初中英语口语教学策略的研究.doc

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1、 A Study on the Strategies of Oral English Teaching in Junior Middle Schoolby王美苗A thesis presented to the School of English Education ofXian International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 15, 2013Class: 09-4 Advisor: 辛丹 西安外国语大学毕 业 论 文 开

2、 题 报 告姓名王美苗性别女班级09-4学号0925010408毕业论文题目：初中英语口语教学策略的研究 A Study on the Strategies of Oral English Teaching in Junior Middle School 任务起止日期： 2012 年11 月20 日 至 2013年5 月15 日毕业论文主要内容及参考文献： 随着我国改革开放进一步深化以及国际交往日益频繁，学习英语并运用英语进行交流已成为社会的需要。因此，加强英语口语的教学已被大家所关注，这不但是当前素质教育的一项要求，也反映了外语教学改革的趋势。但由于种种原因，长期以来中学英语教学尤其口语教学

3、存在着不少困难与问题，需要切实解决。对于外语学习者来说，掌握一口流利的英语，不仅是提高自身素质和竞争力的需要，更是面对纷繁复杂的国际局势必不可少的。培养学生的口语交际能力是英语口语教学的出发点和归宿，“哑巴英语”已不再适应竞争激烈的社会，新课标也提出了对学生进行口语教学的重要性。因此，初中英语口语教学就是要培养学生的英语表达能力，帮助学生养成良好的口头交际能力。本文针对目前中学英语口语教学上存在的困难与问题，提出一些对策。本文阐述了英语口语发展的现状及其存在的一些问题. 探讨了在课外开展各种训练英语口语的活动的原因及运用情感策略来提高初中学生的英语口语能力。参考文献： Cohen, Andre

4、w D. 1998. Strategies in Learning and Using a Second Language. Beijing: Foreign Languages Press. Richard, J. C. & Rodgers, T. S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.杨小英，2004. 中学口语交际教学研究. 江西：江西师范大学出版社.左焕琪, 2002. 外语教育展望. 上海:华东师范大学出版社.指导教师 (签名)年 月 日Acknowl

5、edgementsI wish to express my sincere thanks to all of people who have contributed to my thesis.First of all, I want to thank all the teachers of School of English Education for their excellent and patient guidance during my study in Xian International Studies University, my sincere appreciation and

6、 gratitude also goes for my supervisor Xin Dan for her constant help and encouragement, she has helped me go through many steps of the writing of this thesis. Without her great efforts and patient help, this thesis could not complete on time.Also, I want to thank my families for their constant suppo

7、rt and care. Without my parents concern and love, it is difficult for me to endure the pain.Last but not least, I am really grateful to my classmates and roommates for their help when I encounter the difficulties in my writing.初中英语口语教学策略的研究摘要:面对文化多元化、经济一体化、教育终身化的21世纪，英语教育成为动态的教育、发展的教育。英语，作为一种国际通用的交际

8、工具，已随着社会的高速发展，越来越为各个家庭、学校所重视,尤其是初中学生。初中是英语学习的基础阶段，是培养学生听说读写能力的关键时期，随着我们同世界各国的交往口益频繁，这使得在这个教育阶段对语言说的能力的培养愈益重要。在教学中，英语教师们也很重视对学生们的英语口语表达、交际能力的培养。不可否认，在我国，初中英语口语教学中存在着不少的问题，需要社会各界集中力量去解决。本文首先介绍了初中英语口语教学的现状及课堂中所存在的一些不足之处，针对这些问题，提出了一些相应的教学措施来提高初中学生的英语口语能力。关键词：初中英语；口语教学；教学措施；口语交际能力A Study on the Strategie

9、s of Oral English Teaching in Junior Middle SchoolAbstract:In the 21st century, faced with cultural diversity, economic integration and lifelong-education, English as an international common communication tool has been widely used. More and more schools and parents have paid attention to English ora

10、l ability, especially in junior middle schools. The time at junior middle school is the key stage of English learning and also is the critical period of cultivating students abilities in listening, speaking, reading and writing. With China contacting with other countries more and more frequently, cu

11、ltivating oral English ability in basic education becomes more and more important. In the teaching, English teachers also attached importance to students oral English expression and communication ability. There is no denying that many problems existing in oral English classroom need to be solved pro

