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关于高校英语专业基础英语教学中的口语能力培养探讨【摘要】高校英语专业基础英语教学中的口语能力培养对学生的英语学习和职业发展至关重要。
本文首先探讨了口语能力在英语学习中的重要性，指出口语能力是提高语言交流能力和培养跨文化意识的重要手段。
其次介绍了口语能力培养的方法与手段，包括多听多说、口语练习课程等。
分析了口语能力培养中存在的问题与挑战，如学生口语表达能力不足、教学资源匮乏等。
随后提出了高校英语教学中口语能力培养的策略，例如增加口语练习课程、引入实践教学等。
强调了口语能力在职业发展中的重要性，并呼吁加强高校英语专业基础英语口语能力培养的必要性。
本文旨在提高高校英语专业学生的口语能力，为他们的学习和就业打下坚实基础。
【关键词】高校英语专业、基础英语、口语能力、教学、重要性、方法、手段、问题、挑战、策略、职业发展、加强、必要性1. 引言1.1 高校英语专业基础英语教学的重要性在当今全球化的背景下，英语已经成为世界上最为通用的语言之一，具有重要的国际交流和沟通功能。
在高校英语教育领域，英语专业基础英语教学显得尤为重要。
高校英语专业基础英语教学是培养学生语言能力的重要途径之一。
通过专业基础英语教学，学生可以系统地学习英语的基础知识、词汇和语法，为今后的进阶学习奠定坚实的基础。
特别是口语能力的培养，可以帮助学生在实际交流中更加流利清晰地表达自己的观点，提升自己的语言应用能力。
高校英语专业基础英语教学也是培养学生综合素质的重要途径。
通过英语教学，学生不仅可以提高自己的语言能力，还可以培养自己的跨文化交际能力、团队合作能力等。
这对于学生今后的职业发展和社会交往都有重要的意义。
高校英语专业基础英语教学在培养学生英语能力、综合素质以及为其未来发展铺平道路方面起着不可替代的作用。
加强高校英语专业基础英语教学的重要性不言而喻。
2. 正文2.1 口语能力在英语学习中的重要性口语能力在英语学习中的重要性无可置疑。
口语是语言的最基本形式之一，是人们日常交流和沟通的主要方式。
大学生英语口语学习的现状及存在的问题的调查分析班级：12级英师四班姓名;贺婷学号：20124033044前言：长期以来,大学英语口语教学一直是个薄弱环节。
目前就国内多数高校学生而言, 英语是一门不可缺少的基础性学科。
当今社会对人才的要求越来越高，对人才的英语水平的要求也越来越高。
然而，目前大学生的英语水平尤其是英语口语水平还不是很理想。
这一现象己经引起了教育界和社会的普遍关注。
从大学英语教学效果来看, 英语课堂大多数气氛沉闷, 台上教师唱独角戏, 而台下学生只是机械记录。
多数学生用英语回答问题时, 仅仅是照本宣科朗读课文。
一旦脱离课本, 除了会最基本的单词表述外, 多半是无从下“口”, 更谈不上口语表达的多样化。
实际生活中, 更多学生学的是“哑巴英语”。
并且部分学生英语发音带有浓重的方言。
各类考试对口语考试的淡化处理,以及在大学英语教学中忽略口语课程安排,使口语教学一直处于一种可有可无的状态。
本文通过问卷调查, 了解了大学生英语口语学习的现状及存在的问题, 分析了造成这些调查结果的原因, 并从中得到启示。
一、研究设计1.调查分析的理论依据2003年4月教育部制定的《大学英语课程教学要求》要求在强调外语教学中听、说、读、写、译五项技能协调发展的同时, 更强调突出了听说技能的重要性。
“要求”明确指出: 外语教学的目的在于培养学生的交际能力。
著名语言学家乔姆斯基认为: 人类学习语言不是单纯的模仿、记忆的过程, 而是创造性运用的过程。
《大学英语课程教学要求》还指出：“大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后在学习，工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高其综合文化素养，以适应我国社会发展和国际交流的需要。
”2.调查分析的对象和工具本次调查以本校12级英语师范专业(4班) 37名学生( 男1人, 女36人, 其中34人已通过四级考试, 占91.89﹪) 为对象, 问卷主要是针对目前大学生英语口语学习的现状, 设计了20 道有关“你认为影响你英语口语水平的主要原因是什么( 包括学和教两方面) ”的小题和一道开放式题目, 对调查对象以问卷形式为主,由作者当场发放问卷, 并要求学生当场独立完成( 当场发放问卷149份, 收回149份,有效问卷149份) 。
关于高校英语专业基础英语教学中的口语能力培养探讨【摘要】本文探讨了高校英语专业基础英语教学中口语能力的培养，重点分析了口语能力在英语专业中的重要性、当前口语能力培养的现状、影响口语能力培养的因素、提高口语能力的策略以及实践案例分析。
文章指出，口语能力对于英语专业学生的职业发展至关重要，但目前存在着培养不足、教学方法单一等问题。
作者提出了一些提高口语能力的策略，并通过实践案例分析展示了有效的口语学习方法。
在强调了口语能力培养的重要性，并提出了一些建议和展望。
通过本文的研究，可以为高校英语专业基础英语教学提供一定的指导和借鉴。
【关键词】高校英语专业、基础英语教学、口语能力培养、探讨、重要性、现状分析、影响因素、提高策略、实践案例分析、建议、展望、总结1. 引言1.1 背景介绍随着全球化的深入发展，英语已经成为一门全球通用的语言，在各行各业中都起着重要的作用。
作为英语专业的学生，良好的口语能力将会极大地提升自己在职场中的竞争力。
在目前的高校英语专业基础英语教学中，口语能力的培养仍然存在着一些挑战和亟待解决的问题。
深入探讨如何有效地培养高校英语专业学生的口语能力，对于提高教学质量和培养优秀人才具有重要的意义。
在日常学习中，许多英语专业学生往往将口语能力放在次要位置，更多地关注阅读和写作能力的提升。
这导致了他们面对实际交流时的局促和紧张，无法流利地表达自己的观点和想法。
加强口语能力的培养已经成为当前英语专业教学中的一个迫切需求。
本文将探讨高校英语专业基础英语教学中口语能力培养的现状、影响口语能力培养的因素以及提高口语能力的策略，希望能够为相关教学工作提供一些有益的启示和建议。
1.2 研究目的研究目的是通过对高校英语专业基础英语教学中口语能力培养的探讨，深入分析口语能力在英语学习中的重要性，总结现有口语能力培养的现状和存在的问题，探讨影响口语能力培养的因素，提出有效的策略和方法来提高学生的口语表达能力。
通过对口语能力培养的实践案例分析，探索如何更好地在英语专业教学中培养学生的口语能力。
关于高校英语专业基础英语教学中的口语能力培养探讨1. 引言1.1 背景介绍高校英语专业是培养学生综合运用英语能力的重要阶段，其中口语能力的培养尤为重要。
随着全球化的发展，英语已成为国际交流的重要工具，高校英语专业的学生需要具备流利的口语表达能力来应对各种交流场景。
在实际教学中，很多高校英语专业的学生在口语能力上存在较大的差距，部分学生甚至表现出口语表达能力不足的情况。
为了解决这一问题，需要探讨高校英语专业基础英语教学中口语能力的培养方式。
通过科学有效的教学方法，可以帮助学生及早建立起良好的口语表达能力，提升他们在英语交流中的表达自信和流利度。
本文将从口语能力在英语专业教学中的重要性、口语能力培养的难点、口语能力培养的方法探讨等方面入手，以期为高校英语专业的口语能力培养提供一些启示和建议。
1.2 问题引出在高校英语专业基础英语教学中，学生普遍存在着口语能力较弱的情况。
许多学生在学习英语的过程中，只注重词汇和语法知识的学习，而忽略了口语表达能力的培养。
这导致了他们在口语交流时缺乏流利、自然和准确的表达能力，严重影响了他们在实际交流中的表现。
问题在于，高校英语专业的基础英语教学往往偏重于书面语言的教学，忽视了口语能力的培养。
教师在教学中难以兼顾口语训练，学生也缺乏足够的机会进行口语实践。
这使得学生缺乏实际应用的机会，导致口语能力不断受限。
如何在高校英语专业基础英语教学中有效地培养学生的口语能力成为亟待解决的问题。
只有通过对口语能力的重视和有效的培养方法，才能帮助学生提升口语水平，更好地应对未来的学习和工作挑战。
【问题引出结束】1.3 研究意义口语能力在英语专业教学中具有重要意义，它是学生综合语言能力的重要组成部分。
随着全球化的发展，英语已成为一种国际通用语言，口语交流能力已经成为成功应对全球挑战的必备能力。
高校英语专业学生需具备良好的口语表达能力，才能更好地适应社会需求和未来职业发展。
本研究将探讨基础英语教学中口语能力培养的方法和策略，旨在帮助高校英语专业教师和学生更好地理解口语能力的重要性和培养方式。
如何培养学生的英语口语能力？重视培养学生英语口语能力的策略：从输入到输出，多维度进阶英语口语能力是语言学习的最重要组成部分，它不仅仅是沟通交流的工具，更能促进学生跨文化理解和个人成长。
该如何快速有效地培养和训练学生的英语口语能力，是教育工作者需要认真思考和实践的问题。
本文将从输入-输出两个方面，结合相关理论和实践经验，提出一些策略。
一、丰富输入，奠定基础英语口语能力的提升，最需要补充好的语言输入。
以下策略可以帮助学生完成高质量、多元化的语言素材积累：1. 营造温馨沉浸式语言环境：创建充满英语元素的课堂氛围，例如使用英语进行课堂教学、播放英语歌曲和电影片段、组织英语角等，让学生在自然的环境中接触英语，感受到语言的魅力。
2. 广泛泛读英文材料：鼓励学生阅读不同类型的英文书籍、报刊、杂志和网站，扩大词汇量，提升对英语的理解能力，并学习地道英语表达。
3. 积极主动进行英语听力训练：利用多种听力材料，如英语广播、音频课程等，注重培养学生的听力理解能力，建立英语语音语调的感知。
4. 利用科技辅助学习：通过英语学习网站、APP等获取丰富的音频、视频和练习素材，满足不同学习需求。
二、加强输出，提升表达能力语言输出是口语能力进阶的关键。
以下策略有助于催发学生的表达欲望，并提升口语表达能力：1. 模拟真实交际情景：将课堂教学与生活交流结合起来，设计情景对话、角色扮演、小组讨论等活动，让学生在模拟真实交流中练习口语表达。
2. 鼓励学生积极主动开口说：克服学生开口难的问题，热情鼓励他们在课堂上主动积极参与互动，勇于表达自己的想法和观点。
3. 提供有效反馈与指导：教师要对学生的口语表达进行及时有效的反馈，指出错误，并给予针对性指导，帮助学生纠正发音和语法错误。
4. 重视培养学生自信心：鼓励学生大胆尝试，克服怯场心理，增强自信心，提升表达能力。
5. 多元化评价：不仅关注学生的口语流利程度，更要注重内容、逻辑、语调、表达等方面的综合发展，评价学生的口语能力水平。
