农村初中英语口语训练模式研究

1、AbstractIntegratingthedevelopmentofthemodemsociety,TheNewEnglishCumculumCriteria'srequiiementsfbrsecondaiyEnglishteachingandtheauthor'spersonalexpenenceofeducationpractice,thethesisemphasizesthemipoiianceoforaldrilling.Anditobjectivelyanalyzesthesituationoforalteachinganddullingmodelsinjunio

2、ihighschoolsofnualareas.Afterdiscussingtheexistmgproblems,diethesisalsoshowssomepracticaloraldrillingmodels:mutation,repetition,mumiunng,on-sitetianslationmethod,discussionandexplanation,andinterview.Finally,thethesisofleissomestrategiestounpioveoralteachingthere.Keywords:nualareas;juniorhighschool;

3、orallanguage;dullingmodels摘要本文结合当今社会的开展，英语新课标对中学英语教学的要求和作者切身的教育实习体会，指出了英语口语训练的重要性，并对农村初中英语口语教学的现状和模式进行了分析。在对存在的问题进行讨论后，木文同时展示了一些针对性的可行的口语训练模式：模仿法、复述法、自语法、现场翻译法、讨论解说法、人物采访法。本文最后提出了一些改善农村初中英语口语教学的策略。关键词：农村：初中：英语口语；训练模式ContentsLIntroduction1TheMotivesoftheStudy11.2LiteratureReview1ExistingProblems22.An

4、alysisofOralDrillingModelsinJuniorHighSchoolsofRuralAreas2TheSituationofOralLanguageTeacliinginRuralJiuiiorHighSchools2ImportanceofOralDrilling42.3SomeModelsfbiOralDrilling53StrategiesofImprovingOralLanguageinJuniorHighSchoolsofRuralAreas73.1 TheImprovementstotheSituation73.2 TheGoaloftheReseaich93.

5、3 ThePiacticeoftheResearch94.Conclusion11References1. Introduction1.1 TheMotivesoftheResearchNowadays,infbrmation-basedsociallifeandeconomicglobalizationmakeEnglishbemoreaiidmoreimportant.Asoneofthemostmipoitaiitnifbimationcarrier,Englishbecomesamostwidelyusedlanguageinallfieldsofmankind'slife.L

6、eaniuigandusmgEnglishtolaunchanoralconveisationbecomesanevidentneedofthesociety.Soitisoneoftherequirementsmeducationfbiall-rounddevelopmenttoenlianceoralteaclunganditisalsothetrendofforeignlanguageteachinglefbrm.Furthermore,anewbioadreformofbasiceducationcurriculumraisesoralteachingtoamoreimpoitantp

7、ositionthanever.However,mourcountiyahugegapmoralteachingofjuniorhighschoolexistsbetweenurbanandimalareas.NationalEnglishCurriculumforNine-YearCompulsoryEducationspeciallyemphasizesthatEnglishteachingshouldcultivatethestudents'abilityofcomprehensivelylanguageusingandEnglishteachersshouldstrengthe

8、noralteaching.However,spokenEnglishisacompaiativelyweakerfieldinsecondaiyteachinginimalareas.Therefbie,thethesisdiscussesthecurrentsituationoforalteachmginimaljumoilughschoolsandputsfbnvaidsomesolutionsandthemodelsoforaldiillmgthere.L2LiteratureReviewLanguageisdefinedas“asystemofaibitraryvocalsymbol

9、susedforhimiancommunication”(LiuRunqingandWenXu,2006:8).Nowthatthelanguageisvocal,itsconnnonfbiincanbefoundinorallanguageamongpersons,coniiiiiinication.Besides,orallanguage“istheskillthatthestudentswillbejudgeduponmostin#real-lifesituation"(WangQiang.2006:156).Itissuchanimportantpartofeveiydayc

