论中国中小学生的英语话语能力的现状.doc

存档编号: 赣南师范学院学士学位论文The Current Situation of Middle School Students Speaking Ability in Rural Area -A Case Study of Xunwu Middle School 教学学院 外国语学院 届别 2013届 专业 英语 学号 090402061 姓名 090402061 指导教师 张龙 完成日期 2013年5月 Contents摘要 .1Abstract.11. Introduction.22. The current situation of middle school students speaking ability in rural area especially in Xunwu Middle School.2 2.1 The current situation of middle school students speaking ability in rural area.3 2.2 The current situation of middle school students speaking ability in Xunwu Middle School.33. Problems in students speaking from different places.43.1 From other countries to China. .43.2 From city to country. .43.3 From schools to schools.53.4 From Xunwu Middle School.54. Some experts measures and some practical steps of my own to this point.84.1Some experts or other apartments measures.8 4.2Some practical steps of my own .115. Conclusion: Some hope to the problems.14Bibliography .15The Current Situation of Middle School Students Speaking Ability in Rural Area -A Case Study of Xunwu Middle School TANG Li ping摘要 近年来，随着新课程改革的推进和深入以及人们对教育、话语沟通能力的重视，越来越多的老师、学校和社会开始转向学生的话语能力的培养。起初老师、学校和社会过分强调学生的应试能力，忽视了学生话语能力的培养，导致学生特别是中国农村中小学生的话语能力存在着很大的问题。学生话语能力问题的凸显与诸多因素有关：比如教师的话语质量，学习环境等。提高学生的话语能力成为适应21世纪培养德智体美育全面素质人才的需要。为此我们应该借鉴和采取一些措施来提高学生的话语能力。使学生真正成为现代新型人才。关键词： 学生 农村 话语能力 教师 环境 措施Abstract In recent years, along with the new curriculum reforms advance and the education and the abilities of speaking and communicatings value, more and more teachers, schools and society start to pay attention to develop students speaking ability. In the beginning, teachers, schools and society overemphasized students examination-adapted ability and neglected developing students speaking ability, as a result, Chinese students speaking ability existed in many serious problems especially in rural area. There are many reasons giving rise to those problems: the quality of teachers speaking, learning environment, etc. It is necessary for students to improve speaking ability to adapt to 21st centurys all-round development of morality, intelligence, physique and aesthetic. Therefore, we should learn from experts and take measures to enhance students speaking ability, which makes them the new-style talents.Key words: student rural area speaking ability teacher environment measures 1. Introduction In China, from ancient times to the present, people attached importance to mastering the vocabularies, improving application ability, and neglecting the speaking ability. Maybe these problems are not very serious at that age, but since reforming and opening-up, especially in the global 21st century, the English speaking ability appears particularly important. Chinese people, who can do and can not speak but want to acclimatize oneself to economic global and stand firmly in the world, must improve English speaking ability. All those ascribes to Chinese education. But todays middle school students especially in the rural area have troubles in English speaking: they are unable to speak, are afraid to say or even are unwilling to talk. Many experts who have researched in this field for many years tried to take measures to develop students English speaking ability. Although, to a certain extent, it achieved some results, it can not solve those problems radically. Why those issues have been unable to settle? Perhaps specialists did not acquaint those totally and know the causes of bad speaking ability of middle school students especially in the rural area. As the proverb goes “No investigation, No say”, only those people who find the pathogenesis can suit the remedy to the case.2. The current situation of middle school students speaking ability in rural area especially in Xunwu middle school. Many people were curious about students English speaking ability, but what is the speaking ability? The eighth journal article “How to develop college students communicating ability from the current class speaking situation” written by Wu Mingdi 2011 said : “The College English Syllabus” pointed out Language is a tool of communication, and the ultimate aim of language teaching is developing students social intercourse ability by written or oral. However, language is similar to speaking ability. No matter you study in college or middle school, what you learn is the speaking ability. Whats more, the speaking ability, proposed by American sociolinguist and anthropologist Hi dim, is also called communicating ability ,which consisted of language ability and language using. Thats to say, it is whether using the language properly or not. Later, Canale and Swain deepened the concept who said that communicating ability is made up with 4 parts: the grammar abilitythe socio-language abilitythe discourse ability and strategic ability. The faster economic globalization progresses, the more frequently our country contracts with other countries. Consequently, the comprehensive national power grows stronger, the international standing stands higher, but Chinese peoples English speaking ability stay at a very low level in rural area. 2.1 The current situation of middle school students speaking ability in rural area.During decades of reform and opening up, Chinese economic has developed rapidly, the comprehensive strength was becoming stronger and stronger, and the education level increased constantly. In order to enhance to communicate with other countries in the world, state