初中生英語口語障礙分析和應(yīng)對策略

1、ContentsChinese Abstract2English Abstract31. Introduction 41.1 Research Background41.2 Research Significance42. Literature Review52.1 Identification of Oral Ability52.2 Theoretical Basis53. The Obstacles to Learning Spoken English for Junior Middle School Students63.1 Existing Obstacles in Students6

2、3.2 Existing Obstacles in Teaching83.3 Existing Obstacles from the Learning Environment94. The Coping Strategies to Learning Spoken English104.1 To Cultivate Students Motivation104.2 To Promote Creative Teaching Mode134.3 To Improve Language Environment165. Conclusion18References20初中生英語口語障礙分析和應(yīng)對策略摘

3、要英語作為一門學(xué)科，對初中生來說是一個挑戰(zhàn)。雖然對英語口語重要性的認(rèn)識正在加強(qiáng)，初中生的英語口語能力培養(yǎng)也受到越來越多的重視，學(xué)生用英語作為交際語言的能力也在慢慢地提升，但是受應(yīng)試教育的影響，初中生的英語口語能力相對還比較薄弱。因此，中學(xué)英語教師必須把提高中學(xué)生英語口語水平當(dāng)作一項重要教學(xué)工作。本文主要分析、闡述了初中生英語口語能力培養(yǎng)方面存在的問題，從而有針對性地提出了初中生口語能力培養(yǎng)策略。首先從學(xué)生層面出發(fā)，學(xué)生應(yīng)轉(zhuǎn)變?yōu)椤吧龑W(xué)”而學(xué)的理念，以及追求更高效的口語學(xué)習(xí)方法；其次從教師層面研究，教師應(yīng)該改變傳統(tǒng)教學(xué)的觀念，并與時俱進(jìn)，不斷提高自身專業(yè)素質(zhì)，盡量為學(xué)生創(chuàng)設(shè)輕松愉悅的課堂氛圍并緩解

4、學(xué)生口語學(xué)習(xí)的焦慮感；最后從學(xué)習(xí)環(huán)境的層面出發(fā)，提出了學(xué)校與家庭可以合力，共同為學(xué)生創(chuàng)造一個良好的語言學(xué)習(xí)環(huán)境。關(guān)鍵詞：初中英語口語；障礙；策略An Analysis of the Obstacles to Learning Spoken English for Junior School Students and Coping StrategiesAbstractEnglish, as a main subject, is a challenge for junior school students. Although the awareness of promoting spoken En

5、glish is being strengthened, junior school students spoken ability is gaining more attention, and students communicative ability is changing for the better, their oral expression is still not so outstanding. Therefore, middle school English teachers ought to take more effective measures to improve m

6、iddle school students oral English. This article will explore the existing obstacles in junior school students oral English and seek for appropriate solutions to solve them. In addition, proficient training strategies for junior school students oral English will be proposed. Firstly, the students ar

7、e supposed to change the concept of learning for “higher grade” into the pursuit of more efficient spoken language learning methods. In addition, the teachers had better put aside those stereotypical teaching modes and keep pace with the times. They need to continuously improve their vocational skil

8、ls and try to create a relaxing atmosphere for students and alleviate their anxiety in the class. Finally, to create a better learning environment for students, it is proposed that schools and parents work together so that the students can naturally form the habit of learning.Key words: middle schoo

9、l students oral English; obstacles; strategies1. Introduction1.1 Research BackgroundAt present, there are a great many of English learners in China, while most of the time, the students in general couldnt improve their spoken English without obtaining valid knowledge. One of the main reasons is the

10、lack of examinations for oral English in most middle schools, which leads to the ignorance of oral training in English classes. Nowadays, the society demands not only those who learn English and do well in daily examinations or written works, but also talents with comprehensive ability integrating l

11、istening, reading and writing and speaking abilities.1.2 Research SignificanceLanguage plays such an indispensable role that human beings cant have normal communication without it. People learn English for communication. Under the concept of advocating core literacy teaching, “speaking” is regarded

12、as an important approach to keep in touch with people around the world. As China is developing so quickly, it is approaching to the worlds politics, economy, and culture. Under such situation, English is becoming an international language and people use it almost throughout the world. Spoken English

13、 shows its unique significance. A traditional phenomenon among Chinas teaching is that teachers usually put more emphasis on language points. English teachers spend much time promoting students written expression, while neglecting students oral expression. The result may be that a lot of junior midd

14、le school students only learn written English well while they couldnt express what they think fluently in oral English. Hence, the students spoken ability isnt promoted and even remains weak. In addition, students learn English seriously because they have to finish their assignments and pass the exa

15、minations, which departs from the original learning target. As a matter of fact, improving oral English expression, requires not only to fulfil the teaching task, but also to meet the changing social needs.Cultural linguistics researches suggest that language contains all the social evolution of a c