10、onmiumcationandmostoftenthefirstimpressionofapersonisbasedonhis/lierabilitytospeakfluentlyandcomprehensibly.So.beingteachers,theyhavetheresponsibilitytoteachstudentstospeakinEnglishbothmtherealworldandinthetestingroom.GillianBrown&GeorgeYuledidtheleseaichonorallanguageteachingandnotedthat“inthea

11、spectofteachingtheorallanguagetheteachercandeliberatelyselecttheleveloftiauitliemtothatlevelofability"(2000:50).WangQiangindicatedthatsmcethestudentswillprobablynothaveenoughoppominitytopracticespeakinginEnglishoutsidedieclassioom,itisouilesponsibilityasteacherstogivethemasmanyoppomnutiesmthecl

12、assroomaspossible(2006).13ExistingProblemsAtpresent,ofalllanguagesinthewodd,Englishisthemostwidelyusedone.However,therearestillmanyproblemswinchcanbefoundmjumorhighschoolsofanalareas,suchasthelackofacertainlanguageenviiomnents;Englishteachers'poorspokenability;somepsychologicalbaineisforstudents

13、'speaking;themefliciencyofbig-classteaclungandsoon.Manyreseaicheishavelaidemphasisontheadvantagesanddisadvantagesoforaldullinginjuniorhighschoolsofimalareas.Sothisthesisalsowillanalyzethesituationtheremdetailandgivesomepracticalsuggestions.2. AnalysisofOralDrillingModelsinJuniorHighSchoolsofRura

14、lAreas2.1 TheSituationofOralTeachinginRuralJuniorHighSchoolsAsalanguage,Englishisakindofsocialcommunicationtoolanditsmam学习文档仅供参考chaiactensticisconununicable.ThusoneofthegoalsofEnglishteachmgistomakestudentsconmiumcatewithothersinEnglish.Wlulefbrmostofitshistory,Englishteachmghasbeenconcernedwiththes

15、tudyofgranmiaiandvocabulaiywluchmakesthestudentsbethetooloftakingexaniinations.Sotherearefbllowmgfiveproblemsexistingmoralteachinganddiillmginjuniorhighschoolsofmialareas:Firstly,theEnglishteachinglacksofthenecessaiylanguageenvuomnent.TheChinesestudentslearnEnglishinasingle-languageenvuomnent.Except

16、lumtednumberhornsperweek,thestudentshavelittlechancetogetintouchwithEnglish.Suchenvuomnenthasseriouslyhindeieddiestudents'speakingcapacitydevelopment.Secondly,theteachersorallanguageispoor.AlargenumberofEnglishteacheismjuniorhighschoolsofniralareasshowpoorpronunciationandinaccuratemtonation.Andt

17、heycannotteachthenstudentsinfluentEnglish,wluchunfavoiablvcultivatestudents'speakingability.Tluidly,thesizeofclassisveiylarge.Thesizeofclassesinvastmajontyofouisecondaiyschools,whichusuallycontain50-60studentsorso,istoolargetoorganizeeffectiveoraltiainuigactivities.Itisdifficultfbistudentstoopen

18、theumouthsandpracticetheirorallanguage.Thereforethenoralabilityistoodifficulttobeunproved.Fuitliennoie.thestudentstlieiehavefewoppoitumtiestolistentoEnglish.Oralabilitymustbebuiltonthebasisofmuchpractice.Becauseoftheteacherslowlevelsoforallanguage,lackofelectricalequipmentandteacluiigmatenals.andthe

19、studentsaregivenfewoppominitiestolistentoEnglish;thestudents,oralchillingisdirectly#affected.Finally,thepsychologicalbarneiaffectsthenspeaking.Becausetheyhavenotenoughsolidbasicskills,thestudentsarepronetobeafiaidofhardship,lesultingintheformationofpsychologicalbarriersandfearthatthenspeakingisnotgo

20、odandbeingridiculed.Themorefeaitheyhave,thelesstheywouldsay,andthelesstheycansay,whichleadstoaviciousrecycle.Foralongtime,theefficiencyoforallanguageteachmgisnotsatisfactoiyTluoughtenyearsEnglishleaininginsecondaiyschools,universities,themajorityofuniversitygraduatesstilldonothaveavalidfbieignlangua