关于高校英语专业基础英语教学中的口语能力培养探讨随着全球化的深入发展，英语已经成为国际交流中最重要的语言之一。
在中国，高校英语专业的学生需要通过良好的口语能力来满足不同的职业需求，因此在基础英语教学中，口语能力的培养变得尤为重要。
本文旨在探讨高校英语专业基础英语教学中口语能力培养的重要性、现状和方法。
一、口语能力在英语专业中的重要性1.1 口语能力的重要性英语口语能力是指学生在口头交流中运用英语进行表达和沟通的能力。
随着社会的不断发展和国际交流的频繁，英语口语能力已成为评价一个英语专业学生综合能力的重要标准之一。
一名优秀的英语专业毕业生不仅需要有扎实的语法基础和丰富的词汇量，更需要具备流利的口语表达能力，能够准确、得体地与他人交流。
1.2 口语能力对职业发展的重要性在当今社会，英语已经成为各行各业的通用语言，因此英语口语能力对于学生的就业前景和职业发展至关重要。
很多职业都需要应聘者具备一定的英语口语能力，比如英语教师、翻译、外贸业务员等，这些岗位都要求应聘者具备良好的口语表达能力。
高校英语专业的学生需要通过基础英语教学来培养自己的口语能力，以适应未来的职业发展需求。
1.3 口语能力对学生个人发展的重要性除了对职业发展的重要性外，口语能力对学生个人发展同样至关重要。
具备良好口语能力的学生在社交、交流等方面都能更加得心应手，增强自信心和人际交往能力，这对于学生成长和未来的发展有着积极的促进作用。
2.1 存在的问题在当前的高校英语专业基础英语教学中，口语能力的培养依然存在诸多问题。
课堂教学中口语练习时间不足，学生往往只能在课下才有机会进行口语练习。
口语教学内容相对单一，缺乏实际情景的练习和应用，导致学生的口语能力得不到有效提高。
学生的口语练习大多停留在课堂的模拟对话和朗读，缺乏真实的交流情境，难以提高口语表达的流利程度和准确度。
教师对口语教学的重视程度不够，很多教师更注重学生的阅读和写作能力，而忽视了口语能力的培养。
学校英语专业学生口语能力培养中遇到的困难及对策随着改革开放的日益深人，越来越需要能运用流利的英语与外界交流的高素质人才，英语口语在实践中变得越来越重要。
然而中职学校英语专业学生的口语却很不理想，存在着以下问题:1.发音不准学生在进人中职学校选择英语专业之前，县市城里的或是的各个地方，在初中承受到的英语发音教育各不相同，对于同样一个音的读法，少的两种，多的甚至出现三、四种，如/v/的发音就有多种，有些学生对于这个音在不同的单词有不同的读法并不清楚，对于这种发音不能唯一的读法，学生们相互之间交流以及学生和老师之间交流过程中，就会出现矛盾，有些学生会被弄的云里雾里，不知道到底该怎么发音。
2.词汇量少，词语用法不熟词汇量少，给口语训练带来了不小的困难。
初中生英语词汇量一般都在1000左右，而对于进人中职学校的学生来说，多数可能只到达400-800，其中还包括了词组。
在这种情况下，学生只能进展简单日常用语的学习，无法表达出自己的思想。
学生上课答复以下问题，在复述一段文字或听力时，往往由于在自己大脑词库里找不到适宜或者自己熟悉的词，只能中途停顿或干脆放弃口语表达的时机。
虽然，笔者在上课实践中，总是鼓励学生学会和使用“一意多句”表达意思，就是尽量用多个句子表达同一个或相似的意思，但终因词汇量少和词语用法不熟，多生未能掌握这种技巧。
3.学生不善模仿学习最初其实都是在模仿中学习的。
无论是我们在刚开始学习母语，还是后来把英语作为第二语言来学习，都可以说是从模仿开始的。
婴儿模仿大人学习母语，是因为生存的需要，而学生学习英语，未能提高到这种高度，故多数学生未能养成通过模仿来学习英语的习惯。
4.学生英语口语表达缺乏自信中职学校的学生中80%对自己的学习没有自信心，用英语表达更是难于开口。
有的学生害羞，每当和别人用口语交流的时候，总害怕出错，越是害怕，就越急，越急就越说不出来，越说不出来就觉得没有面子，久而久之，就不敢说了。
教学研究浅谈大学英语课堂学生口语能力培养策略刘 辉（焦作大学外国语学院，河南 焦作 454000）【摘要】在我国新课程改革不断深入及素质教育进一步推进的新时代背景下，人们对大学英语课程教学给予了越来越高的关注与重视。
本文通过论述与分析了我国现阶段大学英语教学中存在的具体问题，提出了大学英语教学中培养学生口语能力的有效策略。
本文旨在进一步提高大学英语的课堂教学质量与效率，从而有效提高学生的英语口语表达能力与英语应用能力。
【关键词】大学英语课堂教学；应用能力；口语表达能力；有效措施我国大学英语课程教学改革对其提出了实际要求：在英语课程展开中要注意培养学生的英语应用能力，增强学生的综合文化素养及自主学习能力，促进学生在今后的学习工作中能够应用英语交际，在很大程度上这也是我国社会发展及经济全球化的实际需求。
现阶段我国大学英语教学中，学生对英语国家文化没有给予充足全面的了解，对英语课程学习中的口语表达能力也没有给予高度重视，在实际教学应用中并不清楚学生想要表达的内容。
除此之外，学生受到汉语的影响加之缺乏英语交际应用的氛围，不能深入展开对话题的探讨与交流。
一、我国现阶段大学英语教学中存在的具体问题分析因为受到应试教育的长期影响，我国大学英语教学对学生的口语能力培养产生了极大忽略，为了能够有效解决这一问题，高校必须及时转变大学英语的课程设置及教学方法。
（一）忽视了对学生英语学习兴趣的培养在大学英语课程教学过程中，培养学生的英语交际能力是其中至关重要的一部分教学内容，因此老师在实际教学中注重引导学生对西方国家的相关文化展开一定的了解，这种方式对于提升学生英语学习的认识具有极大的推动作用，除此之外还能够发散学生的思维，增强西方文化的认同感，从而推动学生积极结合中西方文化进一步提高自身的综合素养。
但是现阶段我国大学英语课程教学中，老师却忽视了对学生学习兴趣的培养，不利于学生增强自身的学习积极性，也无法良好的发挥出自身的主观能动性作用，不利于提高学生的口语表达能力及英语实际应用能力。
摘要英语作为一种交际语言在当今世界起着越来越重要的作用，同时英语教学也越来越被社会所关注。
为了了解英语专业学生的口语交际能立，我们对浙江科技学院100名英语专业大三，大四学生进行了问卷调查。
结果发现学生的口语交际能力亟待提高，反映在教学上就是传统的教学法过分强调了语法教学而忽略了语言在现实中的运用。
因此笔者提出将任务型教学等方法运用到教学中去。
此外，调查、分析和实验也给英语教学提供了几点启示即：课程设计要以培养交际能力为目标，以学生为中心；同时教学要注重文化、语境意识的培养。
关键词：英语专业；口语交际能力；调查分析ABSTRACTNowadays, English as a communicating device is playing a more and more important role. Therefore, English teaching and learning become matters of considerable social importance. In order to know the present situation of English majors‟oral communicative competence, a questionnaire survey is made on it..The writer tries to analyze from the students‟ utterances with the contextualization cue as a focus in the process of inference. What‟s more,the empirical investigation and analysis and the experiment show us that FLT curriculum should also be both learner-centered and communication-oriented and the teacher should cultivate the students‟awareness of culture and context through implementing a serious of activities.Keywords：English majors,spoken English communicative competence; investigation and analysisContents1.Introduction (1)2. Oral Competence (2)2.1 Four standards of oral English (2)2.2 The requirement of English speaking abilities for English majors (4)3. Survey (4)3.1 The survey of current status of Spoken English (4)3.2 The results and analysis of survey (5)4. Problems of cultivating English speaking abilities of English majors (7)4.1 Problems in the curriculum setting (7)4.1.1 The limited oral English courses (7)4.1.2 The problems about the teaching material and evaluation system (8)4.2 Lack of diversification means in English Language Teaching (8)4.3 Traditional Culture and Learner Anxiety (9)4.4 Problems of students in the improvement of English speaking ability (10)5. Solutions in cultivating English speaking abilities of English majors (11)5.1 Adjust the curriculum setting (11)5.1.1 The reform of curriculum setting (11)5.1.2 Make uniform and