On English Study 英语论文.doc

on english study english is an important subject, so we must try our best to learn it well. but that is the problem: how can we learn it well? some people think that if we want to learn english well. we must learn english grammars well first. others believe we wont learn english well if we cant remember the words and phrases as many as possible. i think grammar rules, new words and phrases are important, but they are not enough. for example, some people are quite good at grammars and learned a lot of english words and phrases by heart. but they cant speak english when they meet foreign friends. the best way to learn english well is to often use english. dont be afraid and dont laugh at others. wed better listen, speak, read and write more .if we can speak english all day, you are sure to master english well and youll be able to become interested in english. english isnt so difficult that we cant learn it well. and im sure everyone will be successful. my opinions are as follows: i think the first point is that to learn them well，we should have interestsas is known to all，interest is the best teacher when i was a little girli admired very much the beautiful actress，with glorious gown，sitting before the piano，playing beautiful melodyso i asked my parents to let me learn to play the pianogradually，i found i began to love the lovely keys and noteswhen i struck the keys， i felt like a stream flowing through my hearti know it is the interest that made myself learn to play the piano，so is the english studywhen i was young，my brothers and sisters always had english books and readi wanted very much to understand what they were talking aboutso when i entered the junior middle school i tried my best to learn english welli think it is also the interest that made me to learn english the second point i can summarize is you should take painsi think all of you agree with itwe often say” three-minute wonderful performance on the stage needs ten-year hard work”the finest time i learned the piano，i wasnt accustomed to the hard wooden piano key and dull exercisesbut it was the love for the music that made me encouraged my insist on and onduring the course of studying english，i also met a lot of difficulties，such as dull reciting，but i held the truth” no pains，no gains”，and never gave it upthen gradually i find it easier for me the third point is that when speaking english you should pay attention to the tempo and the pitchas i was playing the piano，my teacher told me i should pay much attention to the tempo because it is the core of playingwhen we speak english，we should also pay attention to the tempothat is to say， he pays his attention to his pitchpitch is very important when ones expressing his ideas how to study english well is a very complicated question, especially for students. in china, as students we have not enough opportunities to communicate with native speaker. usually we study english in classes from high school, obviously it is not enough. but nowadays it is an impossible work to change this situation, so how to study english well in this case? i have some ideas though i am not a good student. as students in school, we have to learning english for english is an international language and our country is playing an important role in the word. the first step of learning english is to remember a lot of words and expressions; its the basis of good english. then we can use them and learn some difficult sentences. the most important thing i think is hard working. firstly we should try our best to grasp a great amount of new words, which is the most important thing. just like beginning our own language, we should have the words tool to build up the sentences and articles. there are many approaches to recite new words, while my advice is to find an excellent dictionary: english-english dictionary. from it you will learn and understand how to use these words well according to english habits. secondly today we have many ways to get multi-media dates from tv show, movies, internet and radio. all of them will help us just our pronunciation and accent and make us speak more like a native speakers. because these dates are the latest, we can learn and touch the most popular and local english. last but not least english is more than a subject that every student has to learn in school life. english is not only a communicative tool but also an offspring of cultures. we may find it when we study the history and culture of america, where the culture is mixed and complicated. nobody on the earth can tell the exact character of american and the identical style they share, even the local americans cannot. people from all around the world consist of this great nation. why i call it a great nation because i think it may stand for a tendency of the future development of human. many years later the world will become more globalize, and people will be tied together tightly. so, in this degree, to understand english as a culture is necessary if you want to study english well. and when you are learning a culture, especially a global spread language like english, dont try to learn any english you meet, that will be an everlasting task. there are differences between english, so be careful when choosing an ascent you like. the endeavor to learn all kinds of english is idiotic.after learning the experience of other students，i think i still need to make a lot of improvement in my english study，and if i find other common points between piano learning and english learning. the things we do best in life are the things we enjoy doing. if you arent having fun learning english, youre not studying the right way! you can be a serious student who has fun at the same time. make up your own rewards program to give yourself incentives to stay on task. how to improve students speaking ability chapter i. introduction as