初中生英语口语学习中存在的问题及对策

.分类号 密 级 编 号 本科生毕业论文题 目 初中生英语口语学习中存在的问题及对策 学 院 外国语学院 专 业 英 语 姓 名 杨芳 班 级 2008级1班 学 号 284010137 指导教师 郭晨霞 提交日期 2012.5.24 精选文档The Existing Problems in Junior High School Students Oral English Learning and CountermeasuresYang FangA thesisSubmitted to the School of Foreign Languages and Literature Tianshui Normal University in partial fulfillment of the requirement for the degreeOfBACHELOR OF ARTSInENGLISH LANGUAGETianshui, GansuMay, 2012原创性声明本人郑重声明：本人所呈交的论文是在指导教师的指导下独立进行研究所取得的成果。学位论文中凡是引用他人已经发表或未经发表的成果、数据、观点等均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的科研成果。本声明的法律责任由本人承担。论文作者签名： 年 月 日 论文指导教师签名：目 录一、 论文正文. 1-11二、 附录1 毕业论文成绩评定表2 答辩小组意见3 答辩成绩评分表4 论文指导记录5 开题报告CONTENTS1. Introduction12. Literature review23.The problemsin junior middle school students spoken English4 3.1 Students have no interest in oral English andthey have inner anxiety in speaking43.2 The college entrance examination is not involved in the oral exam53.3 Teachers attach too much importance to grammar teaching and neglect the students oral English training.64. Strategies to solve studentsoral Englishproblems74.1To insisted teaching English in English and strengthen the effect of teacher role.74.2To help studentsunderstand the importance of Englishand change students and teachers traditional ideas84.3To activate students inner enthusiasm95. Conclusion 11References12Acknowledgements13The Existing Problems in Junior High School Students Oral English Learning and CountermeasuresYang FangAbstract: With the development of modern world and the progress of the society, the requirements of training of people are higher and higher. UNESCO states that elites of the twentieth century must possess three requirements: the ability to live, the ability to learn and the ability to communicate. Oral communication has always been a weak point for urban high school students, which greatly influences on their development of linguistic ability. We found that a large amount of students are not able to communicate fluently and lack self confidence, therefore they lose interest in English. The article according to students have no interest in oral English, andthey have inner anxiety in speaking, as well as the college entrance examination is not involved in the oral exam and Teachers attach too much importance to grammar teaching and neglect the students oral English training. According to these problems and the corresponding solutions, Teachers insisted teaching English in English and strengthen the effect of teachers role，make teachers help students to understand the importance of learning English in the future and change students and teachers traditional ideas, to activate students inner enthusiasm, this paper analyzed and demonstrated the significance of oral commutation based on the present situation of students communication and class teaching. According to the analysis of the reason for oral communication problems, the paper explored approaches to develop oral communication ability and seek methods and ways for drills. Key words: junior high school students; oral English; ability to express; training初中生英语口语学习中存在的问题及对策 杨芳【摘要】随着时代的发展、科技的进步，社会对于人才素质的要求越来越高。联合国教科组织指出 21 世纪人才必须具备三大素质：学会生存、学会学习、学会交际。我国初中生英语口语表达能力弱，严重影响了学生英语综合语言能力的发展。我们在平时的教学中发现，有相当的一部分学生在用英语进行交流时，不能自然流畅的表达意见和感情，缺少一定的自信心，学生对英语渐渐失去了兴趣。本文根据初中生对英语口语不感兴趣，内心紧张表达不集中，以及高考中未涉及口语考试，和老师过多的重视语法教学这几个问题，文章根据这些问题提出了相应的解决策略，分别是教师坚持英语上课加强影响示范作用，让老师和学生意识到口语在以后的重要性改变他们传统的应试思想，激发学生将所学到的语法正确的运用到表达技能上。本文指出了初中生口语交际能力研究的重要性与紧迫性，针对初中生口语交际问题的成因分析，积极探索对初中生进行“口语交际”能力培养的方法，努力寻求“口语交际”训练的策略及可行途径，希望能对当前及今后的英语口语教学产生一定的启发，取得一定的理论和实践效果。【关键词】初中生 ；英语口语；表达能力；培养 The Existing Problems in Junior High School Students Oral English Learning and Countermeasures1. Introduction Oral English teaching has its own theory, which is from rich oral practice summary, research, and it reveals the characteristics and rules of English. All theories originated from practicing. In turn, it guided and promoted practicing. The theory of knowledge provides conditions for students to learn and master the language. Language is the direct embodiment of thinking and the richness depth can be reflected in the language. Therefore, the teaching of oral communication process, not only improves the students ability to listen and speak, but also develops students thinking ability in the process. At present, scholars in our country have built development mode of foreign spoken language according to the characteristics and rules of Chinese learners and carried out a series of large-scale standardized oral test to prove the feasibility of the theory and practice of research. They applied these research results in Chinas English education assessment system. The development theoretical framework spoken language expression ability lays a favorable theoretical basis for us to carry out oral fluency study. In the21th century, English communication ability is the basic quality for talented people. With the deepen reform and opening-up, the demand for English talented people is becoming more and more intense. People who have English communication ability can become the leader in the future. However, the junior middle school English teaching in our country pays much attention to the students scores and ignores the students practical application ability and students expression ability is relatively poor. In order to change this situation, and make students become more competitive in society, and effectively improve students speaking ability, we must change the traditional English teaching mode, teaching reform and improve students communicative level, allowing students application of English to reach a high peak. 2. Literature Review