paid more attention to the education and was stricter with the students language ability especially the English speaking ability. To our pleasure, students speaking ability improved faster in some metropolis such as Beijing, Shanghai. Nevertheless, the students who were in rural area developed slowly. Because of bad traffic, imperfection of education technology facilities, low quality teaching and the instigation of exam-oriented education, middle school students speaking ability in rural area appeared“ high scores but low energy and dumb English ”Those needed our more concerns.2.2 The current situation of middle school students speaking ability in XUN WU middle school.Xunwu Middle School which is surrounded by many high hills and rivers is the only one major high school in Xunwu,Ganzhou,Jiangxi province. It has a superior geographic position, which receives junior and senior students. During my three months practicing in Xunwu Middle School, I have done a survey of students English speaking ability for three months. To my regret, I found that students English speaking ability has so many problems in this school after surveying: First, they cannot understand the easiest self-introduction or even the English common expression. Second, as every student came from different schools and had different base, their English pronunciation (vowels, consonants, liaison, stress) was very non-standard, which led to students could not understand what teachers wanted to express. Third, teachers used to teach students new knowledge in Chinese in class, which made students be used to learning in the way, neglect improving their own English speaking. Therefore, they stay their speaking ability at the beginning all the time. Fourth, students, who were afraid to make mistakes and be laughed at, dare not talk with teachers in English. As a result, they did not speak English. Fifth, lacking of an environment of speaking English, students spoke English only in class or even talked no word. They knew how to read but kept silent and they did not come up with this situation, which made teachers pay no attention, consequently, causing “dumb English”. Sixth, not only schools, but also parents and teachers attached importance to how to make high scores, not to how to improve students speaking ability. Students felt it did not matter whether can speak or not. Only importance they felt was the high score which gave rise to “High score but low energy”. Although the rural middle schools students high or low speaking ability can not reflect the whole countrys rural middle schools students speaking ability totally, quantitative change would cause qualitative change. Students low speaking ability of Xunwu Middle School can highlight the whole rural middle students speaking ability. In order to make China truly strong, we should reform the education, develop students speaking ability and make students can speak and be willing to speak.3. Problems in students English speaking from different placesThe current situation of Chinese rural middle school students English speaking ability displays intensively: unable to speak, no chance to speak, afraid to speak. Why students English speaking ability has so many problems in China? Now, we analysis why students English speaking ability exists lots of problems from four aspects: from outside to native, from city to country, from schools to schools, from Xunwu Middle School. 3.1 From other countries to ChinaIn foreign countries especially in English-speaking countries, all students together with everyone in the street speak English to communicate with others, study in class and make arrangements with governments. Their pronunciation and English applying are stronger than Chinese, therefore, they speak English authentically, fluently. With different educations method, parents, schools and government propose different educations idea, encourage students to pursue what they truly want freely and relinquish them to do what they want to. Therefore, they who are received by good educations can express their own ideas in English. By contrast in China especially in rural areas, it is lack of speaking environment. They are all native peasants there who are working from dawn to night all day, speaking their native dialect, not saying Chinese normally more than English. Students in village even study English in class but they can not study at home, can not chat with parents in English or even they are scolded at showing off their knowledge, as a result, they are afraid to speak, that is to say, they havent learned English. 3.2 From cities to countriesNot only students speaking ability between countries but also at different fields within countries exist large differences. In China, students speaking ability between cities to countries differs very largely. Due to thriving economic, advanced education technology, high level living standard and high acknowledge, government has a chance to receive all the advanced education technology wherever in China or in foreign country quickly and realizes the current situation of the low living standard, living without enough money, low education, peasants feel education is to aim at the rich not to them especially English. Because of traffic inconvenience, the latest education policy can not transmit to village, let alone to carry out. Whats more, graduates with good teaching experiences are unwilling to teach students in rural area. Rural students stay in village forever even they are eager for learning. 