far as learning english is concerned, chinese students face a number of problems that are probably specific only to the chinese context. english teaching in china usually starts at junior schools, in many big cities at upper grades in the elementary schools. at first sight the chinese students exposure to english as a foreign language looks quite similar to that of students in western countries, but the results are quite different. in china, although an average college student has generally spent more than ten years in learning english, he is still extremely poor in the four skills of the language, namely listening, speaking, reading and writing, especially in listening and speaking.seen in terms of language education, what causes considerable problems in class, especially for teachers aiming at creating communicative competence in a second or foreign language, is the issue of getting students to produce spoken english. the paper attempts to provide an analysis of the factors that account for the present difficulties in promoting spoken english n schools in china. then some suggestions will be given to improve students speaking abilities.chapter ii some problems in english teaching2.1 the out-of-date teaching methods in china, there have been several main teaching methods. currently most teachers of english still adopt the grammar-translation approach in their class. in this method, teachers ask students to repeat the words and expressions, then explain vocabulary and language points in the texts. usually they teach students how to put sentences together to form paragraphs and how to analyze sentence structures in details. this approach assumes that when students know enough english grammar and lexis, they can then read and write well in english. it is very useful for academic work and for passing written exams, but it is less useful for improving students spoken ability.2.2 three-centered teaching formthree-centered teaching form, namely teacher-centered, test-centered and board-centered, can be usually seen in an english lesson in china. chinese students are taught to obey their teachers since their childhood. students are seldom encouraged to challenge their teachers. when a teacher comes into classroom, students automatically stand up to show their respect. the platform where the teachers give a lesson is higher than the floor so that the teacher always overlooks the whole class; all these are not good for teachers and students to communicate with each other. teachers write all the instructions on the blackboard, students are busy taking notes or concentrating their minds on receiving them passively. in most cases, if teachers dont invite students to ask questions, the later will remain silent and not interrupt the teachers speech.2.3 low or uneven participationthere are about 40-60 students attending one english lesson in china. this means that each one will have very little talking time. it is compounded by the tendency of some students to dominate while others speak very little or not at all.according to some surveys, only 19% of the students in a class are high-level ones who can basically express themselves or achieve their communicative goals with the four skills, although they may often make mistakes in their communications. 58% are middle-level students who have certain abilities (usually in reading and writing) to communicate but usually unable to achieve the goal in listening and speaking, or those who make too many vocabulary or pronunciation mistakes. the low-level students (16%) include those who can do some reading, but can hardly employ the other three skills to communicate. the rest of zero-level students, about 7%, consist of those who never or seldom learned english before because of either inadequate educational conditions or for other reasons.2.4 no emotional climate of learning situation in an environment where learners feel anxious or insecure, there are likely to be psychological barriers to communicate with others. also if anxiety rises above a certain level, it is an obstacle to the learning process. unfortunately, the situation where english learning takes most often- the classroom can easily generate situations where students feel over- anxious. in an english class, students are often asked to perform in a state of ignorance and dependence may engender feelings of helplessness. they have to produce unfamiliar sounds in front of an audience when they do not perform adequately, they may be subjected to comment and correction, with their limited communicative competence, they may have difficulties in relating to others or presenting themselves adequately. for example, making causal conversation or expressing spontaneous reactions may be difficult, and attempt to do so may result in misunderstandings and laborious efforts to explain. unless they have firm confidence in themselves, they may come to feel that they project a silly boring image and become withdraws.2.5 mother-tongue usechinese students are often reluctant to say things in english, worrying about making mistakes, feeling fearful of criticism and losing face, or simply being shy of the attention that his speech attracts. because all the students in a class share the same mother tongue, they may tend to use it, it is easier and nature.2.6 no chance to use english many aspects of second language acquisition occur through natural learning mechanism that is activated when the learner is involved in communicative activity. if this is so, it is important for the learner to have access to the situations where the language is used as a natural means of communication. china is a chinese-speaking country the students have few chances to talk with english speakers. from above, we can conclude that if we want to improve students speaking ability, we should do two aspects. firstly, from theoretical part, realizing the