英语本科毕业论文-An Exploration of Oral English Teaching at Middle School in Rural Areas of Qian dongnan.doc

An Exploration of Oral English Teaching at Middle School in Rural Areas of Qian dongnan -A Case Study of the Third Ethnic Middle School in Congjiang County 学科代码： 050201学 号： 2008404040 本科毕业论文（设计）题目：An Exploration of Oral English Teaching at Middle School in Rural Areas of Qian dongnan-A Case Study of the Third Ethnic Middle School in Congjiang County学 院：外国语学院 专 业：英语 班 级：08级本科(1)班 学生姓名： 指导教师： 2012年 4 月 22 日1An Exploration of Oral English Teaching at Middle School in Rural Areas of Qian dongnan -A Case Study of the Third Ethnic Middle School in Congjiang County Abstract: The language is a tool of communication, so cultivation of English communicative ability is the fundamental purpose of English teaching. China has more and more contracts with the other countries in the world since its entry into World Trade Organization. As a common language. English is thus playing a more and more important role in every aspect of Chinas society, economy and life. Oral English is increasingly demanded. Nowadays, English teachers in middle schools are concerned about not only English language itself, but also develop the integrated pragmatic competence of students which includes not only speaking, writing, reading, listening, but also attitudes, cultural awareness, students self-features. Speaking is on the top of other skills in learning language. Students English ability is mainly judged by their spoken English in real-life situations. The key point is that with how teachers improve the oral English of students , especially in less developed areas.In rural junior middle schools English teachers teach itself only language with little or no attention to oral English teaching. Considering the current situation of English teaching in rural junior middle schools, the author of the paper believes that the key issues are to reform the teaching methods. English teachers should provide enough classroom time for their students to practice their English because the classroom is the main channel of teaching. This paper focuses mainly on the designing speaking activities which can encourage the students to open their mouths to speak English.Key words: rural junior middle school; students; oral English ; teaching problem14ContentsAbstract.11. Introduction.22. The Present Situation of Oral English Teaching at Middle School in Rural of Qian dongnan.32.1 The Influence of Psychological Barriers.32.2 Lack of English Communicative Atmosphere.32.3 Do not Pay Attention to English Teaching. 33. The Problems of the Third Ethnic Middle School in Congjiang County.43.1 Opening the Mouth is So Hard to Speak English .43.2 Easy to Forget.43.3 Lacking Basic Writing Skills.54. The Results of the Survey and analysis.55. The Authors Several suggestions.75.1 Try to Insist to Use English in Teaching.85.2 Encourage Students to Speak English.96. Conclusion.9Acknowledgement.10References.111. Introduction Language is a kind of communication tool, the language of the social intercourse function is the fundamental function of language. Rural middle school has so many students in its class. Listening ability training must be achieved through a lot of repetition, each student should have done enough practices opportunities. Commonly, each one has 50-60 students or so. Class size so big that difficult to take training activities effectively, make students speak less chance of practice and the ability to improve oral English naturaly.Electrochemical materials equipment and material are so rare that students have not got the opportunities to listen to English . English ability progress must be based on a large number of listening , and the whole rural students in Qian Dongnan, because the audio-visual teaching material equipments and materials are rare of all sorts of reasons, they seldom to listen to English materials and these elements affect their oral English practing, this affects the studentsoral English teaching.The teaching of oral English lacks of necessary language environment. The rural school students seldom got authentic and enough English learning atmosphere for except their limited weekly English courses of the English classroom, have few opportunities English. The students from the class of the oral training within a bit can also be difficult to get outside review consolidate. This English language environment has great impact on their oral English improving.The influence of the psychological barriers. Play big role in oral English learning. Because English fundations are not solid, such as the pronunciation and intonation are not quite accurate standard, vocabulary, sentence structure, grammar training are not enough, they are afraid to read aloudly and lack recite , the students are shy, because they dont want lose face. So students speak difficult. This situation lead to a vicious circle-without get in, of course, afraid to say.2. The Present Situation of Oral English Teaching at Middle School in Rural of Qian dongnan2.1 The Influence of Psychological BarriersThe English sentences in the textbook are not difficult very much, the difficulty of English learning mainly comes from itself language characteristics. Chinese is our native language, we have been learned from baby period, because without other language interference, so its very easy for us to mater our mother tongue. But the students in rural areas didnt began to learn English till getting in middle school, they are used to think things with Chinese. Whats more, the children in rural areas usually be too shy to open