standardized teaching materials (12)5.2 Use of diversification means in English Language Teaching (13)5.3 Activators to Release Students‟ Speaking Potential (15)5.4 Classroom English for Students (16)6. Conclusion (17)Appendix: Questionnaire (18)Acknowledgements (18)References (19)1. IntroductionThe ultimate goal of English language teaching is making students improve their English language abilities of thinking and communicating[1]1.In foreign language teaching, the four basic skills——listening, speaking, reading and writing---have been greatly improved on the part of English major students in the past decades. However, these skills have not been developed at the same rate. Many students understand others' English but can not express themselves effectively in English. For the majority of students, speaking still remains the most difficult skill for them to master even after four years study at universities. It is well known that the teaching of oral English has been the weak aspect of our EFL (English as a foreign language) teaching[2]13. The production of spoken English——learning to speak English is considered to be one of the most difficult aspects of English learning. It is often the case that even English major students find it hardest to improve their oral English. Although they have strong desire and motivation, in terms of concrete learning and practice, they find it much more difficult than expected. As a result, some students are in the dilemma that they can hardly express themselves freely even when they are juniors or seniors. In that case, their advantage over other non-English majors is weakened. Therefore, how to improve and develop oral English teaching in Chinese schools has drawn attention of both teachers and educators, and it becomes one of the most important issues in EFL teaching field nowadays.To change this situation, more efforts have been made to work out more effective ways to improve students' oral English level. Although many researchers and educators have tried to put various teaching theories and methods into practice to improve the teaching of oral English, there is not much progress made so far. Thus, it's urgent for teachers to conduct research on other aspects and to find more effective ways. It is indicated by the survey that the research on oral English teaching, though diverse and various, mainly focuses on its grammatical use and linguistic, but not on the role of psychological factors, especially the role of cognition. Many linguists and educators have studied the objective factors of teaching oral English, i.e. English language itself and its social property, but seldom take the subjects of oral English learning, namely learners, into account. So the methodology procedures suggested by researches haven't produced any obvious effect on the teaching of oral English.Considering the current situation of teaching oral English and its research in China, the author intends to make the further study with the purpose of finding the effective ways to improve English majors‟ oral English.2. Oral competenceEnglish as a communicating device is playing a more and more important role. Therefore, English teaching and learning is becoming a matter of considerable social importance. For learners of English as a foreign language (EFL), oral communicative ability is not necessarily well guaranteed by other receptive and productive abilities, as the former involves psychomotor flexibility in articulation as well as capability in interactive strategies. To make English majors achieve the goal of good oral English we also set the standard of English language speaking.2.1 Four standards of oral EnglishIn order to achieve successful oral communications, all these competences should work together. Besides, after baptism from history, we get the oral English standard of English majors.(1) pronunciation（including volume, stress, intonation and tone）To learn English very well, first of all, we must learn how to pronounce English well. Generally Chinese students think wrongly that the reason why they can‟t pronounce English well is that they don‟t practice enough. Most people think if they can practice reading English more, their pronunciation will be better. In fact, the greatest reason why Chinese people can‟t pronounce English well is that they don‟t know the secret of English pronunciation. Teaching of English phonetics aimed at improving learners ‟pronunciation and intonation is in one form or another included as an integral part in English teaching at different levels and kinds. However, the unsatisfactory performance in English pronunciation and intonation of most English learners in China seems to imply that the achievement of English phonetics teaching in China is not as m uch as expected in improving English learners‟ pronunciation and intonation. Chinese students always have the following problems in pronunciation. (a) They use a similar tone in their mother tongue instead of English which they find it difficult to pronounce(b) They confuse the similar phonology in mother-tongue and English.