21、geconunumcationskills,andcannotadapttoChina'secononucaiidsocialdevelopmentneeds,whichninscountertothenewcumcuhimreform.2.2 ImportanceofOralDrillingGillianBrown&GeorgeYiilealsoempliasizedmtheirresearchthat“theintention(oftheorallanguageteaching)isthatthestudentsshouldbeableto4expresshimselfin

22、thetargetlanguage,tocopewithbasicinteractiveskillslikeexchanginggreetingsandthanksandapologies,andtoexpresshis'needs'-requestinfo口nation,semcesetc”(2000).OralEnglishissocommonlyusedthatitshouldbepracticedfrequentlybystudentsintheclass.SpokenEnglishabilityisnotonlyanmdispensablecomponentinEng

23、lishteaching,butalsoanimpoitantobjectiveofEnglishleaining.TraditionalEnglishteachingmethodsnamedmanystudentstohaveacompaiativelybettercompetenceofreadingandfiiushingtheexercisesmthetextbooks,whilethenabilityoflisteiiuigandspeakingaiecompaiativelyunsatisfactory."DumbEnglish”isusedtodescribethese

24、students.Therefore,oralteaclunghasbeenplacedmamorepioininentpositioninclassioomsofCluna.ItisalwaysnoteasyfbiChinesepeopleto学习文档仅供参考leainEnglishveiywell,letalonethestudentsinjumorlughschoolsofimalareas,whoseoialabilityislinutedbymanydisadvantageconditions.Withtheformationofdienewsocialismcountryside,

25、thecommunicationamongcountneshavealsobeenincreased,thusitseemssoessentialtostrengthentheniralstudents'oraldrilling.2.3 SomeModelsforOralDrilling2.3.1 ImitationThismeansthatstudentscanpracticethenorallanguagefollowingtherecord,broadcast01moviesofongmalvoice.Studentsrepeatedlyleadfbllowmgthemtoimi

26、tatethevoiceandthetone,andthefluencyofstudents'oralEnglishwillbeunpiovedandthesensetothelanguagewillbecultivated.Neverbeshywhenimitating,theymustbenotbashftiLarticulateandfbcusongraspingthevoice,toneandspeed.Alsotheymustundeistandthemcaiefiillyandshouldhavepeiseveiance.Forexample,theteachercancl

27、ipthepartofthesinkinginTitanic,andrepeatedlyplayLucyandJackie'slastdialogue,andthenletdiestudentsmutateandpeifbrm.Thiswillatoncearousetheenthusiasmofthestudents5learningandtheteachingofoialEnglishalsowillgettwicetheresultwithhalfoftheeflbn.2.3.2 RepetitionAskingstudentstorepeattheaHicleoiEnglish

28、filmclipsinEnglishisalsoagoodwayfbroralteachuiginhighschools.Butthematenalmustbecaiefiillyselected,anddiecontentshouldbespecificandvivid,withclearplot,andmoderatevocabulaiyToenablestudentstoadapttothisteacluiigmethod,atthebegiimmgtheteachercanaskstudentstorepeattexts.Withcertamfoundation,thematerial

29、canbelecoidingclips,video,logoandslogan.TheteachercanselectfiagmentsinForrestGump,andthenletthestudentsrepeatthestoryoftheheio,wluchwillenablethemtopracticetlieu#speakuig,andtiieycanalsoleainfiomdieherowhohasapositiveandprogressiveattitudetowardslifeinspiteofhislowIQ.2.3.3 MurmuringStudentsarelequne

30、dtodesignscene,themesanddullthenorallanguagebythemselvesafterclass.StudentscanspeakEnglishinthenownwordswithoutanyscmple.Afteraperiodofchilling,studentswillfindtliemselvescanexpresssomethingfluently,andthetinudshyperfonnancewillgiaduallydisappearandtheywillbeftillofself-confidence.2.3.4 On-SiteTrans

