试论甘肃农村初中英语口语能力培养毕业论文

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1、分类号 密 级 编 号 本科生毕业论文题 目 试论甘肃农村初中英语口语能力培养 学 院 外国语学院 专 业 英 语 作者姓名 陈 惠 班 级 2007级八班 学 号 274010801 指导教师 杨 瑞 峰 提交日期 2011. 5. 25 The Cultivation of Junior Middle School Students Spoken English Ability in Rural Areas of Gansu Province Chen Hui A thesissubmitted to the School of Foreign Languages and Literatu

2、re Tianshui Normal University in partial fulfillment of the requirement for the degree ofBACHELOR OF ARTSinENGLISH LANGUAGETianshui, GansuMay, 2011原创性声明本人郑重声明：本人所呈交的论文是在指导教师的指导下独立进行研究所取得的成果。学位论文中凡是引用他人已经发表或未经发表的成果、数据、观点等均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的科研成果。本声明的法律责任由本人承担。论文作者签名： 年 月 日 论文指

3、导教师签名：The Cultivation of Junior Middle School Students Spoken English Ability in Rural Areas of Gansu ProvinceChen HuiAbstract: Widely spoken in the world, English plays a quite important role in modern society. With the development of science and technology, China has taken part in more and more in

4、ternational co-operations. This inevitable tendency requires a number of qualified English personnel in society. The final purpose of learning a language is to communicate with others, thus the spoken English is quite important. Having conducted a case study in Meichuan Middle School in Min county D

5、ingxi City, the author of this thesis has studied the present situation of spoken English teaching and learning in rural areas of Gansu Province and found the situation is far from satisfactory. The author brings forth some methods for spoken English teaching and learning. As students guide, teacher

6、s can cultivate students interest in speaking English and conduct them to do more effective exercises. Students ought to cultivate their interest in speaking English and do more practice. Key words: Spoken English; cultivation of ability; interest; practice试论甘肃农村初中英语口语能力培养陈惠 【摘要】作为世界上广泛使用的语言，英语在现代社会

7、中起着重要作用。随着科学技术的发展，中国已参与了越来越多的国际间的合作。这种不可避免的趋势就需要社会上有大量英语人才。学习语言的目的在于交流，因此，口语的表达能力是非常重要的。本论文作者在定西市岷县梅川中学做了一个问卷调查，发现甘肃农村初中英语口语教学现状不容乐观。针对这一发现，本论文作者分析了造成这种现状的原因并提出了一些提高那个地区中学生英语口语能力的建议。作为学生的领路人，老师可以激发学生讲英语的兴趣并指导他们做更多有效实践。学生应该培养讲英语的兴趣并做更多练习。【关键词】英语口语；能力培养；兴趣；实践CONTENTSI. Introduction .11.1 The condition

8、 of spoken English teaching and learning.11.2 A review over the past research on spoken English.2II. Research Design and Findings.32.1 Research design.32.2 Findings of the research.3III. Some Methods in Teaching Spoken English .4 3.1 Creating a relaxing class atmosphere.43.2 Giving students more enc

9、ouragement5 3.3 Some practical methods in teaching.6 3.3.1 English daily report.6 3.3.2 Role-play7 3.3.3 Encouraging students to ask questions.8 3.3.4 Using pictures.9 IV. Useful Methods for Students Speaking English10 4.1 Cultivating interest in speaking English10 4.2 Imitating standard pronunciati

10、on11 4.3 Retelling in English.124.4 Widening English daily words.12V. Conclusion.13 References.14 Acknowledgements.15I. Introduction1.1 The condition of spoken English teaching and learning The author of this paper conducted a questionnaire which indicates that the present situation of spoken Englis

11、h teaching and learning in rural areas of Gansu province is far from satisfactory. There are various reasons. First of all, students and teachers pay less attention to oral English. At present, there are few exams of spoken English in those areas, thus students and teachers dont pay enough attention

12、 to spoken English. Teachers usually judge students English ability by their written exams. The main purpose of teachers and students is to get high grades to pass exams. Second, Chinese atmosphere has negative influence on oral English teaching and learning. Students in rural areas of Gansu Provinc

13、e are surrounded by the Chinese language atmosphere and there are few chances for them to practice their oral English. So they may feel embarrassed to speak English in public. Third, in rural areas of Gansu Province, the teaching condition is very poor. Teaching facilities and staff are not enough.