(c) They are confused by the individual phoneme which made the acceptationdifference.(2) accuracy（including grammar, word diction and tongue）[3]6Accuracy is an important indicator of assessment in oral communication. V ocabulary and grammatical mistakes are serious in students spoken English as an important factor in accuracy. Many studies have found Intralingua factors (such as over-generalization) and Interlingua factors (mother negative transfer) are the two main reasons leading to mistakes. And Interlingua interference with the wrong language is relatively serious. Most of the mistakes come out because they use the Chinese language as their mother tongue. Take the definite article “the” for example, there is no “article” in Chinese, so students do not pay attention to the study “article”. They do not know much about the meaning or the features of the word. And they may believe that definite article will not affect the word much. In addition to the negative migration of the mother tongue, learners do not know much about the grammar similarities and differences between Chinese and English.(3) fluency（including speech pace, match long and short sentences）Oral English fluency is one of the pursued objectives of the second language learning and foreign language teaching. According to Webster's New Third International Dictionary, fluency is defined as: (words), such as mellifluence, easy and rapid. This is the general common-sense understanding. In English learning, fluency usually refers to the ability of expressing themselves freely.(4) communicative competence（including independence, flexibility and speaking manners）In order to speak in another language, one needs to know how to articulate sounds in a comprehensible manner, one needs an adequate vocabulary, and have mastery of syntax[4]3. These various elements add up to linguistic competence which, first put forward by Noam Chomsky, refers to the ability of an ideal native speaker to construct and recognize grammatical sentences in his language. Chomsky‟s linguistic theory excludes all the social factors. While linguistic competence is necessary, for someone who wants to communicate competently and appropriately in another language, it is still not enough since the circumstances in which language behavior occurs will never be an ideal one. People in actual communication are always influenced by some conditions such as distractions, shifts of attention and errors in applying their knowledge of the language in actual performance. Since they havedifferent age, education background, occupation, social status, and etc, their language behaviors are quite different from each other. And all those social factors will be reflected on the language they use. Thus in 1974, the sociolinguist Dell Hymes[5] (1972) proposed the notion of communicative competence as an alternative to Chomsky‟s linguistic competence. Besides linguistic competence, communicative competence also includes a range of other sociolinguistic and conversational skills that enable the speaker to “know when to speak, when not, and as to what to talk about with whom, when, where, in what manner”2.2 The requirement of English speaking abilities for English majorsSyllabus[6]of English Majors in Colleges and Universities require students to achieve these goals in English oral expression [7]:(a) English majors are supposed to master the English language.They can express their ideas more clearly, compensate for breakdowns in communication due to limiting conditions in the actual communication situation in one or more of the other areas of communicative competence(b) English majors are capable of enhancing the effectiveness of communication on different occasions with different people and using appropriate forms of language to reflect the different communicative functions;(c) English majors are able to establish the confidence in speaking English with enthusiasm and interest;(d) English majors should combine accuracy with fluency in the English oral expression.3. Survey3.1 The survey of current status of Spoken EnglishEnglish major students compared to the non-professional English language learners in listening, speaking, reading, writing and translation of various capacities up with a much higher level, they should not only have an ordinary language communicative competence, but also should have to use relatively, correctly appropriate and effective oral English language communication ability[8].To the vast majority of English learners, even they spend years of time in Englishlearning, the oral ability is still the most difficult to grip. Therefore, this article has done a preliminary investigation and study.1) Objective of thesurvey.In order to find the current status of spoken English, 100 English major students of senior and junior in Zhejiang University of Science and Technology were investigated.2) The methods of survey.The survey was conducted by asking students to answer the questionnaires.Researchers on 15, 16, and 17 Mar. 2009 three days, 100 volumes issued, and a total of 87 valid questionnaires were taken back.3) The tool of survey.In this study, the survey tool is a questionnaire [9] a total of eleven questions, in which the first are multiple-choice questions and the next eight are individual-choice questions. And the last one is an open question, about the recommendations of the current teaching and learning of oral English.3.2 The results and analysis of surveyTable 1-1*Multinomial ChoiceAs to the Table 1-1, the data tell us the obvious problems in oral English teaching and learning. And big percentages show that we should find ways to solve the problems immediately. Because, if we don‟t face the problems more and more English major students would suffer from the current oral English system and we will go intoa vicious circle. As to the questions we can analyze these problems:1) The vast majority of students lack self-confidence and realize that the most urgent ability to improve is speaking ability.2) Most students think that usual practice and language environment are the top things related to the improvement of oral English study. Only a few of them think that classroom learning is directly related to it. There are two reasons, the first one is that they think classroom learning is too limited and they can‟t improve much in it. And the second one is that the old methods of classroom learning are too hard to change and be useful to them.3) There is a big majority of the students think that good English is related to good jobs. According to the Survey Report of the Requirement of Using English in the Employment Market, English ability has been a common requirement in employment.4) Because students have less sense of requirements in the Syllabus of English majors they don‟t know what they will learn and how they will develop. The direction of the English majo rs‟ development is unclear. After four years‟ learning and training the students still can‟t reach the goal of teaching and learning.4．Problems of cultivating English speaking abilities ofEnglish majorsEnglish major students compared to the non-professional English language learners in listening, speaking, reading, writing and translation of various capacitiesup with a much higher level, they should not only have an ordinary language communicative competence, but also should have to use relatively, correctly appropriate and effective oral English language communication ability[10]. The development of ideation will help English major students to improve their comprehensive quality.According to the survey we have made. The author has discovered four main problems in oral English teaching and learning. The problems have been the block in the development of English speaking ability.4.1 Problems in the curriculum settingThrough the data in the survey we found that the current English speaking curriculum planning needs to be improved immediately. A big range of the students think that they are unsatisfied with the planning.4.1.1 The limited oral English coursesWe find that oral English classes at the foundation stage are arranged 2 periods a week. It is very difficult to give the opportunity to all the 30 students who can fully practice their oral English, for the time assigned to each student is only 4 minutes a week.From the fifth to the eighth semester, some