并提出一些对策措施。
问题一：重视程度不够目前初中英语教学普遍更加注重语法和词汇的学习，而对口语教学的重视程度不够。
这导致学生在实际应用中很难流利地运用所学的英语知识进行交流。
对策一：增加口语训练时间学校可以增加口语训练的时间，并设计相应的口语训练课程。
通过大量的口语练习，可以提高学生的口语表达能力和流利度。
学校还可以加强与社会的合作，提供更多的英语口语实践机会，例如组织学生参加英语演讲比赛、英语角等活动。
问题二：教学方法过于传统传统的教学方法主要以老师的讲解、学生的听写为主，缺乏互动和实践的机会。
这种教学方法不能很好地培养学生的口语交流能力。
对策二：引入互动式教学方法学校可以引入互动式教学方法，例如分组讨论、角色扮演、游戏等，让学生在参与中学习，提高学习积极性和学习效果。
学校可以利用多媒体设备，如录音机、电脑等，提供听力材料和口语练习的资源。
问题三：学生缺乏口语环境许多学生在家庭和周围环境中缺乏英语口语的实践机会，导致口语能力的发展受到限制。
对策三：创建英语口语环境学校可以鼓励学生参加英语角、英语俱乐部等活动，并提供一定的课外口语学习资源。
学校还可以与家长合作，鼓励家长与学生进行英语口语对话，创造出更多的英语口语环境。
问题四：注意力难以保持学生在课堂上往往很难保持长时间的注意力，尤其是在进行口语练习时。
这导致学生学习效果不佳。
对策四：增加趣味性和参与性为了吸引学生的注意力，教师可以使用各种趣味性的教学资源，例如英语歌曲、视频、故事等，使学生保持兴趣和参与。
教师还需充分利用学生的个人兴趣爱好，将其融入到口语教学中，增加学习的趣味性和参与感。
初中英语口语教学存在一些问题，但是通过合理的对策措施，可以有效地解决这些问题。
初中英语口语教学存在问题及对策措施随着全球化进程的不断加速，英语作为国际通用语言的地位日益突出。
作为中国学生学习的第二语言，英语口语教学始终是一个备受关注的问题。
在初中阶段的英语口语教学中，存在着诸多问题，例如学生口语能力普遍不足、教学方法单一等。
针对这些问题，有必要采取一些对策措施，以提高初中英语口语教学的质量。
一、问题分析1. 学生口语能力不足在传统的初中英语教学中，口语往往是被较为忽视的一环，学生在学习过程中大部分时间都用于书面语言的学习，导致他们的口语能力明显不足。
由于缺乏实际练习的机会，学生们在口语表达方面缺乏自信，说话时常容易出现结巴或者犹豫不决的情况，从而影响他们的交流能力和沟通能力。
2. 教学方法单一目前，许多初中英语教学仍然采用传统的教学方法，教师以讲解和讲授为主，学生被动接受知识。
这种教学方法缺乏趣味性和互动性，难以激发学生学习英语口语的积极性和兴趣，导致学生对口语学习的抵触情绪，从而影响了他们的口语表达能力的提高。
二、对策措施1. 创设轻松愉快的学习氛围为了提高学生的口语能力，首先要创设一个轻松愉快的学习氛围。
教师可以通过多种方式营造这样的氛围，例如在课堂上播放适当的英文音乐、进行有趣的口语游戏等，让学生在轻松愉快的氛围中学习英语口语，从而激发他们学习的兴趣。
2. 引入多媒体教学为了增加教学的互动性和趣味性，可以引入多媒体教学手段，如视频、音频等，来帮助学生进行实践性学习。
通过观看英语短片、听力材料等，学生可以更直观地了解英语的口语表达方式，潜移默化地提高他们的口语表达能力。
3. 注重口语实践性训练除了课堂教学外，学校应该适当安排口语实践性训练的时间，给学生提供更多的口语练习机会。
比如可以设置英语角，鼓励学生在英语角里自由交流，或者组织英语演讲比赛、朗诵比赛等活动，让学生有更多的机会进行口语实践，从而加强他们的口语表达能力。
4. 创新教学方式教师在教学过程中应该不断创新教学方式，采用更多的交互式教学方法，激发学生的学习兴趣，培养他们的口语表达能力。
初中英语口语问题及对策问题一：缺乏实际练习机会初中生通常只有在英语课堂上才能有机会练习口语，而且由于课程时间有限，导致学生实际练习口语的时间并不多。
对策一：提供更多的口语练习机会学校应该通过举办英语口语角、英语角、英语角等活动，为学生提供更多的口语练习机会。
老师也可以在课上通过分组对话、口语比赛等方式让学生有更多的机会练习口语。
问题二：缺乏对口语的兴趣许多初中生对英语口语并不感兴趣，觉得口语学习枯燥乏味，从而导致学习的动力不足。
对策二：增加趣味性老师可以通过设置有趣的口语游戏、听力训练等活动，增加学生对口语的兴趣。
也可以引导学生通过观看英文电影、听英文歌曲等方式培养他们的英语口语兴趣。
问题三：语音发音困难英语是一种重读型语言，发音规则也比较复杂，许多初中生对于一些发音困难的音素常常容易混淆。
对策三：加强语音训练老师应该注重学生的语音训练，可以通过让学生大声朗读、模仿录音、使用语音识别软件等方式加强学生的语音训练，尤其是对于一些常犯的发音错误要及时纠正，帮助学生提高发音准确性。
