如何在英语教学中提高农村学生的口语能力

How to improve English speaking ability of rural studentsTian Wenchang City schools Zhang Min WengAbstract: Communicative competence is our ultimate goal of language learning. The English as a language tool subject, with increasing globalization, it is also growing attention has been paid. How to make students effective learning English, how to improve the teaching of oral communication ability of students, teachers, teaching has become a new highlight and difficult. This article from the actual conditions, according to my last few years of teaching practice, talk about some of the views of teaching oral English. It is hypothesized that students’ oral practice will be greatly increased by well—designed activities in this respect.This hypothesis is verified by four—week practice of well—designed oral work activities.methodlogically,some methods are used,and they are analytic method,cause analysis,questionnaire survey, brainstorming activation,and so on.Key words: oral English teaching一, oral teaching "three banks"1. The old teaching concept.The implementation of long-term oriented education, the big test in the "Director" under the guidance of so many teachers simply regarded as a simple English grammar teaching. Allow a test of English teaching into what what to teach, learn what the single loop course. Too much emphasis on words and grammar to explain, would not have too much time and energy to conduct oral drills. Miss the students in this regard the development of talent and potential, making oral teaching has become on paper, a direct consequence, creating a group of "high score" types of "dumb" students.2. Students of psychological factors.Students in rural areas as the closed environment, the lack of communication channels and other reasons, most of them tend to be within the character of a quiet, timid and shy and even inferiority. In the classroom, the teacher in the above eloquent, the students sat below. Once the questions teachers, students fear and trepidation, finally stood up to answer questions, also Qiqiyiyi, red in the face, mouth does not mind, I lied. This is such a case, the practice of many teachers is that there is a problem or scenario training, they tend to perform better on a few students who can not fully take into account, it also caused the polarization of the students are serious against the general enthusiasm for learning English.3. The lack of the necessary external environment.Candlin that language learning is "a highly social activity, in the activities of learners in the negotiation process, the learner has knowledge to share and optimize the knowledge requiredto learn to master the contents of the course." Thus can see, learning English need a good external environment, if the teacher only by teaching, learning English is an impossible task. But for many rural students, access to real situations to communicate in English is limited, or even no, all resource can only come from books, from the classroom, the ability to improve their communication, is extremely unfavorable.Above, we can see that rural students to improve English speaking ability is a long and difficult process. Not only start from the teachers themselves, who started from the students, but to pay attention to the external environment. Only by understanding where our weaknesses before we can prescribe the right medicine to make teaching a more highly appropriate and effective. How to improve their English speaking ability, I have some methods.Second, improve the speaking ability of the methods.1. Analytic methodThe new curriculum standards in English A significant feature is stressed that teachers should be concerned about the feelings of students, autonomous learning ability and the spirit of cooperation, focusing on the development of students. This requires that we first have to break the "examination" of the prison, clearly not just for English exam is just a means of teaching us, not "testing stone", not "baton," `the purpose of teaching is only one is to enable students to enable students to master some basic knowledge of English and listening, speaking, reading and writing skills, a certain ability to use the integrated language. In short, all for the development of students. Second is to change the traditional dominance of teachers teaching. Not in the center of classroom teachers, and students of the relationship is not simply accept and be accepted relationship. Teaching students is the starting point is the process of teaching active participant, is full of personality and creativity of the individual. The teacher's task is more just a guide, supervisor, teacher who inspired who. Finally, to break the traditional classroom, "storytelling style" of teaching. Gradually out of conscious, analytical tendency to learn a language structure, out of focus on theory than practical teaching. English is different from other courses to learn the biggest feature - said. Of course, "said" is not a teacher, "said," but should allow students to "be able to say", "would say." This requires teachers to directly provide a learning environment for students in this learning environment, students not only get the appropriate language output, but also participate in creative communication. Way to learn, obviously, and "storytelling" type of model is the odds of.2.Questionnaire surveyI made a pilot investigation in this respect to know more about the question.For this purpose, I designed a research procedure like the follows.One day, I gave them two oral tasks recite Lesson Unit 3, and from groups voluntarily to make a new dialogue.The title was”What were you doing when the UFO arrived?” The next day, I got the following feedback: Only some students were speaking as I told them. The rest did not do the oral tasks. Then i asked them two questions. One was why some students had done the oral tasks.The students’ responses:First, those who have made new dialogue said they enjoyed speaking English and they also liked to practice oral English with partners.Second,they thought a huge amount of written homework given by the teachers of different subjects must be handed in the next day. And all the teachers would check it carefully, while the English teacher might spend a little time checking the oral task, so they had to finish other subjects’ homework first, then they began to practice, or they had no time to do oral tasks. Third, they felt it very difficult to recite such long lesson. Since most of my students did not do the oral practice i asked them to do after class, i designed a Questionnaire to find out why it should be so.All of them 50 students returned their form to me. When all these data came in, i made some satistical evaluation. The results showed that 40% of the students didn’t speak out in the class in fear of losing face or being shy. 30% of them didn’t know how to express themselves. Moreover, 20% of them were just not willing to speak out in the class but they want to do well in the exams. Last, only 10% of the students are interested and willing to do the oral practice. Based on these statistics, I came to understand more clearly the situation in my class, which would lead to a quicker solution.3. Use of materials, create a good atmosphere for teaching.Rogers pointed out that the American psychologist: Teachers should form a good psychological atmosphere of classroom responsibility, to make students more fully, enthusiastically involved in