schools do not have the native speaking teachers, so in the high-grade English teaching, the stage of oral English capacity-building has become a blank. When the students are in the advanced level, they even don‟t have the opportunity to speak English either inside or outside school. That makes them unfamiliar with English speaking language.On the other hand, the English major courses include advanced English, English translation, English culture communication, English reading, writing and listening and so on. These kinds of courses take up large proportions on their own characteristics and they also occupy large percentage on the student‟s curriculum. However, oral practice is paid less attention to in class. Although all the courses are about English, and the textbooks are written in English, the teachers of these courses do not realize they have the duty to help the students cultivate good oral English ability so that they design little oral practice in their courses.4.1.2 The problems about the teaching material and evaluation systemThe English majors don‟t have the scientific system of oral English teaching material or evaluation system. Each foreign teacher gives lessons to students basicallyaccording to their own ideas. And the university does not give them a very clear requirement, while the foreign teachers‟awareness to students‟current level is not clear enough. Therefore, the design of class is sometimes blind in a certain degree. Oral class is a great degree of freedom, and sometimes even a little bit arbitrary. We know that English is not arbitrary[11]. Many regular expressions have their own way, so we must have a system oral English teaching material.The university has n‟t enhanced the communication with foreign teachers, strengthened the management of oral English classes or established a scientific standardized evaluation system.English course evaluation is an important part in English course. Scientific evaluation system is to achieve an important guarantee for curriculum goals. English courses should be based on the evaluation of the objectives of curriculum standards and requirements, the implementation of the whole process of teaching and the results of an effective monitoring would be successfully achieved.4.2 Lack of diversification means in English Language TeachingEnglish speaking courses are different from the Basic English, reading and other curriculums. It is a “communication tool”to study not the “knowledge”[12]. The means of English speaking teaching must break the traditional focus on grammar teaching, instead of subject-oriented body system of perfect model, and make the students in a “natural language learning environment”. From easy to digestive, step by step, emphasis should be laid on spoken language training[13]. The teachers should use new teaching methods to improve the oral English level of students. However, readers can see from the survey that 54 of the 87 English major students are dissatisfied with it, and the rest are satisfied. That is to say more than half of them are dissatisfied with the current teaching methods. Since the current teaching methods can‟t meet the requirements of most of students, they should be improved immediately.The foreign teachers have different professional quality of teaching. If the teachers is not professional enough, the oral English class is not as efficiency as possible. Only high-quality foreign-language teachers can cultivate high-quality students. Oral teaching is a highly practical course, which requires flexibility in teaching methods and teaching art skills.1) The content in class is not compact enough, the instructional design is toosimple, many students do not have the sense of achievement, in terms of language knowledge they harvest less.2) There is no serialization of the design of teaching, each class of the content of these is isolated and have little contact with each other.3) The foreign teachers have too little sense of the student‟s knowledge level, it lead to the teaching content has little connected with the students cognitive level.4) Sometimes, the teaching content is the same in both freshmen and sophomore.The teachers do not meet the two grades students‟ cognitive level.4.3 Traditional Culture and Learner AnxietyWhat hinders students from speaking in class is mostly not the teacher, not the students themselves but the teaching method under the traditional culture[14].Generally speaking, Chinese students tend to