问题四：缺乏语言环境在中国，英语并不是母语，学生在日常生活中很少有机会接触到英语，这也使得学生的口语学习难度增加。
对策四：营造语言环境学校可以通过组织英语角、英语演讲比赛等活动，营造更多的英语语言环境，帮助学生更好地接触英语，增加学生的口语练习机会。
对策五：加强文化教育英语口语学习不仅仅是学习语言，还包括了对于英语国家的文化背景的了解。
学校可以通过课外阅读、文化交流等活动，加强学生的英语文化教育，帮助他们更好地理解英语国家的文化。
初中英语口语学习存在一些问题，但通过学校和老师的共同努力，可以帮助学生更好地学习英语口语。
希望通过以上对策，能够有效地解决初中生英语口语学习中的问题，帮助他们更好地掌握英语口语技能。
初中英语口语教学中存在的问题及改进策略随着中国的改革开放和国际化程度的提高，英语口语能力在学生学习中的重要性也日益突显。
在初中英语口语教学中，仍存在着一些问题，例如学生口语表达能力不足、课堂氛围单一、教学方法单一等。
本文将分析这些问题，并提出相应的改进策略。
一、存在的问题1. 学生口语表达能力不足由于学生在平时的学习中更注重书面语的学习，对口语表达的训练较少，导致学生的口语表达能力不足。
在课堂上，很多学生对于口语练习的反应较为 passively，只能简单地进行简单的问答。
缺乏自信，不敢通过口语表达自己的思想和观点。
2. 课堂氛围单一在初中英语口语教学中，课堂氛围通常较为单一，老师多以一种传统的授课方式来进行教学，学生缺乏表现和发挥的空间。
这种单一的氛围难以激发学生学习英语口语的兴趣，影响了口语教学的效果。
3. 教学方法单一在口语教学中，老师通常以对话、朗读为主要的教学方式，缺乏多样化的教学方法。
导致学生对于口语的训练较为单一，缺乏足够的挑战和刺激，难以激发学生的学习积极性。
二、改进策略要提高学生的口语表达能力，可以采取以下措施：(1) 设立口语表达训练课：可以增加课程中的口语表达训练环节，让学生有更多机会进行口语表达，提高他们的自信心。
(2) 举办口语比赛：可以在学校举办口语比赛，让学生有机会展现自己的口语表达能力，激发他们学习英语口语的兴趣。
(3) 创设真实情境：可以通过角色扮演、情景故事等方式，创设真实的语言情境，让学生在实践中提高口语表达能力。
要丰富课堂氛围，可以采取以下措施：(1) 引入多媒体教学：可以通过多媒体的方式，为学生展示更加生动形象的英语口语教学内容，激发学生的学习兴趣。
(2) 进行小组活动：可以在课堂上进行小组活动，让学生之间互相交流、讨论，增加课堂互动性，丰富课堂氛围。
(3) 创设游戏式教学：可以通过游戏的形式，让学生在轻松愉快的语言环境中进行口语练习，提高学生的积极性。
初中英语口语教学中存在的问题及改进策略问题一：学生口语表达能力不足在传统的英语课堂教学中，学生更多的是被要求掌握语法知识、词汇和阅读能力，而对于口语的训练相对较少。
很多初中生在英语口语表达上存在一定的困难，无法流利地用英语进行简单的交流。
解决策略：增加口语训练课时针对这一问题，学校可以增加口语训练课时，将口语训练纳入到日常的英语教学中。
通过小组讨论、角色扮演、情景模拟等方式，培养学生的口语表达能力。
老师也可以在课堂上进行口语示范，帮助学生模仿和学习，提高他们的口语表达能力。
问题二：缺乏真实语境下的英语交流机会很多初中生的英语口语不太流利，原因之一是缺乏真实的语境下的英语交流机会。
在传统的英语教学中，学生更多的是在课堂上进行书面语言的学习，而很少有机会进行真实的英语口语交流。
解决策略：创设多元化的英语交流情境为了解决这一问题，学校可以创设多元化的英语交流情境，提供更多的英语口语交流机会。
学校可以组织英语角、英语演讲比赛、英语实践活动等，让学生在真实的语境中进行英语口语交流，提高他们的口语表达能力。
问题三：教师对口语教学重视不够在一些学校的英语教学中，教师对口语教学的重视程度不够，更多的精力放在了单词、语法和阅读理解等方面的教学上，而对于口语教学的重视不够，导致学生的口语表达能力得不到有效的提升。
解决策略：提升教师口语教学能力针对这一问题，学校可以加强对教师口语教学能力的培训，提升教师的口语教学水平。
学校可以建立定期的教学观摩和教学交流平台，让教师相互学习，提高口语教学的质量。
问题四：学生对口语学习的兴趣不高由于口语教学的传统方法较为枯燥，学生对口语学习的兴趣不高，导致口语表达能力的提升缓慢。
学生缺乏对口语学习的主动性和积极性，很难取得好的口语表达效果。
为了解决学生对口语学习的兴趣不高的问题，学校可以创新口语教学模式，设计一些富有趣味性和挑战性的口语教学活动，激发学生学习英语口语的兴趣。