31、lationMethodAtfusthealing,thisapproachseemstoodifficultfbiajuiuoihighschoolstudenttopiactice.Thestudentscantranslatethematerialmtheheartswlulelisteningaccoidingtothenownbasiclevel,vvitlioutaffectingotherpeople.Thismethodliastheadvantagethatthecontentisnon-predictability,alsocanenhancethestudents'

32、;abilitytorespondtoorallanguage.Italsocanemichthestudents'vocabulaiyandexpandtheirknowledge.235DiscussionandExplanationFoitheamclesinvolvinginscience,geogiaphyandenvuomnentalaspectsindietextbook,teacherscaninspnestudentstodiscussandexplain.Forexample,tlieteachercaninstinctstudentstocommentuponwe

33、sterneatinghabitsandanalyzetheprosandcons,discussthemiportanceofdietonhealth.Tluscannotonlyexpandthestudents'knowledge,butacliievethegoalofhelpingthestudentskeepgoodeatinghabit.2.3.6 InterviewTherearemanyaniclesinvolvingcelebritiesuijuniortextbooks.Foisuchsubject,teacherscanorganizethestudentsto

34、practicespeakinginpairs:oneactsasjournalists,anotheiactsasacelebrity.Intinsway,studentscaneiiliancetheirmteiestmoraldulls,anddeepenthenknowledgeandmemoiytoleaintodescribechaiacteis.3. StrategiestoImprovingOralTeachinginJuniorHighSchoolsofRuralAreas3.3 TheImprovementstotheSituationIntluschaptei;somes

35、trategiesaiediscussedtomiprovetheteaclimgmethod.Themipiovementscanbeachievedinthefollowingsixways.Inthefirstplace,theteachersshouldenlightenandguidestudentstoopentlieiimouths,andthendevelopthengoodhabittospeakEnglish.Asakindoflanguage,theamiofEnglishleanungistouseitinreallife.IngeneralEnglishteachin

36、g,moreattentionshouldbepaidtothecontactandconunuiucationbetweenteachersandstudents.Whensuidentshavedifficultiesinexpressmgthemselves,theteachershouldgivethemanencouragingword01asentence,andthiswouldenhancetheconfidenceofthestudents.Wlienstudentsactivelyinvolveinspeakmgandwellfiiushit,theteachershoul

37、dgivethempraisemtime,suchas"Good"01"Excellent”.Suchpraisemaygivethemasenseofsatisfactionandasenseofhonor,whichinspirethemtotakepaitinactivities.Theteachersneednotoveremphasizetheaccuracyofthestudents'languageandthedegieeoftheufamiliaritytothelanguageandmustadheretothe“smallstepand

38、creativeteachingsothateveiystudentiswillmgtospeak（胡大航2021）”.Inthesecondplace,theteacherscanestablishflexibleanddiversefbimsoforalteachingandleainuigactivities.Activitiesintheclassshouldbeflexible.Illadditiontothedialogue,lole-play,mteiviewanddiscussionmteam,theteachercanalsoguidestudentstopeifbimTal

39、kShow,filmsdubbing,inteivievvothers,debatecompetitionandotherformsofactivities.Studentscanimprovethenspeakinginarelaxedatmosphereinperson.Moreover,theteachersmustupdateconceptandcreatearealandeffectiveextiacumculaiactivities,hiordertoimprovethestudents'oralskills,itisnecessaiytoorganizeteamswith

40、5to6memberstosetupa“EnglishComer”.Teachersmaylegulailyholdthesecondclassroomactivities,suchasstory-telling,playmggames.Besides,theteachersshouldmsistinteachingmethodonlyusingEnglish.ItisveryhelpfiiltouseEnglishtoteachEnglish.ItisconducivetosetagoodexampletospeakEnglishandstimulatestudentstoopentheir

41、mouthsandtoimprovestudenttomasteitheskillofspeaking.Inaddition,thestudents'cultiualbarriersshouldbeeliminated.ThereexiststhedisciepancybetweenEnglishandChineseobjectively.So,successfillorallanguageteachingcanhelpthestudentstoeliminateculniralbarriersincertaindegree.Whenteaching,teaclieisnotonlyh

