湖北省教育学院英语专业大学生口语问题及对策研究

.IntroductionAtpresent,fortheirowndevelopment,manyenterprisesinChinawillexpandTheirmarketsandpromotetheirbusinessconceptsandproductstotheworld.Therefore,intherecruitmentprocess,theseenterprisestendtopaygreatattentiontotheEnglishexpressionabilityofcollegestudents.SpokenEnglishisespeciallyimportant.ItisobviousthattheoralEnglishproficiencyofcollegestudentsiscloselyrelatedtotheirfutureemployment.OralEnglishlearningincollegehasattractedmuchattentionfromacademia.Ofcourse,therehavebeenstudieshighlightingtheoralEnglishlearningforcollegestudents,andinmoststudiesoforalEnglishlearning,thepresentsituation,oralEnglishlearningwaysandcopingstrategieshavebeenemphasized.Theapproachescanbedividedintotwocategories:oneistheory,anotherisexperiment.Greatprogresshasbeenmadeinthisfield,however,althoughmanyscholarsstudythistopicwiththeory,concreteexamplesarenotmuchenough.Also,theconsiderationoftheoryalonecan’tpresenttheactualsituationoforalEnglishlearningforcollegestudent.Untilnow,thereareafewstudiesonthisfield.ThispaperdidaquestionnairesurveyontheEnglishmajorcollegestudentofHubeiUniversityofEducation.Firstly,thispaperexaminedthepresentsituationoforalEnglishlearningforEnglishmajorcollegestudent;thenitanalyzedsomeproblemsandreasonswhytheycan’tstudyoralEnglishwellfromtwoaspects:thestudentsthemselvesandtheschool.Finally,thispaperproposedthecopingstrategiesontheseproblems.Therefore,thisstudyisofgreatsignificancetoimprovetheoralEnglishlevelofcollegestudentsandtheemploymentrateofcollegestudents.2.LiteratureReviewInrecentyears,manyscholarsathomeandabroadhavecarriedoutadetailedanalysisandresearchonthecurrentsituationofcollegestudents'oralEnglishlearningproblemsinlearningoralEnglishandtheimprovementofcollegestudents'oralEnglishability.OntheForeignstudiesontheanxietyofEnglishlearnersinoralEnglish,CindyLeeonceproposedinEnglishLanguageLearnersandOralLanguageAnxiety:AnApproachUsingAConstructivePlaySet(CindyLee,2017:36)thatintheclassroomoflearningthesecondlanguage,studentsmustcommunicateinEnglish.Thisforcesthemtofeelacertainamountofanxiety,whichinturnaffectstheirexpression.Asfortheseanxieties,theauthoralsoproposesthecorrespondingstrategyandselectsthesuitablesituationandparticipatesinitandpreparestherelatedmaterialandtheequipment.Thesetwostrategiesaredesignedtoenablestudentstofullyprepareforthesituation,andenhancetheirconfidencetoexpressthemselves,soastoreducetheanxietyinEnglishcommunication.Onhomestudiesonthepresentsituationofcollegestudents'oralEnglishlearning,ShiXiaohuaoncepublishedintheJournalofChangchunUniversityofScienceandTechnology,“Collegestudents'OralEnglishLearningandimprovement-ABriefanalysisofthecurrentsituationofnon-EnglishMajorstudents'OralEnglishabilityanditsCountermeasures"inthejournalofChangchunUniversityofScienceandTechnology.Inthisreport,throughtheauthor'sinvestigationandresearch,thePresentsituationofcollegestudents'oralEnglishlearningisasfollows:firstly,manystudentssaythattimetheyspendlisteningandspeakingEnglishisverylittle,andtheyhavenotformedagoodhabitoflisteningandspeakingEnglish;Secondly,moststudentsarenotsatisfiedwiththecurrentlearningmethods,butitisdifficulttotrynewmethods;thirdly,moststudentsaffirmtheimportantoflisteningspeakingability,butlackconfidenceinlearning.Throughthesesituations,wecanknowthatintheprocessoforalEnglishlearningforcollegestudents