14、Teachers teach students English with traditional methods. Students dont have radios to listen to English and they dont even have good English materials. What they can do is only to follow their teachers teaching. Whats worse, because of lacking teaching staff, a lot of teachers in these areas are no

15、t professional. They themselves cant speak English fluently and some of them even just know some basic English skills. The average English level of students there is very poor, let alone spoken English.1.2 A review over the past research on spoken English teaching and learningWidely spoken in the wo

16、rld, English plays a quite important role in modern society. With the development of science and technology, China has taken part in more and more international co-operations. This inevitable tendency requires a number of qualified English personnel in society. The final purpose of learning a langua

17、ge is to communicate with others, thus the spoken English is quite important. Many scholars have realized the importance of spoken English and have done some relevant researches. Linguist French says that spoken English is first and words are second. Spoken English should be conducted by the task-ba

18、sed principle in order to improve the level of spoken English (Nunan David, 1999). However, they did not propose practical ways of improving spoken English ability. Many Chinese scholars also realize the importance of spoken English and express some suggestions about how to improve spoken English le

19、vel. Li Tingxiang in 1993 concluded English teaching experience and borrowed good aspects of foreign language teaching from abroad in English Teaching. Liu Jinlan in 2006 pointed out that traditional and poor teaching methods should be changed completely in spoken English teaching so as to improve s

20、tudents capacity of communication. In order to realize this goal, relevant factors influencing the spoken English teaching effects should be known very well, such as psychological factors, cultural differences and so on. “Asking and answering is the main means of improving capacity of language commu

21、nication in class teaching” (Xu Xiuting, 2006). Another scholar, Yang Ping in mainland China says that teaching contents is the main objective evidence by which teachers creative contexts. In the process of teaching, whether the contexts are creatived or not, what kind of contexts and in what form t

22、he contexts appear, which are decided by teaching material traits and teaching goals (Yang Ping, 2006).From what has been discussed above, scholars neglected the present situation of oral English teaching and learning in most remote areas, although Chinese and overseas scholars have realized the imp

23、ortance of spoken English and discussed some teaching and learning methods of spoken English. However, most of these methods are not suitable for students in those areas. Having conducted a case study in Meichuan Middle School in Min county Dingxi City, the author of this thesis has studied the pres

24、ent situation of spoken English teaching and learning in rural areas of Gansu Province. Whats more, the author has analyzed the reasons of this situation and discussed some means of spoken English teaching and learning which are suitable for junior middle school students in those areas. The author h

25、opes that junior middle school students in those areas can improve their spoken English ability in order to reach the goal of English learning.II. Research Design and Findings2.1 Research DesignThe study lasted for nearly one month, from September 25th to October 20th, 2010. At the beginning of the

26、study, a questionnaire was made. After this, the questionnaire was carried out. Then the author of this thesis collected and analyzed the questionnaire. The subjects are junior middle school students in Meichuan Middle School in Dingxi City, 100 students in total. The major instrument used in the pa

27、per was class observation and questionnaire. In order to know the situation of spoken English teaching and learning of junior middle school students in rural areas of Gansu province, a questionnaire was designed. The self-made questionnaire was composed of nine questions. Some of these questions con

28、tain three alternatives marked A, B, and C, the others contain four alternatives marked A, B, C and D. 2.2 Findings of the researchIn order to get the results of the study, the author collected and analyzed the data of this questionnaire carefully. As for Question One, 81 students chose answer C, th

