中國中學(xué)生英語口語焦慮問題的教學(xué)策略

1、中國中學(xué)生英語口語焦慮問題的教學(xué)策略Abstract Currently, students learning English have realized the importance of oral English and they are eager to acquire English speaking ability to cope with everyday communication. However, they frequently worry about their oral English when communicating with others. In this art

2、icle, we study some difficulties in learning oral English of middle school students by doing informal surveys on them. According to the surveys, they encounter many difficulties but the basic one is anxiety, which negatively affects the performances in their English speaking activities. Besides, thi

3、s paper explores some practical oral English teaching strategies by studying the new teaching concepts promoted by The English Course Standards in the hope that students reduce their anxieties and are encouraged to participate in oral English communication.Key Words speaking; teaching strategy; anxi

4、ety; culture sense; cooperative learning; formative assessment摘 要 現(xiàn)今，英語學(xué)習(xí)者已經(jīng)充分認(rèn)識到英語口語的重要性，因此渴望能夠掌握用英語流利交流的口語技巧。但是，進(jìn)行交流的時(shí)候，學(xué)生往往因?yàn)轭檻]重重而沒有辦法自由地表達(dá)其所思所想。本文通過對一些學(xué)生做出的非正式的調(diào)查了解到學(xué)生在英語口語過程中遇到的難題。學(xué)生學(xué)習(xí)英語口語過程中遇到的難題很多，但是其中最普遍的是學(xué)習(xí)講英語時(shí)候的焦慮感和緊張感。焦慮和緊張成了學(xué)生開口講英語的思想障礙，對學(xué)生英語學(xué)習(xí)百害而無一利。本文還對新課程標(biāo)準(zhǔn)所提倡的一些口語教學(xué)理念及口語教學(xué)評價(jià)理念做出可行性分析

5、并對可行性較強(qiáng)的英語口語教學(xué)策略做出初步探討，力圖減少學(xué)生講英語過程中的焦慮感和緊張感，使學(xué)生能夠用英語自由地表達(dá)思想，真正把英語作為一種使用的交流工具。 關(guān)鍵詞 英語口語；教學(xué)策略；焦慮感；文化意識；合作性學(xué)習(xí)；形成性評價(jià)1. IntroductionEnglish speaking is a demonstration of a persons overall ability to use English. It is the skill that is judged upon most in real-life situations. It is also an important pa

6、rt of everyday interaction and most often, the first impression of a person is based on his/her ability to speak fluently and comprehensibly. In many other countries, oral English is a basic skill for students to master, and therefore they paid a lot attention to English speaking at schools. On Janu

7、ary 3rd, 2004, the Ministry of Education issued a notice concerning the distribution of Teaching Requirements for English Curriculum. In the requirements, one shift is highlighted, namely, the shift of the focus of the teaching syllabus from reading to speaking and listening. The skill of speaking h

8、as also been required in the new English Syllabus and The Senior English Course Standards published by the Education Ministry of China has regulated English Speaking as one of the compulsory course. But the current Chinese education, to a great extent, has been carried out in a sort of “fixed” syste

9、m of “grammar and vocabulary only”, and oral courses are almost nowhere to be found. So, the problem of students is not having nothing to say but not knowing how to say. Just as Huchun Dong says, students say what they can say but not what they want to say. 1 This doubtlessly limited the opportuniti

10、es of students individual development. It is not easy to teach English and it is more difficult to teach oral English. In order to develop students oral competence so that they can use the language they have learned correctly, appropriately and expressively in real situations, the teacher needs to b

11、e acquainted with as many teaching strategies as possible, and understand the underlying theories and principles, so that he/she not only knows what to teach and how to do it, but also why he/she could do it in a certain way and how to solve problems when they arise.2 2. Some difficulties in learnin

12、g oral English of middle school studentsEnglish learning is a complex process, subject to the influence of social, linguistic, educational, and cognitive factors. 3 It is reasonable that students worry about their disfluency and unidiomaticity and other aspects of language use. Recent talks with a g

13、roup of students learning English that I interviewed informally after oral classes prove that the following are among their difficulties: Lack of interest in learning English makes it impossible for students to speak with the instructor and peers actively in the ESL classroom; Anxieties relating to

14、English speaking negatively affect performance in English speaking; Inappropriate and unfair assessments making by teachers make students hesitate to speak. When teaching in Xiangan No.1 Middle School, Xiamen, as a practice teacher in March, 2006, we did an informal survey on the situation of studen

15、ts learning of oral English. The questionnaire was designed to get a rough idea of the oral English learning of the students and particularly the difficulties students meet in speaking English (see appendix.)4.According to the analysis (see appendix), 54.3% of the students find it difficult to speak

16、 well because they are afraid of criticism or losing face. Anxieties get in the students way to speak; 51.2% of the students like the section of free talk; 82.1% of the students realize that the ability to speak English fluently is very important; 94 % of them are interested in foreign culture and c