their mouths to speak English. And they are afraid of making mistakes and be punished by their teachers, In this kind of psychological barriers. The students will be too nervous and anxious to think and express fluently. In this situation of no real English atmosphere, they have no confedence to speak English. So quite a large number of students would rather write instead of speaking. In the influence of“dumb English”, they will ignore the most basic communication function which is unfavorable for the longterm development.2.2 Lack of English Communicative AtmosphereThe communication teaching advocator Wright thought that the success of language learning is to let the students in a effective oral communicative environment. But for the countryside students the opportunities of contacting with real English communication are very limited, their language learning and training environment mainly in the classroom, and because of lacking English teachers and in class the English teachers vary organize their class with English and due to lacking of classy meaning of teachers and students thought, informational, emotional communication.2.3 Do not Pay Attention to English Teaching In the countryside, many students and parents feel that learning English is just for tests, written examination achievement to measure whether the students learn English good or bad, almost of them dont pay enough attention to English, teaching and learning only stay in vocabulary, grammar and language points and the oral English teaching activities also just float at the surface and do some formality, the effect of so the students will only have the ability to read but fall to speak in the effect.3. The Problems of the Third Ethnic Middle School in Congjiang County 3.1 Opening the Mouth is So Hard to Speak EnglishOpening mouth is the most important for the students to learn a foreign language well, In the rural areas minority children usually communicate by native language, they are so shy and afraid to ask and answer questions because they are afraid of making mistakes, and lack of real English study atmosphere, the training in the classroom is difficult to achieve the desired effect. That how to keep rural students can speak English well?Encourage the children to speak English. First of all teachers can guide students first from the most simple words or actual words the students life and phrases which close to rise, such as Good afternoon / Hi / Thank you and so on. The teachers often praise and encourage them, so that they will have enough confidence to practice. Secondly, organize English interesting group. The monitor and other learning representatives can help the students who are not good at English learning and also Encourage excelent students. Study competition, the position of equality, in the class all of the students can learn in a good learning atmosphere.3.2 Easy to ForgetTo remember English words is based in learning English well. Due to restricted conditions rural children can only repeat practice, increase the frequency of vocabulary . In view of this situation, in the teaching process, the teachers should pay attention to use memory theory to guide students in learning and memory. The author think that in English teaching the teachers should pay attention to guide the student to seize key points, and ask them to find out the key words, the key sentence structures and key paragraphs, and purposely repeatedly learning, enhance memory. Secondly, require the students to understand the text, to strengthen the understanding memory the teachers ask can also the students to understand the content of the text, find out the text hierarchical structure, on the basis of understanding of the text on memory. So, is the memory of the material is a more solid, not easily forgotten. And they often review.3.3 Lacking Basic Writing SkillsEnglish writing is based on the foundation of the language, in the rural areas of minority children usually are told the native language in Chinese, write English sentence is very difficult. Guides the student to utilize the cohesion to write reading the text summary and complete each unit of writing exercises and training their ablities of connect a sentence into article.4. The Results of the Survey and Analysis(A) The questionnaire investigation data aggregation and statistics (this questionnaire issued 100, total received responses from 90), now, according to three classes in the questionnaire, collect as follows:1. Problem (1): 10% of the students like English very much; 55% of the students like English; 32% of the students dont like English; 3% of the students hate English.2. Problem (2): 17% of the students think oral English is very important; 58% of the students think it is important; 8% of the students think it is not important; 17% of the students think dont know.3. Problem (3): 35% of the students think that they want to speak fluent English very much; 53% of the students feel like it; 4% of the students think dont want to speak English; 8% of the students think dont know.4. Problem (4): 5% of the students in the English class always speak English; 47% of the students sometimes speak English; 31% of the students rarely speak English; 7% of the students never speak English.5. Problem (5): 4% of the students in daily life use English to communicate with students; 47% of the students speak less; 35% of the students think cant speak; 14% of the students never speak English with classmates.6. Problem (6):17% of the students think that oral English is important and have big influence of English study; 39% of the students are not