16、ountry and reflects its cultural characteristics. Gillain Brown figured out the distinction between spoken language and written language: the primary function of spoken language is to sustain the social relations for people and convey information (Brown, G., 2000). When children learn a new foreign

17、language, they also receive more foreign culture. Therefore, language and communication cannot exist independently without culture. In other words, people cant totally master a new language if they dont own adequate culture about that country. Keeping more contact with English culture helps the stud

18、ents have better and profound understanding about foreign culture, and form their world-consciousness. This requires teachers to consciously cultivate students awareness of cross-cultural communication through teaching procedures. Gradually, students perception of language will be promoted.Spoken la

19、nguage has attracted more and more attention in China. The majority of educators have carried out many researches on spoken language teaching, and also proposed a variety of teaching methods. However, the quality and effect of oral teaching still need to be improved and oral English teaching is stil

20、l a problem worthy of further exploration in China.2. Literature Review2.1 Identification of Oral AbilityAccording to Bachmans (1990) theory of Communicative Language Competence, language communication is the process by which learners use language knowledge in specific social situations. American so

21、ciolinguist Hymes (1972) first proposed “communicative competence”. During the period of practicing a new language, learners will experience some obstacles at first, but they may keep trying to make themselves understood. Swain (1985: 85) holds the view that reasonable language output is essential.

22、The output of language may affect how much you “take in” the language. So practice plays an indispensable role in language communication. British scholar John Wilkins pointed out that the task of classroom teaching should not only teach students correct pronunciation and grammar knowledge, but also

23、develop students oral expression and communication skills.2.2 Theoretical BasisMany celebrities abroad have their own understanding of spoken English. For example, famous Hungarian translator Kaza Rombu is fluent in more than 10 foreign languages. She believes that the process of learning a foreign

24、language should be a successive procedure, even if you squeeze out 10 minutes a day to practice it, you can make much progress. Furthermore, you should make full use of your spare time. Dont be afraid to practice a foreign language. Hatch, an applied linguist, believes that the difficulty of learnin

25、g a second language is not less than that of learning your mother tongue. Students can acquire a second language through discourse communication. American linguist and anthropologist, Hymes (1972), put forward the theory of “communicative competence”. It emphasizes students comprehensive communicati

26、ve ability, advocating student-centered and communication-oriented teaching. Thus, students enhance the ability to grasp more information through communication. It can be seen that communicative ability is absolutely important in English learning, it is imperative to improve students oral English ab

27、ility.How the students perform during the communication is certainly influenced by how their English teachers give the lecture. English teachers to some extent set an example for students with a fully English teaching atmosphere, they should try to offer students a good language environment, and gra

28、dually improve students sense of communication (逄杰, 2019(31): 102). And teachers need to change their traditional teaching mode during which the teachers always play the leading role while the students have to passively accept the relative grammar functions. The requirements of English teaching in C

29、hina are developing towards the direction of “l(fā)istening and speaking first, reading and writing next”. New Curriculum Standards for Junior High School English requires that English teaching should focus on training students comprehensive communicative abilities. In this way, they can use appropriate

30、 vocabularies and syntax to listen, speak, read and write to achieve valid communication. Therefore, cultivating students proficiency in English oral communication is one of the main objectives of junior middle school English teaching.3.The Obstacles to Learning Spoken English3.1 Existing Obstacles

31、in StudentsThere exists many factors that limit the students aspiration to learn. As is known to all, its impossible to use a language fluently for communication without constant oral practice, let alone skillfully master the language. However, the fluency is considered as an important indicator to

32、judge learners English oral ability. Lesson (1975) argues that fluency contains the speakers ability to use limited material to naturally express their ideas with complete phonemes, and correct syntax and sentences. While one of the problems is that most students are not so active in the class. They

33、 always prefer to be the listeners. There are two major reasons for that. One is called psychological factor. Most of the students are lack of self-confidence. In the initial stage of English learning they dont form the habit of saying what they learn and sharing what they think about. According to

34、Krashens (1985) “Affective Filtering Hypothesis”, emotion plays a very important role in the following aspects: learners learning process and anxiety will hinder learners from mastering grammatical rules and making progress in language learning. Another factor is students lack of knowledge accumulat

35、ion. Students dont consciously to accumulate a large number of vocabularies, this may result in obstacles to express. Thats why they can not smoothly mobilize vocabulary to organize language in a logical way, which also limits their expression.As to psychological factor, personality influences the l

36、earning process. Comparing other aspects of English learning, “speaking” is much more complicated and is more easily affected by the psychological factors of the students. In the process of learning foreign languages, junior middle school students have some difficulties mastering basic practical ski

37、lls such as reading aloud or reciting. Students are afraid of being laughed at or criticized for their mistakes, so they avoid speaking English much. Inferiority is a psychological phenomenon. Its also a symptom for their lack of confidence. Fear and frustration make them unwilling to speak English.