17、ustoms; nearly half of the students wish that their teacher can correct the mistakes they make with encouragement and smile and they wish to be assessed in various ways.Students learning English frequently worry about the small-size vocabulary, incorrect grammar and inappropriate expressions in thei

18、r spoken English when communicating with others. English teachers are very familiar with the worries that English learners feel in their language learning process, particularly in their oral communication. This worry phenomenon should be included in anxiety in SLA research.5 In reviewing research ex

19、amining the effects of anxiety on language learning, Macintyre and Gardner concluded that learners excessive anxiety “negatively affects performance in the second language”. Worrying too much about learning and performance is both unnecessary and harmful. It may prevent learners from practicing Engl

20、ish-speaking skills.63. Related teaching strategies3.1 Developing students culture sense3.1.1 Analysis and strategiesIf the students motivation for learning English is zero, teaching them speaking English will be a huge problem for the teacher. So, before deciding on any other teaching strategies, w

21、hat the teacher has to do is to arouse students interest and increase their motivation in learning English. There are many techniques that a teacher can take to help motivate students interest to learn, but no one motivational technique works well for all students. Since 94% of the students attendin

22、g the questionnaire wish that their teacher could introduce foreign culture as often as possible, one can safely conclude that developing students culture sense is a general motivation practice which can motivate their interest in English. The culture-bound aspect of teaching material is often of gr

23、eat interest to students, and it can be used to provoke an interesting discussion not only about the “other” culture, but also about the “home”culture. The discussion results may facilitate the speaking tasks. Once students interest is motivated, they will realize that learning English has a lot of

24、fun and will surely enjoy learning English. Once they enjoy learning English, they may look forward to speaking English and they are less likely to be afraid of speaking. So, provoking students interest can be considered as a good way to ease students anxieties in speaking.7Another reason for develo

25、ping students culture is that language is the carrier of culture and the importance of teaching culture is emphasized in the The English Course Standards. To accord with the course standards, culture teaching is supposed to be an important part in a successful teaching plan. While teaching oral Engl

26、ish, getting the students familiarized with the culture and social background relevant to the speaking task is essential. One problem in communicating with foreigners is that many words and expressions spoken by the foreigners are culture-bound and students cannot bring their knowledge of the world

27、to help them understand the conversation. Take the word “privacy” for example. Individuality is regarded as a characteristic of the western culture and privacy is a common sense of the westerners. So, “privacy” has two meanings in the dictionary (Oxford Advanced Learners English-Chinese Dictionar, 4

28、thedition): one is “state of being away from others, alone and undisturbed”; the other is “secrecy, opposite to publicity”. However, in China, where people do not care about their privacy that much, “privacy” refers to “secret” only. When they talk about “privacy”, they are often referring to egotis

29、m and secrets of love affairs. While in the western countries, people respect others privacy and “mind your own business” is an important code in the social etiquettes.8Besides, different conventions lead to different usages of language and difficulties in communication. Daily compliments, salutatio

30、ns, thanks, regrets, comity and taboo are culture-bound. For example, when the Chinese are not to accept their friends invitation, they use some tactful expressions “may be I will come” “I will think of it” instead of the negative word “no”. Because we do not think saying “no” to our friend is a pol

31、ite way to refuse. They choose to make promises rather than refusal in order not to harm the relationships. However, for a westerner, such kind of behavior means breaking ones promise and they will be angry at the Chinese. Not knowing such kinds of culture differences, one will never make a good com

32、munication.9So the teacher should bear an open attitude towards foreign culture, share with students what he/she knows about how foreign culture differs from his/her own, and present them in teaching. To get students familiar with Western culture, a teacher may create some situational contexts or em

33、ploy role-play games for the students to experience this culture and know the differences in comparison with their own.3.1.2 Operation and practicesOne practical way to teach culture is to create an authentic classroom environment. Classroom decorations and displays of all kinds, posters, cartoons,

34、maps, newspaper cuttings, and exhibitions of trifles, such as theatre tickers and programmers, bus and train tickets, railway and airline timetables, restaurant menus, and so on create a visual and tangible presence of the target community. This is particularly important in a foreign language settin

35、g where the reality of language use in the speech community is geographically and psychologically far removed from the classroom.Playing an episode of a foreign movie to introduce students an aspect of way-of-life culture is also a good way to provide situational contexts. For example, if a teacher

36、wants to introduce the western dinner etiquette, he/she can tell the students that the French spoon toward themselves and eat from the end of the spoon, not the side; While eating, it is proper to keep your free hand on the table, not in your lap; Also, the bread is quite handily used to scoop up ve

37、getables or sauces and clean up the plate at the end of the meal; To cut food, the knife is used in the right hand and the fork in the left; Food is then put directly in the mouth with the left hand and the fork. The knife is held in the right hand while chewing; When whole fruits (such as apples or