29、at is to say, there are multimedia classrooms in their school, but they are hardly used. As for Question Two, 93 students chose answer B, namely, nobody speak English well in their class. As for Question Three, 80 students chose answer D, that is to say, students hardly speak English in this middle

30、school. As for Question Four, 86 students chose answer C, namely, students in that school never communicate with English. As for Question Five, 89 students chose answer B, that is to say, they do not think English important. As for Question Six, 87 students chose B, namely, they do not practice spok

31、en English. As for Question Seven, 91 students chose answer C, that is to say, their English teacher always pronounces incorrectly. As for Question Eight, 89 students chose D, namely, their English teacher hardly speak English in class. As for Question Nine, all the students investigated chose B, th

32、at is to say, their parents cant speak English. The data of this questionnaire indicates that the present situation of spoken English teaching and learning in rural areas of Gansu province is far from satisfactory. There are many reasons. First of all, students and teachers pay less attention to ora

33、l English. At present, there are few exams of spoken English in those areas, thus students and teachers dont pay enough attention to oral English. Teachers often judge students English ability by their written exams. The main purpose of teachers and students is to get high grades to pass exams. Seco

34、nd, Chinese atmosphere has negative influence on oral English teaching and learning. Students in rural areas of Gansu Province are surrounded by the Chinese language atmosphere and there are few chances for them to practice their spoken English. So they may feel embarrassed to speak English in publi

35、c. Third, in rural areas of Gansu Province, the teaching condition is very poor. Teaching facilities and teaching staff are not enough. Teachers teach English with traditional methods. Students dont have radios to listen to English and they dont even have good English materials. What they can do is

36、only to follow their teachers teaching. Whats worse, because of lacking teaching staff, a lot of teachers in these areas are not professional. They themselves cant speak English fluently and some of them even just know some basic English skills. The average English level of students there is very po

37、or, let alone spoken English. Because of all these factors, spoken English level of junior middle school students is very low in rural areas of Gansu province. The following parts are some methods for spoken English teaching and learning.III. Some Methods in Teaching Spoken EnglishAs is known, teach

38、ers play a quite important role in English teaching and learning. Their duties are not only to pass knowledge to students and help students pass exams, but also to light up students methods in their study. Being the guide of learning, teachers role can influence students greatly. First of all, they

39、ought to improve their own oral English. Second, they ought to pay more attention to teaching and learning of spoken English.3.1 Creating a relaxing Class Atmosphere The efficiency of English learning and teaching has close relation to the atmosphere both in and out of class. Broadly speaking, there

40、 are two factors that may influence students oral English in class. One is that they cant find proper words to express their opinions and the other is that they are afraid of making mistakes. Sometimes they make mistakes while they are speaking because they are shy and nervous. So relaxed class atmo

41、sphere can help students speak English actively. Teachers ought to work hard to create relaxed atmosphere to decrease students feelings of fear. There are some ways for teachers to create relaxed class atmosphere. First, it is very important for teachers to have the first class with a long and frien

42、dly introduction. Tell your students as much as possible about yourself and experiences because students are always very curious about their new teacher. Dont forget to live time at the end of the class for the questions. Students have many questions, even if they are shy and timid. A few students m

43、ight boldly ask questions immediately. Many will need encouragement and time to collect their thoughts after you have finished your introduction, even if you have told them you expect them to ask questions. The most timid students might even require you to ask them write the questions down and hand

44、them in. In any case, presenting yourself in the first class as a warm and interesting teacher can make students feel that you are an approachable teacher. They will express themselves actively and boldly in future. Second, a sense of humor in the classroom is very useful. This might even be the bes

45、t way to create a relaxed atmosphere. A teacher that jokes with the students will find the students much more active. Third, teachers should not overcorrect your students spoken English. Of course, teachers job is to improve your students learning, but it does not mean that teachers should correct e