通过游戏化的口语练习、趣味性的口语角色扮演等方式，让学生在轻松愉快的氛围中进行口语训练，提高口语表达能力。
初中英语口语教学中存在的问题及改进策略在初中英语教学过程中，口语教学一直是学生和教师们关注的焦点。
由于各种原因，初中英语口语教学存在一些问题，例如学生的口语表达能力不足、教师的教学方法单一等。
为了更好地解决这些问题，本文将探讨初中英语口语教学中存在的问题，并提出相关的改进策略。
一、问题分析1. 学生口语表达能力不足目前，许多初中生的口语表达能力并不强。
他们在口语交流中往往会感到困难，甚至有些学生在面对外国人时会感到尴尬和紧张。
这主要是由于学生在平时的学习中很少有机会进行英语口语的练习，导致他们在口头表达方面缺乏经验和信心。
2. 教师教学方法单一在初中英语口语教学中，一些教师的教学方法比较单一，往往只停留在传授知识的层面，忽视了口语的实际运用。
这种教学方法难以激发学生的学习兴趣和积极性，难以有效提高学生的口语表达能力。
二、改进策略1. 创设语言环境，增加口语练习机会为了提高学生的口语表达能力，学校可以创设一些英语学习活动，增加学生口语练习的机会。
安排英语角活动、举办英语演讲比赛、组织英语口语角色扮演等。
这些活动能够激发学生的学习兴趣，促使他们更加积极地参与口语练习。
学校也可以通过建立英语角、开设口语沙龙等方式，营造一个良好的语言环境，使学生在学校内外都能有接触英语语言的机会，从而提高他们的口语表达能力。
2. 采用多种教学方法，激发学生学习兴趣教师在口语教学中应该采用多种教学方法，激发学生的学习兴趣。
可以通过游戏、音乐、视频等形式，让学生在轻松愉快的氛围中学习口语，培养他们的口语表达能力。
教师还可以引导学生进行实地口语实践，让他们在真实的语境中进行口语练习，提高他们的口语表达能力。
可以组织学生到公园、超市、动物园等地方进行口语实践，让他们在真实的情境中运用所学的口语知识。
3. 针对性地进行口语训练在口语教学中，教师应该根据学生的实际情况，有针对性地进行口语训练。
对于口语表达能力较差的学生，教师可以采用更加细致、温和的方式进行指导，帮助他们克服恐惧心理，慢慢地提高口语表达能力。
中学英语口语教学的问题及对策（精选5篇）第一篇：中学英语口语教学的问题及对策中学英语口语教学的问题及对策语言是人类沟通的桥梁，英语作为一门国际性的语言在文化、教育、外交等领域扮演着重要的角色，英语已成为我国大部分中学的一门必修课，但中学英语口语教学仍存在一些亟待解决的问题。
本文以问卷调查和访谈为基础，指出我国中学英语口语教学中存在的问题并提出一些切实可行的对策，以期可以提高我国中学英语口语教学的质量。
英语口语；中学生；英语教育英语作为一门世界通用的语言在文化、外交和贸易等领域扮演着重要的角色。
在当今文化交融的国际化背景下，英语已成为我国大部分中学的一门必修课程。
然而，在应试教育的影响下，中学生普遍只重视英语的读写能力的培养，忽视了英语听说能力的培养，导致大多数学生的英语口语较差，这也是我国中学英语教学中普遍存在的问题。
英语口语教学作为英语教学的一个重要组成部分，其目的是培养学生的英语口语交际能力。
然而，由于种种主客观原因，学习者的英语口语仍存在一些问题，为了更准确详细地了解学习者英语口语的现状，笔者对一所中学的七、八年级的200名学生进行了问卷调查和访谈，结果显示，我国中学英语口语教学存在以下问题。
一、学校英语口语教学的硬件设施较差，缺乏口语学习环境中学教室虽已基本配备了多媒体设施，但英语教师对多媒体的使用较少且不熟练，一些英语教师不会制作多媒体课件，导致英语口语课堂气氛不活跃，可进行的课堂活动较少。
其次，大多数的中学没有语音实验室，这在一定程度上限制了学生英语听说能力的培养。
在传统的英语课堂上，只有少数学生有机会开口讲英语，课堂的大部分时间都是英语教师在讲单词、课文以及语法知识。
课堂上教师与学生之间的口语交流很少，学生与学生之间的口语交流几乎没有。
课外，教师和学生也没有组织一些训练英语口语的活动，学生长期没有英语口语的学习环境，导致学生丧失了开口讲英语的兴趣和积极性。
二、教师英语教学模式落后，教学理念有待提高传统的以教师为中心的英语教学方法仍在中学英语教学中占主导地位，英语课堂几乎是英语教师在自说自话，没有学生积极主动的参与，学生还是在被动的听，被动的接受。
初中英语口语问题及对策初中阶段是学生学习英语口语的重要阶段，但是在学习过程中，学生可能会遇到各种各样的问题。
以下是一些常见的初中英语口语问题及对策，希望可以帮助学生更好地提高口语能力。
问题1：缺乏自信很多初中生在面对英语口语时会感到缺乏自信，害怕出错，担心被同学笑话。
这种心理状态会影响学生的流利程度和表达能力。
对策：鼓励多练习，创造积极的学习氛围。
老师和家长要给予学生鼓励和肯定，让学生知道出错是正常的，只有通过不断练习才能提高。