12、mptly.In the thesis, the author firstly introduced the present situation of oral English teaching in junior middle school, and illustrated the deficiencies of oral English classroom. In order to solve these problems, the author provided some teaching countermeasures.Key words: junior middle school E

13、nglish; oral English teaching; teaching countermeasures; oral communication abilityTable of Contents1. Introduction12. Literature Review13. Present Situation of Oral Engish Teaching33.1 Problems in Oral English Classroom.33.2 Deficiencies of Traditional Oral Classroom.44. Strategies of Teaching.64.1

14、 The Objective of Oral Learning and Teaching. .64.2 Affective Strategies Adopted in Oral Class.74.2.1 Affective Strategies for Reducing Anxiety.74.2.1.1 Subjective Affective Strategies for Reducing Anxiety.74.2.1.2 Objective Affective Strategies for Reducing Anxiety.84.2.2 Affective Strategies for I

15、ncreasing Confidence.104.2.3Affective Strategies for Enhancing the Abilities of Empathy and Cross-cultural Awareness.114.2.3.1 Affective Strategies for Enhancing the Ability of Empathy.114.2.3.2 Affective Strategies for Enhancing the Ability of Cross-cultural Awareness.124.3 Communicative Activities

16、 Designed for Oral Class Interaction.134.3.1 Individual task.144.3.1.1 Self-talking.144.3.1.2 Retelling the Story.14 4.3.2 Pair Work.154.3.2.1 Situation Conversation.154.3.2.2 Role Play.15 4.3.3 Group Work.164.3.3.1 Group Discussion.164.3.3.2 Debate.16 4.3.4 Task-based Activities.174.3.4.1 Descripti

17、on.174.3.4.2 Discussion.175.Conclusion.18References.191IntroductionEnglish is the most important information carrier in todays society, and also the worlds most universal language. The quality of English education is an important part for basic education development strategy. In many countries, the

18、governments had put it in a prominent position. In China the time at junior middle school is the foundation stage of learning English, and also the critical period for cultivating students abilities of listening, speaking, reading and writing. In the 21st century, English education has been unceasin

19、gly expanded in China. In class, English teaching was emphasized on from transferring knowledge in the past to the current focusing on cultivating students quality education. One of the major parts of students quality education is to improve their practical ability to use English, which is oral Engl

20、ish ability. The old teaching methods mainly emphasized on explaining English grammar and vocabulary and ignored the actual language practical use ability. The new curriculum standards had changed this old method. From students interest in learning, life experiences and cognitive level, it advocated

21、 experience, practice, participation, cooperation and exchange of learning methods and task-based teaching approach, and developed students comprehensive language use ability. It also made the process of language learning become the ways that can lead students to hold the positive emotional attitude

22、s, active thinking and courageous practice, improve their intercultural consciousness and self-learning ability. In view of existing situations, the author summed up the existing problems on oral English teaching. According to current situation, the author designed oral teaching countermeasures.2. L

23、iterature Review Countless experts and teachers both at home and abroad have made their statements which are relevant to the methods of advancing junior middle school students oral English. In pedagogy, strategy is often synonymous to countermeasure and method. Generally speaking, the teaching strat

24、egy refers to the countermeasures and methods that are used for achieving some teaching purpose. On this basis, teaching strategy is synonymous with teaching method, but its extension is more comprehensive than teaching method, its level is higher and its meaning is wider. Teaching strategy has many

25、 aspects of the meaning and includes the establishment of the target, the choice of the media, the establishment of the method, the organization of the activity, the method of feedback and performance evaluation, etc. (Huang Yuanzhen, 2003) For what is the teaching strategy, there are a variety of o

26、pinions in China and abroad, while it has not formed a unity of thinking. The followings are several representative views. Teaching strategy usually refers to the class teaching strategy and includes three aspects of teaching preparation strategy, teaching implementation strategy and teaching evalua

27、tion strategy. At middle school, no matter what kind of teaching strategy the teachers constructed, they must take the students as the center and pay attention to their development basis. (Yang Xiaoying, 2004) Teaching strategy points out that in the guidance of certain teaching idea or in certain t