Oral English teaching is helpful to improve the students listening ability, andthe development of students ability of listening and speaking, thinking science principle tells us: thatlanguage is not only the tool of communication, but also the tool ofthinking .Oral English teaching can not only improve the effect of classroom teaching, to stimulate students interest in learning, but also conducive to the physical and mental development of students, therefore, English teaching is to provide students with the opportunity to exercise, make the students in oral English teaching to improve their oral expression ability, and cultivate social communicative competence, for them in the future based on the community to lay a solid foundation. Foreign language teaching methods constantly bring forth the new methods throughthe old,the teachers should correctly know strengths and weaknessesnew genre with the language and learning theory innovation and ceaseless emerge in large numbers,the teachers should correctly know strengths and weaknesses. The responsibility of teachers lies in the judgment in what circumstances in which teaching method.500 years agoin Europe, Latin had acompulsoryschoolcurriculum, theteachingofLatininthe16th, 17th and18th centuryEuropeisthe mostpopularforeign languageteaching methods, In the history of foreign language teaching to become grammar method” This kind of teaching method by the grammar as the center, learning a foreign language means learning and memorizing grammar rules, and through a large number of translation exercises to strengthen memory. In The middleof the nineteenth Century, the communication amongEuropecountries to strengthen oral English ability put forward higher request,sogrammar - translation method was challenged,and the foreign language was set off a wave of reform, soforeign language teaching based on new understanding of the direct teaching method, emerge as the times requiresand in Europe and the United States have been promoted. Websters Dictionary of the English language havean explanation: the direct method is Professor of foreign languages,andthe first modern language is a method, it through the language itself, the dialogue conversation and reading to learn a foreign language, instead of their native tongue, no translation, no formal grammar Direct method of teaching has always been the tribes of Legalists who advocate thatthe teaching should take the teacher as the center, while Webster put forward teaching as the center theory.He considered good teaching as prerequisites to achieve good teaching results.There is a good teaching material, even if teachers some difference, it also has bigharm , teacher is just a master of ceremonies”.Inthe Nineteen twenties, as the British linguist Palmer et al advocated that oral teaching method or situational teaching method should become a popular method of teaching. Nineteen fifties American foreign language teaching have emerged as the theoretical basis of the audio-lingual method, whichis the founder of foreign language teaching experts Fries in the article pointed out thatmethod refers to the way of teaching method, and teaching skills, and that approach is the way to achieve the purpose of teaching way, (path or road) and thattheory (Theory), is a kind of aims to master oral English teaching system in twentieth Century in 60, which resultedin a cognitive approach and communicative approach. The former will pull back and other oral language skills in equal position; the latter noted, that oral English and other language skills teaching purpose is to make students have the ability of language communication, and puts forward the cultivation of communicative competence functional-notional syllabus, become contemporary spoken English teaching to follow the outline. The traditional foreign language teaching and research focus on how to teach it,andthe researchers is more concerned about compiling teaching materials, teaching design.In fact,toworkout a syllabus design, teaching methods must be established in certain language learning theory.2.2 Thedomestic researchBefore 1995, our country foreign language research theory achievement, based on data of more empirical research is very rare.After 1995, in our country a number of spoken foreign language acquisition researchers started working on spoken language teaching research, and made some important achievements.WenQiufang attempts to use language laboratory to carry on oral English teaching, in order to explore anew approach in oral English teaching.Research suggests that studentsattitude to oral teachingin the language laboratory, is positive and supportivethey believe that, in such a teaching mode, their enthusiasm is tallerand the more practice opportunities, the lower stress level the more progress. Zhang Wenzhong on English oral fluency development of quantitative study first identified oral fluency measures, and then from the quantitative perspective on oral fluency development is described.Wang Lifei and ZhouDandanhave spoken language teaching of communication strategies to improve students strategic competence of oral English teaching experimental study.It was foundthatstrategy training can increase students use of speaking strategies frequency, enhance strategic competence of oral English to promote oral fluency, Hu Wen zhong pointed out that the purpose of foreign language teaching can be divided into microcosmic, medium view and microscopically, respectively is the language competence, communicative competence and cultural competence, the current English teaching pay much attention to learners communicative competence training. At present, scholars