clear; 11% of the students think it has no effect.7. Problem (7): 8% of the students in class take part in the activities that can be the requirements of discussions and exchanges in English; 30% of the students basic can; 42% of the students can; 20% of the students cant.8. Problem (8): 22% of students in the extracurricular like to listening or sing English songs; 44% of the students also can; 26% of the students dont like; 8% of the students not to hear.9. Problem (9): 17% of the students dare loudly to say English; 11% of the students basic dare; 55% of the students sometimes dare; 17% of the students never dare.10.Problem (10): 10% of the students are ready to learn English through say English every day; 9% ready to listen to English songs every day; 55% of the students take the class seriously; 26% of the students did not know how to learn English.11. Problem (11): 33% of students want to improve oral English very much; 50% of the students want to improve oral English; 4% of the students dont want to; 13% of the students think it doesnt matter.12. Problem (12): 37% of the students think said English fear most in English class is the mistake of pronunciation; 30% of the students are afraid to have grammar mistakes; 22% of the students are most afraid of nervous; The most afraid of being classmates laugh at 11%.13. Problem (13): 28% of the students like most the oral teaching way is to tell the stories; 15% of the students like most of the way is to listen to the tape and read; 46% of the students like most of the way is to read or play game ; 11% of the students like most of the way is group discussion.14. Problem (14): 22% of the students think that listen to the tape and read to improve their oral English activity is most helpful; 28% of the students think that to read the story to improve their oral English activity is also most helpful; 32% of the students think that make dialogues to improve their oral English activity is most helpful; 18% of the students think performance activities to improve their oral is most helpful.15. Problem(15): 46% of the students think to speak English well is the most important; 40% of the students think the most important part of English is words and sentences; 3% of the students think is to often watch English movies; 11% of the students dont know.Open question: most of the students think has some difficulties in oral English. Among them, 38% of the students think memorize words and study grammar is difficult; 34% of the students think oral English is difficult, but cant say the reasons; 26% of the students think that talk with classmates in English have difficulty in pronunciation, cant read the words, causing tension cant flow express their meaning, cant overcome their shy feeling; And 2% of the students think because they usually cant keep up with the teacher, so dont want to learn spoken English, and so on.(B) Related Material AnalysisThe information of survey data and communication shows that most students seldom communicate in English with classmates, and rarely take part in extracurricular activities of the English communication, although almost of them think speaking in English study is important, think speaking oral English well will improve your poor English, 83% of the students want to improve their spoken English. At the same time, many students think that the teacher pay attention to explain knowledge, drive plan, theres not much time to let students practice oral English, students in the class, the space and time is insufficient, relatively drab form of activity. Some English classes became heard that class, the interpretation of the class, let students practice machine language, reciting sentences and text, etc. 80% of the students hope their teachers can organize the student to carry out the inside and outside the class oral communication activities. Hope the teacher in class to arrange of special hearing training, increase between teachers and students, the interaction between movement, exchange activities. Provide students the opportunity to exercise more oral English, let the students exercise their English communication of courage and ability. Of course, now is the information technology era, therefore, in addition to class, many students also had to go to the other way of oral communication activities, and to watch the all kinds of English program.5. The Authors Several Suggestions American psychologist Bruna said: the best power is to study interesting learning material. The current junior high school English teaching materials lively and interesting, close to the life and every unit are in dialogue in the form of oral English teaching in middle school occupies an important position. Communication teaching method is to provide us a training students oral communication ability in an effective way. At first, language is a spoken language, only speak, you can learn it well, and open his mouth is a middle school students learning English task. Young students has the very strong language plasticity, in their language learning golden age, if in primary and middle school age had not suffered language skills, and other aspects of the strict training, wasted young students in the language study the advantage. Language teaching is an important purpose of the training of the students language skills, and language skills to through the teacher elaborate design activities to train to accomplish.From the above conclusions can see, how to effectively create more and better for students of English communication situation (especially for our students in rural areas create the opportunity t