28、eaching practice, in order to effectively achieve teaching objectives, the teachers make the general rules for teaching activities of the operating procedures, methods, means and technologies. (Xie Xiao, 2010) Teaching strategy was defined as in the guide of certain teaching concept and theory and t

29、o complete the specific teaching objectives and tasks, the teachers paid enough attention to students study, made the systematic analysis and research for the teaching elements, and finally planned and formed the implementation scheme. Through monitoring and regulating the teaching process, teaching

30、 strategy guaranteed teaching and learning lively, actively and efficiently. (Shi Junqing, 2007) Teaching strategy was defined as in the process of teaching, in order to accomplish a specific goal, and according to the teaching of subjective and objective condition, especially for the students reali

31、ty, teachers took into general consideration of chosen the teaching order, teaching activity procedure, teaching organization form, teaching methods and teaching media and so on. That was to say in the teaching process, there was no the best teaching strategy and no single strategy could apply to al

32、l types of teaching. Therefore, effective teaching needed alternative strategies to achieve different teaching objectives. The strategy unceasingly needed to be monitored, adjusted and innovated. (Shi Xiaowei, 2010) The above definitions of teaching strategy are derived from literature research and

33、academic papers. Through studying relevant materials, the author defines teaching strategy as that in the guidance of the teaching objective and in order to complete particular teaching task, the teachers implement a series of organized, purposeful and targeted measures to students. English teachers

34、 ought to try their best to conduct classes in English, plan appropriate and varied activities, have worthwhile goals and clear objectives for students oral practice and encourage students to speak as much English as possible and handle students errors suitably.3. Present Situation of Oral English 3

35、.1 Problems in Oral English Classroom I found that many problems occur in oral English classroom, which are: a. Learners desire to express themselves in English, but when it comes to certain topic, idea or opinion, they can speak out few sentences while they have more words in Chinese.b. Learners sp

36、eak as though lost in contemplation, stopping every few words and watching invisible objects on the ceiling.c. Learners often give out stumbling, hesitant speech.d. Teachers complain that students are not willing to cooperate with each other and with their teachers during communication activities. S

37、ometimes they just wont say anything.e. Learners who are active in character, who have a good basic knowledge in oral English, are willing to speak, while those who are not good at oral English, dare not speak and practice less in class.f. Learners show great interest in certain communication tasks

38、and they are always ready to say at this time. On some other occasions they have few words.g. Learners can get good marks in translating sentences but may not do well in communicative activities.h. Learners express their opinions through translating what they think in Chinese into the target languag

39、e, which results in many pragmatic mistakes during communication.i. Learners are more willing to communicate with teachers than talk to their partners, they complain that though they can manage to speak out, they dont know what they say are correct or not.j. After some period of learning, some learn

40、ers make great progress while some others think they achieve little improvement.Why do these problems happen?3.2 Deficiencies of Traditional Oral Classroom As we all know, most of the present oral classroom still adopt or partly adopt the traditional teaching approach. The traditional classroom pays

41、 too much attention to language forms and grammatical rules, however, little attention to language abilities and communicative competence. Learners in such direction study grammatical rules and vocabulary mechanically, whereas they can not correctly apply what they learned to the real communicative

42、situations. And most of the vocabulary they learned in classroom has no way of using in practice. Due to the lack of pragmatic knowledge (such as the culture, custom) teaching, learners often make mistakes in cross-culture communication. For example: a learner greets to a foreigner by the means of s

43、imply translating the typical Chinese way into English as “Have you had dinner yet?” A foreigner who has no knowledge of Chinese culture may misunderstand the greeting as an invitation of dinner. As Richards and Rodgers (1986) pointed out, in traditional classroom “Accuracy is emphasized. Students a

44、re expected to attain high standards in translation.” So some teachers often interrupt their students speech to correct the mistakes. This behavior can easily make students lose their interests in speaking because students are afraid that there are too many errors in their speaking and often being c

45、orrected by their teacher and afraid of losing their face before class. And the forms of exercises students have are always mechanical. The most typical one is pattern drill. This kind of exercises is intended to make students remember usage of certain word, phrase or grammar rules. Although it may be useful in the beginning stage of language learning, exclusive using of pattern drills makes learning boring and tasteless and cannot attract students to go on studying. And because language use is in fact a creative behavior, such kind of pr