the teaching process. View of the rural students shy, self psychology, to create a good atmosphere for teaching students in the classroom is to remove the psychological tension bound to break the barriers between teachers and students, will translate into enthusiasm for teaching students to be more active remedy. English as a highly interactive tool for discipline, the students can create a good learning atmosphere, but also our teachers are qualified to judge whether the dedication in the world. So how do we create such an atmosphere? Time to time, cooperative learning, communication training for several simple situations? This is unrealistic, a good atmosphere for teaching should be student teaching practice in the long form is a kind of mutual respect, mutual exchange, mutual understanding of the interactive process. It requires teachers to pay long-term, long-term efforts. This feature also forced teachers in the classroom teaching must be based on material, flexible use of teaching materials, teaching materials excavated from the new point, bright spot.And compared to previous single textbook, now use the new materials with rich, informative and varied, closer to life, interesting, illustrated features, which gives teachers a good conditions and opportunities. We should make full use of such resources and conditions for English language teaching is more rich flavor of life, student life, to stimulate students curiosity, eager to learn psychology. For example: teaching "What color is it?" When I first come up with bananas, apples and other fruit and a pile of common, students are curious, at once put their attention to the classroom, I am not anxious the carrying out new courses, the first one by one asked them "What is this in English?" let them relax psychological, and then slowly introduce the theme of today's "What color is it?", for the good performance of the students, I directly in the hands of the fruit reward to them, the students are happy, very high interest in learning, the classroom atmosphere was very active, I can easily set the completion of the teaching objectives, but also indirectly learn the contents of the review of the previous Competition.3. Set suspects home interest, of students to "open"Tao said: Interest is the best teacher. For language learning, the interest is particularly important. Students refused to open, more of a psychological factors. Doubt designed to set interest is to eliminate their psychological barriers and inspire students to intelligence, to stimulate students interest in learning the only way. According to students from low, relatively poor characteristics of communicative competence, we can start a simple greeting of communication, such as "Good morning!", "How are you?", "Nice to meet you!", "Hello!", " Goodbye! ". Set this simple question and answer common statement said it could take the initiative and dialogue with students, let off every opportunity for dialogue. Make them a "I can speak English. I can do well." Feeling. For each student to speak, we ought to give a positive rating - "Good", "Very good!", "Thank you!" And so, for those who do not want to open, and we should actively induced - "You can do it", "I believe you", through their words and deeds, to the students convey an appreciation, trust and respect of information, so that the students willing to open, in practice, establish self-confidence of students.When students interested in being induced out, teachers should seize the opportunity to guide the students to question the progressive layers of circles, to maintain its strong desire to learn, to maintain long-lasting attention. Teachers should carefully design the one hand, clever question, on the other hand, stimulate students find problems, ask questions. If teaching Unit 3 "This is my sister" this topic, I let the students come up with their own family photos, so that they introduce their family members, to grasp "this is ... ..." and "that is ... ..." sentence type of singular and plural forms of oral communication to mobilize their enthusiasm, and then I asked Hot Strike Student: "Do you have brothers or sisters? Do you like your family?" and then in groups of 4 students to give them 3 minutes were to introduce their family. Several questions are given: (1) What do your parents do? (2) What are the names of your families? (3) What do they like? ... ... And then ask students to answer, let them introduce their family situation say some interesting things at home, the students a great time, positive statements, classroom atmosphere. Not only to their own teaching purposes, is more important is to strengthen exchanges with students, interaction, greatly arousing their enthusiasm for oral communication.4. Integration of resources, cultivate the habit of English communication.At present, the rural schools and urban schools in the teaching facilities, teaching conditions, school management, teaching staff and so there is a certain distance. This requires that we must be according to their actual situation, integration of resources, the initiative to help students develop oral communication habits.(1) The English of the classroom layout as much as possible. In order for students to create an all-round English-speaking of the environment, the classroom layout from Ban brand, curriculum, advocacy column, learning garden, and even the Tong Zhi Jian Dan all OK as far as possible in the form of the English language there so that students accepted the English monasteries Zhi Shi to increase the intimacy of the English, speak English well as foreshadowing.(2) create an English Corner (English Corner). Back to the students in the classroom to create an English horn, the week the communicative language learning, more difficult to have set out to master the content, so that students reading comprehension. Morning Reading arrangement in accordance with the time in English, each elect a moderator, so that rotation classmates, organize the students to conduct a dialogue scene, then the situation or the problems the situation back to the teacher, the teacher can organize content based on these conditions and timely guidance to students preparing for the smooth exchange.(3) formation of English interest group. Backward in accordance with the principles of art, to better student learning in the group insert points, so that they play a lead in learning, sharing the lead role. Collection of each group at least once a week for students to Free Talk, their organizations dialogue, to provide students with a place would be able to say. Such a large number of scenarios communication training, a change in the effective opening shy habits, while also improving their oral communication ability, let them realize, in fact, communication is very easy thing.5,3, ConclusionEffectively improve the English ability of rural students, is a long way to go but also of every one of us the responsibility of English teachers in rural areas. It requires us to remember the moment in the heart, from himself, from the little things, only in the continued improvement of their quality at the same time, proceed from the interest of students, from our actual situation, step by step implementation, it will not allow it into empty talk. I believe that as long as a stage for students, rural students could be deduced as exciting.References:Qin Wang Benedict "English teaching strategy of" [M]. 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