,therearealotofproblems.Therearealsomanystudiesonthefactorsthataffectcollegestudents'oralEnglishlearning.ThroughtheFactorsThatAffectCollegeStudents'OralEnglishLearningandStrategiesofMaQianyu,wecanknowthattherearethreemainfactorsaffectingcontemporarycollegestudents'oralEnglishlearning:psychologicalfactors,phoneticsfactors,culturalandintellectualfactorsandsoon.Forpsychologicalfactors,themainperformanceofstudentsisnotwillingtoopentheirmouthtospeakEnglish,thusaffectingthecoherenceandlogicofspokenEnglish.Theauthoralsoputsforwardthecorrespondingsolutions:(1)tocultivatestudents'interestinoralEnglishandtheirautonomouslearningability;(2)tointerpretourtextbooksorEnglishcross-readingmaterials;(3)todevelopstudents'interestinoralEnglishandtheirautonomouslearningability.Forphonologicalfactors,partofthereasonisaffectedbylocalfactors,students'pronunciationisnotstandard,forthis,Studentsneedtocarryoutsoundcorrecttraining,regardingeachkindofpronunciationphenomenon,thestudentmustlearntoimitate.Inviewoftheculturalandthinkingfactors,influencedbythenationalthinkingstereotypeandculturalhabits,thestudentswillunconsciouslyimposetherulesandpatternsofChineseonthetrainingofEnglish.Forthisfactor,theauthorbelievesthatthefirstthingstudentsneedtodoistounderstandthecultureofEnglish-speakingcountriesandintegrateintotheirculture,soastounderstandsomehabitsofspeakingEnglish,whichwillbeofgreathelptocollegestudentsintheiroralEnglishlearning.Ofcourse,therearemanysimilarstudiesathomeandabroad.Inaword,manyscholarsattachgreatimportancetotheunderstandingofcollegestudents'oralEnglishlearning,theanalysisofproblemsinlearningandtheimprovementoforalEnglishability.3.AnalysisofTheSituationofOralEnglishLearningAStudyonthePresentSituationandLearningStrategiesofContemporaryCollegestudents'OralEnglish（安娜，2015：86）analyzesthepresentsituationofcontemporarycollegestudents'oralEnglishlearninginexaminationWeekly.Fromtheresultsofhersurvey,itcanbeseenthattherearethefollowingproblemsincollegestudents'oralEnglishlearningatpresent.3.1Lackthemotivationtolearn.Afterclass,moststudentsdon'thavetimetopracticeoralEnglishintheirsparetime.HalfofthestudentswanttopracticeoralEnglishwell,buttheycan'tkeepitup.TherearealsosomestudentswhothinkoralEnglishisnotimportant.TheresultsofthesurveyshowsthatmanycollegestudentsarenotclearaboutthepurposeoflearningoralEnglishandcannotadheretoit.3.2LackmethodstolearnMostofthestudents'oralEnglishisverylow,theycannotkeepupwiththepaceoftheteacher,complainingthattheteacherspeakstoofasttounderstand.Thereasonsforthissituationarecloselyrelatedtothestudents'poororalEnglishabilityandtheteachers'traditionalteachingmethodsandtheirownlearningmethods.3.3LacktimetolearnSpokenEnglishinmanyuniversitieshasonlyoneclassaweek，oneclasshourisnotenoughforpracticingoralEnglish.ThetimeandlearningenvironmentiscompletelydisadvantageoustothestudyofspokenEnglish.4.ResearchMethodologyThischapteriscomposedoffourparts.WithanintentiontofindoutthesituationoforalEnglishlearningforcollegestudentsthroughtheinvestigation,aquestionnaireisadopted.Thefirstpartisresearchobjectiveandnextpartissubjects,instrumentisthethirdpartandthelastpartisprocedure.4.1ResearchobjectiveInordertofindouttheproblemsoforalEnglishlearningforcollegestudentsand,thesurveywasadopted.ItaimstoimprovetheleveloftheiroralEnglishandproposedthecopingstrategiesthroughtheanalysisofthesefactors.4.2SubjectsThesubjectsparticipatedinthesurveyare52studentswhoarejuniorandseniorEnglishmajorsfromHubeiUniversityofEducation.Theagesofthemaresimilar.ItcoversdifferentEnglishlevelstudents,theyalmostpassCET4,85percentofthempassCET6,59percentofthempassTEM4.4.3InstrumentThequestionnairewasaddressedtothesubjects.ThequestionnaireisintendedtofindouttheproblemsoforalEnglishlearningforcollegestudentsandtheexistingreasons.4.4ProceduresTheinvestigationwasperformedon25thJanuary.52Englishmajorcollegestudentswereparticipatinginthisinvestigation.Theycomefromjuniorandsenior.TwelvequestionshavebeendesignedtoinvestigatesituationandobstaclesinlearningoralEnglishforcollegestudents,anditgivesthemsomedifferentchoicestochoose.Thedatawerecollectimmediatelyafterthequestionnairewasfinished.Ittookless10minutesforthestudentsanswerthequestionnaire.Thequestionnairewasgiven52outandcollectedall.Aftercollectingthedata,theauthordividesthequestionsintodifferentaspectsandproposessomecopingstrategiestosolvetheproblems.5.ResultsandStrategiesThischapterismadeupofthreeparts.Thefirstisabouttheresultofquestionnaire,thesecondisabouttheanalysisofthereasonsofthesituation,andthelastisthecopingstrategies.5.1ResultsandanalysisfromquestionnaireThequestionnairewasusedtoinvestigatethesituationandproblemsinlearningoralEnglishforcollegestudents.Itcontains12itemsinall.Forthequestion:DoyouspeakEnglishafterclass?Thereareonly5%oftheinvestigatorswhoshowtheyoftenspeakEnglishafterclass,46%ofthemsaythereisfewchancesforthemtopracticeoralEnglishinschooland48%ofthemthinkthereisfewchancesforthemtospeakEnglishinclass;forthereasons:92%ofthemexpressthereisnoappropriateatmospheretocommunicatewithEnglish,23%ofthemthinktherearesomanyentertainmentsafterclass,53%ofthemareafraidofbeinglaughedat.5.2Analysisofthesituation5.2.1TheproblemsoflearningoralEnglishLackofautonomouslearningabilityInthissurvey,moststudentsexpressedtheydon’tspeakEnglishafterclass,becausetherearesomeentertainment,forexample,goingshopping,watchingmovies,playingcomputergames,playingwiththeirphonesandsoon.Sothesestudentsarelackofautonomouslearningability.Thetraditionalteachingmodemakesthestudents"teaching"and"learning"seriouslydisjointed,resultingintheone-sidedandsinglelearningmethodandthelackofthespiritofactivelearningandinquiry.Atthesametime,thecurrentuniversitygenerallyimplementsthestrictinandoutofthetrainingmodel,thefreedomofuniversitylifeleadstothelackofstudents'goals,lowautonomouslearningability,resultinginstudentsenteringthejobcannotadapttothepostwork.Manyscholarsathomeandabroadhavecarriedoutresearchoncollegestudents'autonomouslearningfrommanyaspects.Theresearchprovesthatcollegestudents'autonomouslearningabilityisthemostimportantfactorforself-developmentandself-strengthenhancement.Lackofself-confidenceInthequestionnaire,halfofthestudentsareafraidofbeinglaughedat.Itshowsthatmanystudentslackself-confidencewhenspeakingEnglish.LackofappropriatecontextSomestudentsthinkthereisnoappropriateatmospheretocommunicatewithEnglish.SothereislackofappropriatecontextforthemtospeakEnglish.5.2.2ThecausesoftheproblemsPsychologicalfactorsLanguageisatoolforcommunicationbetweenpeople.AmongthefourskillsofEnglishlearning,oralEnglishtrainingisparticularlyprominent.Inourlong-termEnglishteaching,duetothelackofspeakingenvironmentandtime,studentshaveformeda"muteEnglish"model,inwhichthestudentscanonlyusepentodoquestionsandarenotwillingtocommunicateinEnglish.Inaddition,whenstudentscommunicateinEnglish,duetotheintrovertedpersonalityandformalpsychologicalfactors,theydonotknowhowtospeak.GrammaticalfactorsInrecentyears,althoughmoreandmoreattentionhasbeenpaidtooralEnglishandmoreemphasishasbeenplacedonthepurposeoforalcommunication,thecommunicationoforalEnglishislimitedtotheabilitytocommunicateandexpress.However,therearefewrequirementsforwhetherthelanguageconformstoEnglishgrammarrulesandEnglishhabits,whichmakesgrammarignoredtoacertainextentinjudgingthequalityofitsspokenEnglish.Atpresent,thegrammaticalerrorsincollegestudents'spokenEnglisharewidelydistributedandinvolveawiderange.Duetotheimproperpracticeandtheinterferenceofmothertongueandotheraspects,theEnglishlanguagesituationofcollegestudentscannotachievethedesiredresults.Intheabsenceofsufficientoraltraining,theimprovementofcollegestudents'oralcommunicationlevelhasbeendirectlyaffected.ExternalfactorsOntheonehand,nowadays,thetechnologydevelopsrapidly,inacertainextent,mobilephones,computersandmanyotherhigh-techproductsdoaffectstudents'learning,comparedwithlearning,thesethingswillbemoreattractive.Ontheotherhand,theschoolreallylacksomesuitableoccasionsforstudentstospeakEnglish.TherearefewfriendsaroundthemwhospeakEnglish,soiftheyspeakEnglishalone,thatwouldsoundsomewhatembarrassing.5.3Thecopingstrategies5.3.1DevelopingthehabitofautonomouslearningAtpresent,theteachingsubjectgraduallytakesthestudentasthecentertoreplacetheteacher-centeredtransformationmodel.Therefore,autonomouslearningwillbecomethemainteachingmethodandlearningmethodofEnglishteaching.Inrecentyears,collegesanduniversitiespaymoreandmoreattentiontothecultivationofcollegestudents'EnglishautonomouslearningabilityinEnglishteachingandbreakthetraditionaleducationalconcept,andgraduallyestablishtheconceptofautonomouslearningteaching.IncollegeEnglishteaching,weshouldfirstcultivatecollegestudents'autonomouslearningabilityfromtheconceptandtheoryofautonomouslearning.Atthesametime,intheprocessofcollegestudents'autonomouslearning,theyneedtocombinewithteachingpracticeandtheyshouldfindtheexistingproblemsandanalysisofthereasons.5.3.2ImproveoralEnglishself-concept.OralEnglishself-conceptplaysanimportantandactiveroleforEnglishlearners.Asfarascollegestudentsareconcerned,positiveoralEnglishself-conceptishelpfulforthemtoimprovetheiroralEnglishexpressionandcommunication.NegativeoralEnglishself-conceptwilldampentheenthusiasmofcollegestudentstocommunicatewithoralEnglishtoacertainextent,thuspreventingthemfromimprovingtheiroralEnglishlevel.Atpresent,aconsiderablenumberofstudentsincollegesanduniversitiesinChinacomefromruralareas,andtheirEnglishteachinglevelisdifficulttoimproveduetotheinfluenceofthelevelofruraleconomicdevelopment.Therefore,thereisalackoftrainingandlearninginoralEnglishintheimportantfoundationstageofprimaryandsecondaryschools.Forthesestudents,intheadaptationperiodatthebeginningoftheuniversity,teachersshouldpaymoreattentiontotheirpositiveguidance,reducetheirpsychologicalburdenoforalEnglishlearning,andassistthemtoestablishamorepositiveoralEnglishself-concept.5.3.3ImproveEnglishlevelThestudentscanimprovetheirEnglishlevelbystrengtheninglisteningtrainingandincreasinglanguageinputandstorage.Listeningisnotonlyanimportantmeansoflanguage,knowledgeandinformationacquisition,butalsothefirststepinlearningtospeak.Alargenumberoflisteningexercisesarethebasicwaysforstudentstoobtainasenseoflanguageandexpresstheirthinkingcorrectly.Learnersmuststartbylisteningtoothers.Speaking,expressingideas,andcommunicatingwitheachotherinlanguagehasbecometheinevitableresultofalotoflistening.Duetothedifferentdepthandbreadthoflistening,learners'oralapplicationabilityisverydifferent.Learnerswhohearmore,understandmore,andhaveawiderangeofspokenEnglisharestronginoralapplication,whilethosewholistenlessanddonotunderstandthoroughlyfeelspeechless,ordonotknowhowtosayit.Theabilityoforalapplicationisimpossibletotalkabout.5.3.4CreateanEnglish-speakingenvironmentItisreallyimportantforstudentstospeakEnglishinanappropriatecontext.Asmanystudentssay,veryfewpeoplecancommunicateinEnglish.Ifthereisanappropriatecontext,suchasanEnglishcorner,anEnglishsalon,andsoon,studentscanparticipateintheseactivitiesaslongastheywant,andstudentscanspeakinEnglish.Itcanalsoexploretheculturalcustomsofothercountries,whichisalsohelpfultoimprovestudents'ownEnglishcommunicativecompetence.Itisappropriateandnecessaryforschoolstoholdoneortwosuchactivitiesaweek.5.3.5TakestudentsasthepredominantroleinclassroomThetheoryoflanguageacquisitionpointsoutthathumanbeingsmastertheirmothertongueunconsciouslyinthenaturalenvironment.Foreignlanguages,ontheotherhand,areconsciouslycarriedoutinaspecificenvironment.Chomsky(1928)believesthatlanguageistheresultofthespeaker'spsychologicalactivities.Babiesarebornwiththeabilitytolearnalanguage.Theydonotneedtocorrecttheirlanguagemistakes.Theycorrectthemselvesastheygrowup.Krashen(2004:20)pointsoutthatthekeytolanguageacquisitionisaninternalizationprocess,thatis,internalizingthegrammaticalandpragmaticrulesoflanguageaspartofthebrainmechanism.Hebelievesthatforeignlanguagelearningisaffectedbytheenvironment.First,thenaturalenvironment:learnerscangainknowledgethroughthenaturallanguage,thiskindoflearningissubconscious.Second,theclassroomenvironment:learnerslearnthelanguagethroughpracticing,thiskindoflearningisconscious.Therefore,Krashenfurtherpointsoutthattheresponsibilityofforeignlanguageteachersistocreateanenvironmentconducivetolanguageacquisitionforstudents,sothatstudentscancontactandusethetargetlanguageasmuchaspossible,soastoeffectivelyhelpstudentsacquirethelanguage.LinguistLittleWood(William,1981:60)pointedoutthat"themorerealandfrequentcommunicationintheclassroom,themoreblurredthelinebetweennaturalenvironmentlearningandclassroomenvironmentlearning."Languagecommunicationisadynamicprocess.DynamiccontexthastwoeffectsonoralEnglishclassroomteaching:oneisexplicitinfluence,thatis,intheprocessoflanguagecommunication,bothteachersandstudentsinfertheinfluenceofeachother'scommunicationintention;Thesecondistounderstandtheinfluenceofthemeaningofthetwosidesintheprocessoflanguagecommunication.Basedonthesetwoaspects,thispaperbrieflydescribestheteachingmethodsoforalEnglishindynamiccontext,inordertohelpstudentsmasteroralEnglishskillsandcommunicateskillfully.IntheclassroomofspokenEnglish,teachersshouldaimtoimprovestudentscommunicativecompetencewhichincludesystemic,sociolinguisticandstrategiccompetence.Teachersshouldletstudentstakedominantpositionbyallowingstudentstospeakandparticipateininteractionalot,duringwhichspecifictasksshouldbecarriedouttoachievecertaingoals.Teachersshoulduseposit