38、 pears) are served, they are not eaten with the hands. The fork is again used in the left to hold the fruit and the knife is used to cut and peel the fruit. The pieces of fruit are then eaten with the fork in the left hand. It is important that the plate be empty at the end of the meal After these i

39、ntroductions, the teacher may well practice his/her oral English but not the students. And students are likely to be confused by such long and complex soliloquy. Instead, the teacher can introduce this culture by playing the movie “Pretty Woman”, in which there is scene that the actress Vivian asks

40、a restaurant manager to teach her how to behave at the dinner table. Instead of the long and confused introduction, the video demonstrates students the correct way to eat bread or soup, and how to cut up and eat fruit, meat and vegetables in several minutes.The teacher can practice students oral Eng

41、lish while introducing the culture. After watching the video, the teacher can provide students some questions to discuss: Is the described behavior generally applicable in a French home environment, or does it reflect only the customs of an urban middle class family? Is it a useful guide to the type

42、 of behavior expected of a foreigner? For a traveler or worker living in the host community is it important to know what aspects of behavior are tolerated from a foreigner and which would be regarded as embarrassing, unacceptable, or even rude and ludicrous? By discussing such kind of interesting qu

43、estions, students learn both foreign culture and oral English.3.2 Promoting cooperative learning3.2.1 Analysis and strategiesCooperative learning is a successful strategy promoted in the course standards, in which students work together to understand and improve their learning. Cooperative learning

44、advocates teaching speaking through interactive tasks and in practical terms, this leads to the use of pair work and group work activities. Cooperative learning often creates student-centered climate in classroom. Students in such classroom will feel more relaxed and easy to perform, either learning

45、 or speaking. Many students are afraid of speaking in front of a whole class because they are worrying about criticism and losing face or they simply feel shy. So, if the speaking tasks are designed to be completed in small group, this anxiety is less likely to happen.Besides, speaking in small grou

46、ps is more natural, because in real life, students spend most of their time talking to one other person or to a few other people. If theyt speak to a large group of people, it is usually a more formal situation where they have spent time preparing what they are going to say.10 Cook and Nicholson poi

47、nt out that small group work helps students learn to work cooperatively and it helps them develop interpersonal skills. When students work with other students who are not their friends, they learn how to work with a wider variety of people and this fosters development of tolerance, mutual respect an

48、d harmony.11 If students cooperate in harmony and with joy, anxiety will surely be forgotten.The second characteristic of a successful speaking task is that students talk a lot in the foreign language. This is the strongest argument for using small group work because it increases the time for each s

49、tudent to practice speaking in one lesson. The only way to become good at a skill is to practice it. Nobody expects to be good at playing ping pong the first time they try even if they already know all the rules very well and have watched others play many times. The same is true of speaking a foreig

50、n language. 12 It is self-evident that the more opportunities students get to practice speaking, the less anxieties they feel.If the weak students are asked to work with more advanced students, they may be also pressed with anxiety. So, the last reason for using group work is that different small gr

51、oups can work at different levels if the teacher groups them according to language proficiency level. It is inevitable that some students in a class will be more advanced than other students. If the teacher modifies a given task to make it easier for slower students and more challenging for more adv

52、anced students, then all students will continue learning and remain more motivated.13 We can use Hammers words to conclude the reasons for adopting cooperative learning, “Pair work and group work allows students to use language and also encourage students cooperation which is itself important for th

53、e atmosphere of the class and for the motivation it gives to learning with others.siv”14When teachers organize group work, they should try to make oral English class activities task-oriented and student-centered and they should focus their attention on how to encourage the students to speak more oft

54、en and more fluently. Moreover, it is necessary to change the activities of pair works or group activities so that the students do not get bored. Sometimes, a drama, a game, or simply an English song may cheer up the students and make them work more efficiently.3.2.2 Operation and practicesMr. Su ,

55、who is an experienced and outstanding teacher modeled a lesson using language games. The following was his presentation:His students had learned the present perfect tense. He wanted them to use the particular rule for communicative purpose. He told the students that they were going to find people “

56、who have/has done” the following things:1. studied under Professor X;2. stocked books in a university library;3. visited Hong Kong;4. thrown a shoe out of a window;. 10. been suffering from frostbite/sunstroke.The procedure went like this:1. He prepared handout before class.2. He grouped the student

57、s.3. He asked each group to move around the classroom and find one person who had done each of these things. Students could only mention one persons name once so they would have to find different people to answer the question.4. Students moved around and asked questions using “Have you been/done ?”5

58、. group members got together to collect information they get.6. He got group leader to report their findings. They would use “So and so has/have done This approach advocates teaching speaking through interactive tasks. It was different from other group activities Mr. Su organized and the students wh

59、o were excited by the novel activities finished the tasks more actively and effectively than ever before.Mini-drama, like the language game, was promoted by Mr. Su. It consists of scenes of everyday life problem situations. The scene is viewed on a video. Actions are interrupted and discussed by the teacher and the students. Mr. Su said that Mini-dramas were designed not only to present