英语教学毕业论文(英文版)

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1、论文题目（英文）The Factors Affecting High School Students English Expressiveness and Strategies 论文题目（中文）影响中学生口语表达能力的因素及其改进策略 学士学位论文诚信声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全了解本声明的法律结果将由本人承担。学士论文作者签名：日 期： 年 月 日摘 要学习语言的最根本目的在于交际

2、。然而，在我国由于受传统教学模式和应试教育的影响，许多教师更多地注重学生读、写能力的培养，而忽略了对听、说能力的训练。近年来“哑巴”英语现状没有得到很大改观。影响中学生口语表达能力的因素是多方面的。本文分析了影响中学生英语口语表达能力的主要因素，包括教学方法、教师素质以及学生的心理障碍等。并针对这些因素提出英语口语教学应遵循的原则，即以学生为中心、理论联系实际。同时提出了相应的策略：激发学生的兴趣；改善教学方法；充分利用多媒体；帮助学生克服心理障碍等，以期对提高中学生英语口语表达能力有所帮助。关键词：英语教学；表达能力；培养；原则；策略AbstractThe main purpose of l

3、anguage learning is for communication. However, because of the effects of traditional pedagogy and exam-oriented education, many teachers pay more attention to train students ability in reading and writing, neglecting the importance of speaking and listening. The phenomenon of “Dumb English” is stil

4、l serious. There are many factors affecting students English expressiveness. This paper mainly analyzes the main factors affecting students English expressiveness: the poor way of teachers teaching; the teachers quality and psychological barrier of students. It points out some rules should be used i

5、n oral English teaching: student-centered teaching; combining teaching theory with practice. Accordingly, this paper also offers some strategies: arousing students interest; training teachers; helping students overcome their psychological barrier. All of these can be helpful to improve students Engl

6、ish expressiveness.Key words: English teaching ；Expressiveness；Training；Principle；StrategiesTable of ContentsIntroduction.1Chapter 1 The significance of English Expressiveness.21.1 Basic Ability of Contemporary Talents.31.2 Helping Promote Relationship between Countries.31.3 Oral English is an impor

7、tant part of language ability.41.4 The demand of society to communicative person.4Chapter 2 The Factors Affecting Students Expressiveness.42.1 The Poor Way of Teachers Teaching.42.2 The Teachers Quality.52.3 Psychological Barrier of Students.52.3.1 Types of Psychological Barriers in Oral English Tea

8、ching.6Chapter 3 Rules should be Used in Oral English Teaching.63.1 Students-centered Teaching. .73.2 Combing Teaching Theory with Practice. .73.3 Contextualizing practice. .83.4 Balancing accuracy-based with fluency-based practice.8Chapter 4 Strategies for Improvement. .84.1 Arousing Students Inter

9、est. .84.1.1 Helping students cultivate the habit of speaking English.84.1.2 Getting students form proper motivation.94.2 Training Teachers.94.3 Making Proper Use of Multimedia in Oral English Teaching.104.3.1 Discarding Anxiety of Speaking English.104.3.2 Conducting Rational Psychological Adjustmen

10、t.11Conclusion. . . .11Reference. . . .13Acknowledgements.14IntroductionEnglish is widely used all over the world. Nowadays, China has joined the WTO (World Trade Organization) and successfully holding the 2008 Olympic Games, and spoken English becoming more and more important in China. You can see

11、that people, ranging from kids to the old are all participating in the trend of learning spoken English. A large number of students show great interests to the English learning. Today, with the overwhelming emergency of computers and Internet, the world has become smaller and people in different cou

12、ntries much closer to each other than ever before. All these changes require us to change our view on foreign language teaching and learning. The ultimate goal of foreign language teaching is to enable students to use foreign language in work and daily life when it necessary. However, there are stil

13、l many problems existing in oral English teaching, such as lacking of English learning environment; the poor quality of English teachers; students psychological barrier; and test-oriented education.The government has advocated quality-oriented education and tried to reduce students heavy burden for

14、many years. Due to the heavy pressure of the NMET (National Matriculate Test), most teachers and students in senior high schools teach and study mainly for examinations. As a result, teachers adopt traditional teaching method like Grammar-Translation Method, which makes the oral English teaching alm

15、ost impossible. Teachers often pay more attention to vocabulary, English language points, grammar or exercises at the expense of teaching little spoken English. Consequently students who have learned English for several years cannot speak English well. We cannot deny the fact that most high school s

16、tudents cannot communicate with native English speaker freely. In order to meet the need of society and to train high quality talents, English teachers should improve their teaching methods. Because the ultimate goal of foreign language teaching is that enable students to use foreign language in wor

17、k or daily life when it necessary. Therefore, English teachers should teach language in real situations. As all we know that there is a great gap between the language used in real life and that learned in classroom. In real life, language is used to perform certain communicative functions. For examp

18、le: to give directions, to exchange information, or to make a complaint. In a traditional teaching classroom, the foreign language teaching is often focus on forms rather than functions, thus on many occasions, students just learn a lot of structures and patterns without knowing how to use it in rea

19、l situations.There are some factors affecting students English expressiveness, such as poor way of teachers teaching; the teachers quality; students psychological barrier. This paper will mainly analyze the factors affecting high school students English expressiveness. Whats more, the paper will put

20、 forward some strategies.Chapter 1 The Significance of English ExpressivenessAs we know, the purpose of language learning is for communication. There is no doubt that the main purpose of English teaching is to improve students English expressiveness. At present, Communicative Language Teaching (CLT)

21、 2 is widely adopted by English teachers. CLT has become a popular term in syllabus design and in the methodology of English teaching. And the goal of CLT is to develop students English expressiveness which includes both the knowledge about the language and how to use the language appropriately in c