3.3 From schools to schools Every school wherever in foreign or in China, in big city or in town, in town or in village, or even in the same places, due to the different education technology, different teaching resources, different student resources, has different English speaking ability. For an instance, because of the rich teaching resources, the latest education technology, the outstanding learning environment and more chance to communicate with various countries, students in big city has high English speaking ability. However, due to the low teaching resources and the poor education background, students in rural area do badly in English speaking. Rural teachers are lack of realizing the importance of class discourse, pay more attention to explain the vocabularies, analyze the grammar, teaching the text knowledge and the homework, neglect developing students English speaking ability. Moreover, teachers class discourse is very single and the voice and the intonation are short of variation and enthusiasm, as a result, middle students in rural area are bad in English speaking with the backward education policy, the bad learning environment and the secular feudal ideas.3.4 From Xunwu Middle School As a practice teacher, I have made a deep survey about students English speaking ability during my three months practicing. As I practiced in senior one, I attached importance to students English speaking ability of senior one. Xunwu Middle School is the only one major school and the only one school which students can enter to college in Xunwu. Not only was the teaching environment superior, but also there were a lot of excellent teachers in Xunwu Middle School. One thing to be came up with, students were from different schools. Some of them came from remote village such as Chengjiang Middle School, Liuche Middle School, Danxi Middle School and so on. Although those schools were the best schools in their own village, villages were villages where the living standard was very low; consequently, almost few teachers were willing to teach in the village. Moreover, rural teachers paid no attention to develop students English speaking ability; instead, they attached importance to the ability for having exams. Some students were from towns schools, compared with village, their English speaking ability were higher than them who studied in village and their pronunciation and intonation were more standard. Moreover, they can speak common expressions. Even so, when every student came to a new environment, different teachers spoke different pronunciations and had different teaching idea. As a result, students can not understand, can not say, were unwilling to say or dared not to say in class. Their right to speak was deprived and the chance to speak was reduced, therefore, they were unwilling to speak or had no idea how to output in the full English environment. Now, let me make an example in class and see how teacher teach in class.T: Now in paragraph two, we have “genius” in paragraph two, we have “genius”(writing it on the blackboard)“genius” is a noun, means a person of great ability,天才Read after me “genius”.Ss: (Repeat)T: Listen to my sentence. Chaplin, Chaplin, right? He was an artistic genius of his time, was not he? 展示性问题Chaplin(write it on the blackboard)S:(卓别林）T: Chaplin was an artistic genius of his time, was not he?Ss: Yes.T: Yes, he was. Good! Now, second meaning, second meaning means “talent”(write it on the blackboard)means special ability. Pay attention to the phrase “have a genius for” have a genius for, have a genius for, right? 他呀，他有赚钱的天赋，怎么说？Ss: He has a genius for making money.T: Good! He has a genius for making money. From that example, we can learn that teacher paid more attention to the meaning and pronunciation of vocabulary and gave little chance to students to make new sentences by using the new words. Students English speaking ability were single. Teachers were the active and students were the passive in class. Therefore, students English speaking ability stayed in the same all the time. Another two examples to reflect students right to speak is deprived:Example one:T: What do you think of ZHANG Hua?Ss: He is brave.T: Anything else?Ss: no one answers.T: A please.SA: He is brave and helpful and.T: Oh, good, you think he is brave and helpful. I think so, because he helped his neighbor Mr. Sun out of a fire. What a brave and helpful young man! Thank you!Example two:T: Fire can help us a lot, but sometimes it is dangerous, right?Ss: Yes.T: Then what can it help us to do? And what dangerous things can it do? Lets have a talk in groups. Then give us your ideas.Ss: (talking about two minutes)T: OK, stop. Give us a report about your group members ideas. Anyone, please!Ss: (silent!) From that two examples, it can be seen although teachers gave some time to excavate students imagination to develop students ability to speak and communicate, teachers guided students to follow teachers themselves imagined just like example one. Students can not diverge their thinking and their chance to speak was reduced. In the example two, teacher gave just two minutes for students to talk, so that students were able to think and express what they truly want to talk. As a result, no one talked.4. Expound some people or other apartments have made measures to this point and then come up with some pr