可以组织口语游戏和活动，让学生在愉快的氛围中练习口语，逐渐建立自信。
问题2：词汇量不足许多学生在初中阶段英语词汇量不足，导致无法流利地表达自己的意思。
对策：多读多背单词。
学生可以通过看英语原版书籍、播放英语电影和听英语歌曲等方式，积累更多的词汇量。
在背单词时，可以使用记忆法，如制作单词卡片、使用记忆软件等，帮助提高记忆效果。
问题3：语法错误频繁初中学生常常犯语法错误，影响了口语的准确性和流利程度。
对策：加强语法训练。
学生可以通过做语法练习题、听力训练、仿写句子等方式加强语法知识的掌握。
要细心聆听他人的口语，学习正确的句式和表达方式，提升口语表达能力。
问题4：缺乏口语环境在学校和家庭中，学生很难得到一个纯英语的环境，缺乏实际应用口语的机会。
对策：创造英语环境。
学校可以组织英语角、英语演讲比赛等活动，营造一个纯英语的环境，让学生有更多的机会练习口语。
家长可以提供英语学习材料，如英语电影、电视剧、音乐等，帮助学生全面提高口语水平。
问题5：不善于表达观点许多初中生在口语表达时不够清晰，无法准确地表达自己的观点和意见。
对策：培养思维和表达能力。
学生可以通过参加辩论和演讲比赛、阅读英语文章、观察英语演讲等方式，培养思维和表达的能力。
可以针对不同主题进行思考和讨论，锻炼分析和论证能力，提高表达的准确性和流利性。
通过以上对策，学生可以更好地解决初中英语口语问题，提高口语表达能力。
学生要保持积极的学习态度，多练习，勇于开口，相信自己可以取得进步。
浅析初中英语口语教学中存在的问题及改进策略初中英语口语教学中存在的问题：
1、知识点系统性不足：多数初中学生对英语口语的了解不深入，对口语的基础知识及基本技能的理解程度一般，容易形成碎片式的英语水平。
2、模仿力和创造力有限：由于初中学生英语口语基础薄弱，在口语表达能力上往往缺乏模仿力，使得他们拓宽口语表达能力的创造力不强。
3、对听、说实践能力不足：初中学生较不习惯书本以外的口语话题的谈论交流，对听、说的实践能力也不足。
改进策略：
1、强化知识点的系统性：加强口语教学的系统性，让学生系统地学习语言基础知识和口语技能，建立起良好的口语基础。
2、激发学生的模仿力和创造力：通过启发性的话语，激发学生对英语口语表达的模仿力和创造力，拓宽学生词汇表达和句子构成能力。
3、提高学生实践能力：开展各种英语口语实践课程，培养学生听、说实践能力，从而帮助他们掌握有效口语交流技巧。
浅谈初中英语口语教学中存在的问题与对策（精选5篇）第一篇：浅谈初中英语口语教学中存在的问题与对策浅谈初中英语口语教学中存在的问题与对策英语是一门语言，具有较强的实践性。
在以往的教学中，教师过于重视学生英语写作能力，而忽视听说能力，学生的笔试成绩非常高，但口语表达能力却极差，对词汇、语法的掌握相当牢固，但在一些交际活动中，许多学生无法流利完整地表达出自己的想法，这就是平常我们所说的“哑巴英语”。
这样的教学现状培养出来的学生无法适应现代社会的发展，所学到的英语丧失了语言交际的功能，违背了语言学习的规律。
新一轮课程改革更加关注对英语听、说、读、写方面的能力培养，提出了一系列全新的教育理念与教学观念。
我们要借着新课程改革的东风对初中英语教学进行一系列的改革与创新，加强英语口语教学，培养学生良好的语感，切实提高学生英语听、说、读、写能力。
笔者现结合教学实践对初中英语口语教学中存在的问题与对策简要论述如下。
一、初中英语口语教学中存在的问题（一）口语教学方法枯燥单一目前的英语教学中最常用的方法就是“教师领读，学生跟读”，教师没有对课文进行深层次的理解与剖析，只是简单地让学生进行机械的模仿，这不利于学生语感的形成，不利于学生深入理解文本的语境。
这在学生学习英语初期有着非常重要的作用。
但是随着学生英语学习的深入，这种单调机械的教学方法已不能满足学生的学习需求。
学习一种语言不是简单地进行模仿，更为重要的是要深入理解，要熟知各类文体与文章的结构，要学会用英语来进行思维，结合具体的语感来理解。
枯燥单一的领读教学法不利于学生口语能力的发展。
（二）口语教学内容主次失衡以往的教学中，教师过于注重词汇与语法的教学，而忽视文章结构的分析，缺乏对学生语言思维的培养。
我们提倡重视口语教学并不是排斥词汇与语法的教学，词汇与语法是学习英语的基础，自然也是进行口语教学的基础，我们要处理好二者的关系，要在重视基础知识教学的基础上加强语言的逻辑性与思维性的培养，要结合全文来渗透语句的连贯性，使学生从文章的整体性来进行英语学习。
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2012.5.24The Existing Problems in Junior High School Students Oral English Learning and CountermeasuresYang FangA thesisSubmitted to the School of Foreign Languages and Literature Tianshui Normal University in partial fulfillment of the requirement for the degreeOfBACHELOR OF ARTSInENGLISH LANGUAGETianshui, GansuMay, 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CONTENTS1. 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’soral 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’ andteachers' 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 EnglishLearning and CountermeasuresYang FangAbstract: 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 Countermeasures1. IntroductionOral 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 ReviewOral 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 studentsinterest 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) andthat 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 researchBefore 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 research2.3 SummaryDomestic 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' spokenEnglish3.1Students have no interest in oral English, and have inner anxiety for expression so thatthey 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 practiceoral 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 causeteachers’ and the students’ attentionAlthough 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 haverecognized 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’soral 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 notonly 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 problem4.1 To insisted teaching English in English and strengthen the effect of teacher’ roleGreat 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 andforeign 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’ andteachers' traditional ideasAt 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 ofthe 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 enthusiasmAs 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。