38、 When required to practice, they are ashamed to express. This kind of situation is common among junior high school students. Therefore, its potential harm should arouse our attention (曹寧, 2005). Class participation affects how the students master the oral skill. In junior middle English classes, the

39、 students prefer to listen to teachers grammar analysis carefully or take some notes instead of answering questions actively. Even if they know the answer to the question, many students avoid directly answer the question. They think it is a sign of modesty, while students who answer might be regarde

40、d as pushy. This kind of psychology causes the students feel shamed to keep practicing. Thus, not so many students are willing to open their mouths to express. For them, they can hardly clearly express their real ideas with what they have learned in the class. When they something wrong or something

41、deviate from correct answer, they feel kind of embarrassed if they are laughed at by the classmates. Gradually, students lose the interests in English communication and prefer to stay silent rather than make a fool of themselves in front of their classmates and teachers. As a result, students have l

42、ess and less practice, it gets more difficult to improve their oral English.3.2 Existing Obstacles in TeachingMonotonous teaching method also makes students oral learning ineffective. It doesnt make much contribution to improving students synthetic language ability. The conventional teaching method

43、is cramming-teaching in which teachers always regard themselves as the subject during teaching procedures and seldom have further interaction with their students, which to some extent decrease students interest in learning. Teachers do not realize that their students are the subject in the class, an

44、d do not give students the opportunity to create English expression. As a result, students make no progress in their oral English.In modern society, English education in middle schools is still exam-oriented in essence.Vast majority of teachers believe that passing those relative examinations or imp

45、roving students scores are the most important. This concept directly affects the teaching of spoken English. Traditional oral English teaching tends to simplify and vulgarize oral training. Although there are simple oral interaction in the class, the content is almost related to the textbook but not

46、 real communication. In such an oral teaching mode, teachers rarely create contexts for the content or specific vocabulary in the articles, nor do they guide students to analyze the authors thoughts and emotions from an overall perspective. Mechanical reading of English is not a good way for student

47、s to understand the essence of the language, nor is it good for students to form English thinking. Limited teaching content also restrains teaching effect. In most English classes, the teacher spend much time on syntax analysis of the text. Language points and the content of the entrance exam play t

48、he primary parts in teaching. Moreover, many teachers simply extract some frequently-used phrases and language points from the text as key teaching content. Only a few teachers guide the students to seek for in-depth background information of the learning material. One of the traditional teaching me

49、thods is to divide the material into several parts and explain some detailed language points, then guide students to do a lot of written practice. Students just listen to the lecture their teachers give. Including some fixed collocation and grammar knowledge, the teacher-centered mode makes the stud

50、ents rarely have a chance to practice spoken ability in the class. However, though after such detailed learning, some students still cannot express their ideas completely and clearly. Gradually, their initiative and enthusiasm to participate is suppressed, therefore, oral communication ability cant

51、be improved.Teachers vocational ability has relative influence on students learning ability and learning state. Junior middle school students are at a stage of puberty, their psychological status is not stable and constantly change. From the perspective of teaching effect, the teachers language is a

52、 key to mobilizing the students emotion. Hence, once the teachers spoken English has been widely accepted by students, they might be willing to learn from teachers. However, the present situation is that most English teachers oral English has achieved a quite high level. Their spoken English needs t

53、o be improved. In oral English teaching procedures, the teacher tends to play the leading role that leads the students to learn, some of them might ignore the fact that the students are the subject of learning activities. 3.3 Existing Obstacles from the Learning EnvironmentMost students in China lea

54、rn English in a single-language environment where Chinese is the mother tongue. Except for the limited English courses, they have little chance to learn and practice oral English. Students have limited English classes every week in most junior middle schools. Thus, due to students limited learning a

55、bility, many teachers choose to mix Chinese and English during the teaching process, and mostly in Chinese. Students have to passively receive relatively limited language in a pure Chinese language learning environment. Though they gain some contact with English, getting familiar with English, they

56、can hardly have extensive oral practice after that, which has a great constraint on the students oral English ability.In some underdeveloped areas, many students cant even receive a normal education, let alone a good language learning environment. Due to the limited number of teaching resources and

57、professional teachers, language learning becomes quite a obstacle for those students. The situation has brought a series of obstacles for English teaching. Teachers can not effectively lead students to carry out oral practice activities, let alone taking every student into account. The opportunities

58、 to practice oral English is few and simultaneously, students listening and speaking ability is not cultivated.In addition, profound Chinese culture and history have deep influence on students foreign language learning. Language acquisition cant be separated from acquiring the customs and cultures,

59、including English. As students have more profound understanding of the history and culture of those English-spoken countries, they gradually find the key to learning English. During the process of students real practice, students also need to understand some unique habits and customs of different countries, such as the British pronunciation and American pro