in our country carry out a series of large -scale standardized oral test according to the characteristics and rules of Chinese learners, these theoretical framework is good for carrying out oral fluency research 2.3 SummaryDomestic and foreign scholars from different aspects of learning English in detail, but in this article will on oral English problems and solve countermeasure to make detailed explanation.3. The reasons of the problemsin junior middle school students spoken English 3.1Students have no interest in oral English, and have inner anxiety for expression so that they cannot concentrate on expressing.Today, in our foreign language teaching, on the intellectual aspects of negative factors has not been paid enough attention. Most of the teachers and parents of students and children of poor educational performance, dare not speak English, called as hard, abuse as pig head, contused badly the students learning enthusiasm and initiative, insulted the students personality, which some students lose confidence and interest in learning a foreign language, even abandon themselvesor leave the school.Students inEnglish-speaking, weshould not only pay attention to speed, rhythm and tone, but also the grammar rules, it is more important to limit thinking.The junior middle school students is summed up mainly three aspects, which effected mental disorder oneis the psychological, Chinesestudents have formed a habit of thinking in the mother tongue .They havent the environment where they develop their habits of Englishthinking, so they open mouth either in Chinese or speak English with Chinese, or Chinese grammar for English, formed the habit of speaking English with a certain degree of difficulty. Two is the psychological sense of inferiority, some students are so why that they dare not speak English in front of others. For most middle school students, English learningmethod is to memory word grammar, practice patterns and recite the text, whichis troublesome and difficult. Therefore, some students lack of learning information and patience, they cannot feelEnglish material, and even they haventtalent in learning English, and are afraid of speaking English.Three is the fear of speaking psychology, Chinese is our native language, and we began to learn from the infant period, because of no other language disturbances, imperceptibly mastered. Now the junior high school students haveaccustomed to thinking innative language, and theylack of appropriate language environment, English learning disorder in the formation,whichbring serious mental disorder. This fear often resulted from studentsanxiety and tensionwhile expressing in oral English,and affected their normal way of thinking and expression so that they lose interest in learning English, the psychological reason is that students are usually lack of adequate opportunities to practice oral English, while too much to consider that words are in accordance with the rules of grammar, this psychological led directly to the normal oral communication. In English teaching practice we discover not hard, English learning of poor students are not low intellectual level of the students, but a lack of interest, confidence, or do not develop good study habits. Further analysis can be drawn, the number of students in the learning process gradually lost motivation, put themselves in the English learning outside of the people. Some of them may be just contacted English is more exciting, because new things on the contact and curiosity, outside influence caused them a low level of learning motivation, prompting them to further study. But this direct close-range learning motivation inexperienced several such as dictation words, reciting text failed cases to enhance and sustain their learning. These students out of the anxiety and fear English mood, the mood is getting deep, in the course of time, they to English this discipline also had Fear and exclusion of Psychology. As a freshman, regardless of his original achievement how, in the original teacher in the eye what Students, at the beginning of the new school and opened up a new page. In fact, each childs heart to start again, want to give a new teacher of new students with new features. So at the beginning of the period of time of course of study to maintain a very high degree of excitement, which caused them to a low level of learning motivation, make them for further study. But as time goes on, course difficulty deepens, why some students started to decline now? Is largely because they are in the face of difficulties and setbacks, no time to resolve, make them anxious and scared. There are some students may because the character is more introverted, shy to show, fear of not fluent in the language by his classmates laughed at, dare not speak; and what is more important is the lack of correct understanding of learning English, do not have a strong desire to learn and the learning motivation, lack of power, it lost a lot of practice and the use of English the opportunity, if things go on like this, their English achievement and interest also go from bad to worse.3.2 The college entrance examination is not involved in the oral exam, which didnt cause teachers and the studentsattention Although awareness of the importance of oral English is being strengthened, students oral ability training is more important, students use of English communicative competence is gradually enhanced, but the impact of examination-oriented education, junior middle school English teaching still has some problems: the teachers rather than students, teaching knowledge of language and grammar Professor, has neglected the stude