46、very sentence. Improving students spoken English also mean giving them ample chances to practice it in class as well as boosting their confidence in their spoken English ability. If teachers overcorrect students spoken English all the time, students will think that their spoken English is very poor

47、and they may speak English less much in class.3.2 Giving Students More Encouragement Students are likely to make mistakes while having conversations and answering questions in English. Teachers should be tolerant to students when they make mistakes. It is very unwise that teachers immediately correc

48、t mistakes that students make, because students thinking will be interrupted. Whats more, it will give students psychological pressure and make students feel awkward. Teachers should speak highly of their students for their progress after they finish their performance. Meanwhile, teachers should poi

49、nt out mistakes that students make in an indirect way. Here are some practical methods:a). Give them praise though they are speaking a little English b). Be patient and look for chances to let students express themselves and never get them nervous and awkwardc). Be a friendly and approachable teache

50、r to all of the studentsd). Treat all the students with the same attitude3.3 Some Practical Methods in Teaching Practice makes perfect. Teachers should let students to do more practice in spoken English learning. It is very important for teachers to give their students a variety of speaking activiti

51、es so that they will be able to cope with different situations in reality. Variety also helps keep motivation high. Any kind of activity, if overused, may become less interesting. The reason why designing a variety of activities is that the students have different learning style, so some kinds of ac

52、tivities may suit some students, while other activities may suit other students.3.3.1 English Daily ReportTeachers can let students give daily report in English before class. Topics could not be confined. Students can say something in simple English that is happening around them, including some news

53、 or jokes, whatever they want to say for 12 minutes.In order to get good results, teachers can let students do preparation in advance. At the very beginning, students can pick up some simple topics and tell it in plain English, for example:“Hi, boys and girls! I am Tom. Im 16 years old this year. To

54、day is Friday. It is sunny and its a good day for hiking. I am going to Shanghai this weekend with my sister. May all of you a good weekend. Thanks a lot.”Gradually, they can talk about some complicated topics or even some important news which has a lot of information. Here is another example:“Linda

55、 is my best friend and I treasure the friendship between us very much. We were primary school classmates, but throughout the years she is still my best friend. Though we are not going to the same junior middle school, we often contact each other with phone calls and letters. She is a lovely girl who

56、 is always full of laughter. Everyone likes to talk to her about their personal experience and views as she is good at giving advice and helping others to drive their unpleasantness away.” This example is more complicated than that one given above, because students spoken English ability is improved

57、 gradually. This kind of practice is quite useful for students. However, teachers should make sure that every student has an opportunity to show him or her, because it is very important and necessary to those students who are shy and passive in class. 3.3.2 Role-play To improve students oral English

58、, Role- play is a good way. It requires good co-operation between students and teachers. This kind of activity can not only draw students attention, but also consolidate their knowledge. In order to make the role-play successful, teachers can divide students into groups and let them choose some topi

59、cs which are interesting and new, such as topics about something at school or among friends. All these can draw students attention and never bore them. Look at the following example of making a call.A: 2368431. This is Tom. Who is that?B: This is Lucy. Can I talk to Mary?A: Hold on, please.C: Hi, th

60、is is Mary speaking.B: Hi, MaryThis is a typical example of making a call in daily life. By doing this kind of practice, students will be familiar with the use of “This is”, “Who is that?”. There is another example. A: What time is it? B: It is 3:00. Why? A: Oh, I need to go to the store. Do you wan

61、t to come? B: Ok. Just a minute. I need to finish this first.After students have finished this in pairs first and a couple of pairs have performed it in front of the whole class, the teacher can ask them to perform it in different moods such as happy, sad, bored or in different role relationships su

62、ch as a parent and child, husband and wife, two friends and so on. Then the actual words can be varied such as “go to the post office”or“go to the bank” instead of the“store”or “I need to find my jacket or shoes”instead of “finish this first. (Wang Qiang，2006)Gradually, students can perform some complicated dialogues, us