consider their teachers the main source of learning, which, to a great extent, results from the philosophical foundation for education in China laid by Confucius, one of the greatest thinkers in ancient China[15].Even today, no one can deny his unparalleled contribution to Chinese education. Many of his wise sayings and maxims still govern the behavior of learners in China. Take TEFL[16]for example, students are still accustomed to a classroom situation dominated by a teacher-centered, book-centered, grammar-translation method and an emphasis on rote learning. Most of the interaction in the classroom is from the teacher to the students, it is only a one-way information conveying or activity guiding. There is little student initiative and, if any at all, little student-student interaction. Teachers who are keen on spoon-feeding their students generally receive higher appreciation than teachers who are not because test results would be linked to teachers‟bonus. Students are likely to associate games and communicative activities in class with entertainment exclusively and accordingly, are skeptical of their use as learning tools[17]. So any attempt from teacher for interactions such as games, role-plays, talk-based communication activities, i.e. pair/group/team work, risks resistance or even resentment are for these students. Chinese culture, teachers are viewed as knowledge holders. If teachers do not display their knowledge in lectures, or if they play games with students or ask students to role-play in class, then students think that their English teachers are not doing their job!4.4 Problems of students in the improvement of English speaking abilityWith social developments, Standard fluent oral English highlights the growing importance in English Major Courses. Oral English teaching is one of the most vivid courses in basic course teaching. It still has some problems from the aspects of students. These issues are part of high school left behind problems. If the problems are not solved in time, they will affect the improvements of the students in English speaking to a large extent.(1) Heavy accent of spoken EnglishThe problem is widespread among students in general. Students‟ pronunciations are affected by the heavy dialect. The students are from different regions of secondary school. They were educated under the impact of examination education, the local secondary education are often re-examination of teaching spoken language skills and neglect the result of the vast majority of students in initial stages, in which their English pronunciations has not been corrected.(2) Poor communication skills —— Spoken words are less.In the initial phase of oral teaching is facing one of the biggest problems is students lack of spoken words. The foundation year of English Majors Level in the course of the input word is not small. However, students‟ word is still the traditional attitude. They try to remember the meaning and spelling of words and rarely take the initiative to learn the use of the word. This influences students during the time of speaking practice. The big lag in oral English has a serious impact on the ability of self-expression.(3) Less time to practice.Proficiency use is unnatural. The important part of oral expression is self-expression. To achieve this degree a large amount of exercise is required The English Major Speaking practice for students in the extra-curricular time is short. On the one hand, it is difficult to find exercise on suitable occasions. At the same time, students themselves are largely inert psychological impact by the Ring expression of natural spoken English to fluency.(4) The psychological quality is not good enough.Lack of confidence is also a problem in the basic stage of the freshman. As the problems listed above led to the unconfident expression, they choose to say nothing, which is why their oral English can‟t improve any more.5. Solutions in cultivating English speaking abilities ofEnglish majors.According to the survey we have made and the problems we have analyzed. The author has discovered four main problems in oral English teaching and learning. The problems have been the block in the development of English speaking ability."Syllabus for English Majors in Colleges and Universities" is a scientific outline with Chinese characteristics in the new era. The “syllabus” in the training objectives and teaching content reflects the communicative competence. However, the problems