42、elpthestudentsmasteibasicskills,butalsomakethemunderstandthespeciallanguageenvironmentandculturalnotioninEnglish-speakingcountlies.Studentscanexpandtheuhorizonofknowledgeaswell.Finally,iftheconditionispermitted,themultimediashouldbeusedtobroadenthestudents'perspectiveandtocreateorallanguagescene

43、.Itiseasierforsmdentstodullthenorallanguagetlirouglicolorfillappearanceofmultimedia.Itcansetleal学习文档仅供参考sceneofspeakingfbrstudentsandtiienstudentsmayfeelthattheyhavesomethingtoexpress.3.4 TheGoaloftheResearchWhatIintendtofocusonintluspaperistoanalyzethesituationandproblemsoforallanguageteachinganddu

44、llingmjuniorhighschoolsofnnalareasindetail,andtogivesomepracticalnnpiovementsanddullingmodelsfbithat,fbiIfinditdifficulttoenablethestudentstheretoconunumcatefieelyandmakethemexpresstheuideascleaily.IhopethatthestudentscanrealizetheustiongwishofspeakingEnglishwell,andtheEnglishteacherstherecanorganiz

45、eallkindsofdrillingstoimprovethesituationofuDumbEnglish".3.5 ThePracticeoftheResearchDuringtheperiodofmyeducationpractice,Ipracticesomeoforaldullingmodelswhenteaclungorallanguage.HereIwillshowoneoftheexamplesofonlyoralteaclung.Textbook:GoForit!senesbyDavidNunan,Book1,People'sEducationPress.

46、Thesourceofcontent:Unit1Myname'sGina,la.plTopic:Makmgnewfriends.Langxiagegoal:Introductionyomself;greetpeople.Structure:What'syotu,name?Mynameis.rm.Nicetomeetyou!Procedure:StepsInvolvedoraldrillingmodelsInvolvedstrategies1Theteacherplaysthetapetlueetimesandthestudentslistencaiefullywiththecl

47、osedbooks.Andthenatthesecondplayingthestudentsmutatetheconversationfollowingthetape.Atthetlmdplaying,thestudentsopentheirbooksandreadtheconversationloudlv.JImitation;repetition2InteiviewinEnglish:withapenandapieceofpaper,thestudentsgoandmtioducethemselvesandaskfbitheothers'namesandwritedownthena

48、mes.Inteiview1) Enlightenandguidestudentstoopentheumouths,andthendevelopthengoodhabittospeakEnglish;2) Establishflexibleanddiverseformsoforallanguageteachingandleainingactivities.3DiscussioninEnglish:theteacherasksthestudentstolookatthenamestheywritedowncareftillvJJandtrytodiscusswithotherstofindout

49、thedifferencebetweenChinesenameandfbieignname.DiscussionandexplanationIdemExplanation:someofthestudentsexplainthenfindmgsaboutthe4differencebehveenChinesenameandforeignname.Thentheteacherconcludesthedifferencesandhelpstudentssetupthenotionofculturaldifference.DiscussionandexplanationEliminationofcul

50、nualbarriersAttheendoftheclass,Ifoundthatmostofthestudentscouldaskfortheothers'namesillEnglishmoreorless.Alsothewholeclasswasfhllofstudents*Englishspeakingwithoutanysleepystudent.Withtheteacher'sencouragement,mostofthemopenedthenmouthsandspokenEnglishmorenatuiallyandfreely.4ConclusionEveiyteacheishouldknowtherealitytliatstudentsinjumoilughschoolsofnualareasarealittleweakerinEnglishleanungthanthoseincities.ThewaytochangethesituationistolefbrmthetiaditionalEnglishteacliuigmodels,tomipiovetheteachmglevel,andtoeiiliancetheefficiencyoforalEnglishteachmg.Inordertoachievethegoal,itisn