relationship between teaching and learning. secondly, using different ways to change the current situation. chapter iii language teaching and learning in the past, most teachers have been trained to teach, not to think about language learning. yet everything that is achieved in the classroom depends eventually on what goes on students minds. as a teacher, the knowledge about language learning and teaching should be firstly studied.3.1 understanding the students contribution to learning all successful teaching depends on learning. there is no point in providing entertaining lively, well-constructed language lessons if students do not learn. the proof of the teaching is in the learning. one crucial component is second language learning is what the students bring with them into the classroom. when these learners start learning the l2, they have already formed their personalities and minds, and these have profound effects on their ways of learning and how successful they are. it helps us to understand how apparently similar students react differently to the same teaching technique, while revealing the problems that all students share.3.2 understanding the goals of language teaching the reason why the second language is being taught depends on overall educational goals, which from one country to another and from one period to another. most of these have been explored in the l2 learning. and it can help define the goals of language teaching, access how achievable they may be, and contribute to their achievements. it is not for teachers, the methodologist, or any other outsider, to decide whether a language should be taught for communication, for brain training, or whatever, but for the individual student to decide. without an understanding of why people need to learn other languages and of how knowledge of other language is stored and learnt, teachers will always be less effective. in the chapter, i will give some suggestions to reach the goal of improving students spoken ability.chapter iv some suggestions during the past few decades, there has been a worldwide growth of interest in teaching and learning. not only industrially advanced countries but also rapidly developing ones have attached great importance to it. and some have achieved great success. lets take canada for example.4.1 immersion program in canada canada takes the immersion program as its teaching method, involving the teaching of french, is likely to be more successful than conventional ones. because the language taught in schools is treated as medium rather than a subject. it can be seen as applying principles to the general curriculum of school education, presenting language as a service for the achievements of others than language objectives. it puts into operation on a more comprehensive scale, a proposal for english teaching pedagogy. if students become bilingual by being immersed in french in canada, them perhaps all we need to do is to immerse chinese-speaking children in english. to achieve this goal, there is still a long way to go. currently, what can we do to reach it?4.2 using modern teaching methods communicative language teaching is one of the modern methods that can be applied to improve students communicative abilities. in this method, teachers can set different tasks and activities to encourage students to communicate in english. the task of activities includes newspaper report, information exchange, role-playing, discussion and problem-solving in pairs or groups. the last one can increase the amount of students talk in a limited period of time and also lower the inhibitions of students who are unwilling to speak in front of full class. this method emphasizes the functions of language, helps students to know whom they are communicating with and what feelings they want to convey.4.3 using some communicative strategies when students experience a problem in expressing themselves and must either change their meanings or grope outside the repertoire of language that comes spontaneously, teachers can offer them some communicative strategies.4.3.1 adjusting the message when students encounter a problem while an exchange is actually taking place, they may decide to alter the meanings they intended to communicate. for example, they may omit some items of information, make the ideas simpler or less precise, or say something slightly different.4.3.2 using paraphrase a student may use, for example, description, to express the meaning he wants to communicate. for instance, a student who couldnt recall the word “kettle” he could say “boiled water” instead. it is a suitable strategy for maintaining linguistic accuracy.4.3.3 using approximation a student may use words which express the meaning as closely as possible. this means using words that are less specific than the intended meaning. for example, some fruit instead of pineapple. it also means using words that really refer to something else.4.3.4 using nonlinguistic resources even in native language, we often use nonlinguistic resources, such as mime, gesture or imitation to make our meanings clearer. for example, we point and say, “put it here” or we make a gesture and say, “it is this kind of shape. as every student and teacher knows l2 speakers can profit still more from these nonlinguistic means for complementing their linguistic resources. in general, the level of language needed for a discussion should be lower than that used in intensive language-learning activities in the same class. it should be easily recalled and produce by the students so that they can speak fluently with the least of hesitation.4.4 the roles of teachers not only are the teachers the fonts of knowledge with the answers that learners may seek, but they are more like mentors or coaches who inspire or motivate the students to find the answers themselves. they are also problem solvers who help to keep t