still exit.The most important thing is to find appropriate ways to solve these problems, and cultivate the English majors to be excellent both in English pronunciations and expression.Here we list the four main problems and the solutions accordingly in oral English teaching and learning. The first one is from the aspect of the education system and the college operation; the second one is from the aspect of teaching methods of the oral English teachers especially the foreign teachers and the last two aspects are of the English majors themselves.5.1 Adjust the curriculum settingWe have known the situation that the period of professional oral English classes in the foundation stage is 2 times a week. It is very difficult to give the opportunity to all the 30 students who can fully practice their oral English, for the time assigned to each student is only about 4 minutes a week. However, the fact is that the teacher speaking takes up most of the time so that most students don‟t have the opportunity to open their mouths or have conversation with the foreign teacher. So the time divided to each student is not equal. And we don‟t have oral English lessons in the advanced level. If the students do not use extra time to strengthen the oral training, their spoken English ability is hard to improve. From the fifth to the eighth semester, some schools do not have the native speaking teachers, so in the high-grade English teaching, the stage of oral English capacity-building has become a blank. When the students are in the advanced level, they even don‟t have the opportunity to speak English either inside or outside school, which makes them unfamiliar with English speaking language. On the other hand, the English major courses include advanced English, English translation, English culture communication, English reading, writing and listening and so on. These kinds of courses take up large proportions on their own characteristics and they also occupy large percentage on the student‟s curriculum.However, oral practice is paid less attention to in the classes. Although all the courses are about English, and the text books are written in English, it is still a waste of resource, because it does nothing with oral English ability improvement. Also the teachers of these courses do not realize they have the duty to help the students cultivate good oral English ability.5.1.1 The reform of curriculum settingWe should adjust the curriculum setting, which should make more chances for the students to talk with or even make friends with the foreign teachers. The oral English classes should be set into each semester during the four years study. No oral English class in junior and senior teaching and study would lead to serious problems of the whole English majors.The students should establish the language environment by themselves. We should get at the root of the problems and bring up some related countermeasures, so as to improve the teaching quality and level up the general standard of students‟pronunciation and intonation. To realize the English majors sustainable development, the major setting and curriculum arrangement should be lead to market system, instead of running a school by closing the door, we must run the school according to the talent market and social demand and change with time.As we all know, the reason why it is difficult for Chinese students to learn English well mainly is the lack of language background and environment. How to get rid of this bottleneck is the study subject of Language education. Swain[18] carried out in 1985 the famous "water test" (immersion program).“She argued that French immersion students do not demonstrate native-speakers productive competence not because their comprehensive input is limited, but rather because their comprehensive output is limited."The curriculum setting should be adjusted to the requirements of the situation and the students. Practice makes perfect, that is why we should set more oral English courses and give more opportunities in the other special courses to input and output the speaking language.5.1.2 Make uniform and standardized teaching materialsThe oral English classes of English majors should have scientific system of oral English teaching materials[19]and evaluation system. It is commonly to see that the foreign teachers give lessons to students basically according to their own ideas. So the government and the education department should set the oral English teaching。