22、ommunicative situations.English expressiveness is equivalent to competence of using English. Communicative competence was proposed by Hymes, D.H . He is a sociolinguist in America. In his words, communicative competence includes knowledge of what to say, when, how, where and to whom; the goal of Eng

23、lish teaching is to help students improve their communicative competence, in short, to teach students how to do and what should they say when they communicate with others in English. In the global economy, English has become an important communicative language; fluency in spoken English will become

24、an essential key around the world. Although many of students are good at reading and writing, but their verbal expression and comprehension are weak. Therefore, in this increasingly fierce competitive market, English speaking ability in English teaching has become an important part.1.1 Basic Ability

25、 of Contemporary TalentsIn contemporary society, an excellent talent should have a good grasp of English. He or she should pay more attention to their expressiveness, one can speak English well, and then he will benefit from English. For example, if he applies for a job, English will give him a good

26、 advantage over the other applicants and have more opportunities than the others. So it is an important tool to prompt ones success. A man of considerable cannot express his idea in public and make response rapidly when he is asked something important in English in special situation, then he will lo

27、se a good chance. A person who attaches importance to English expressiveness can think promptly and deal with different situations freely. Good expressiveness is indispensable to an excellent talent. 1.2 Helping Promote Relationship between CountriesSince the social economic system has been establis

28、hed in our country, English plays an essential role in business, professional work, political activities and cultural exchange among countries; and English becomes an indispensable part of society.English as a major medium in communication, its effects cannot be neglected. It helps build and promote

29、 the relationship between countries. With the rapid development of global economic integration, international trade and commerce has become increasingly frequent. The society in the 21st century demands qualified people, so English is widely used in international business, political and diplomatic f

30、ield; it is also a common language of computers and the Internet, at the same time, English has a significant role in international trade. Accordingly, the relationship between countries will be developed through economic activities. A country want to interchange and cooperate with other countries,

31、English is required for people to comprehend the culture, economy, policy of other countries. From above we can know that our English teaching should not only focus on reading and writing, we must learn how to make use of many tools, for example, English , computer, and so on. But I think English as

32、 a language tool is the most important. Especially much more attention should be paid to English expressiveness by teachers and students.1.3 Oral English is an important part of language abilityIn modern life, there is a big change of peoples understanding on spoken language. The reflection of this

33、change on foreign language teaching is that people pay more attention to oral language that the aim of foreign language teaching. Strengthening the training of listening and speaking abilities is the trend of foreign language teaching. SEFC and JEFC textbook and some other English original version t

34、eaching materials focus on the development of students communicative ability, strengthening the training of the students listening and speaking skills. We should recognize that communication is comprehensive language ability. Developing students communicative competencies the essence which is to dev

35、elop students listening, speaking, reading, writing, and other aspects of the comprehensive capacity.1.4 The demand of society to communicative personWith the deepening of reform and open policy, the communication between our country and the world is more and more frequently. The role of English as

36、an international language of communication tools is widely spread and many people are aware of the importance of mastering the spoken language. Do you want to be a higher vocational education in foreign companies or joint-ventures or collar salary? Do you want to go abroad for a further study? If yo

37、u do not have the oral communicative competence, how do you communication with foreigners? So it is very necessary to develop oral language skills.Chapter 2 The Factors Affecting Students English Expressiveness2.1 The Poor Way of Teachers TeachingAt present, a large number of English teachers adopt

38、traditional teaching pedagogy in our country. In traditional teaching classroom, it only requires students to read, write, but seldom speak and listen. What more, teachers usually talk too much and spend much time to read and do written exercise, thus students do not have many chances to practice an

39、d improve their English expressiveness. There is a common phenomenon that many teachers teach vocabulary and grammar in Chinese, as a result, students often translate Chinese into English.In many schools, teachers teaching method in oral English is relatively dry. Some teachers cannot use textbook e

40、ffectively and creatively, they cannot design new activities in oral English teaching, they do not want to deviate the tradition, so they cannot stimulate students interests in learning English. Due to teachers boring teaching, some students will be absent from classes, practice and communication. T

41、eachers should change their traditional teaching concept and adopt the modern teaching method, like student-centered, Communicative Approach can be used. 2.2 The Teachers Quality In teaching process, the teachers responsibility is not only to teach facts, but also to guide and supervise students, it

42、 is also important for teachers to organize teaching activities and create learning environment for students. However, a serious of problems of teachers exists in the teaching process.1) Influenced by traditional teaching principle and exam-oriented education, most of teachers usually neglect the or

43、al communicative training in English teaching, written tests overweight oral test, so teachers neglect the improvement of students oral ability, especially in the undeveloped areas. 2) Teachers put particular emphasis on language knowledge teaching because of the influence by the traditional teachin

44、g method. In traditional teacher-centered class, students listen to teachers and take notes, they learn passively and mechanically. Students will have few opportunities even no opportunities to practice oral English. 3) Quality and ability of teachers determine the success or failure of English teac

45、hing. At present, because of the shortage of English teachers, some of them even have not received special training but just shifted to be an English teacher from one region to the other one. In addition, many teachers can not apply teaching methodologies and could not arrange class effectively.3All

46、 these have discussed above restrict the improvement of students English expressiveness.2.3 Psychological Barrier of StudentsThere is another main problem that affects students improvement of English expressiveness. That is psychological barrier. Generally speaking, psychological barrier in oral Eng

47、lish communication includes nervousness; anxiety; self-abasement; and lack of self-confidence. These are caused by being afraid of speaking English. Different learners may have different psychological barriers, and they should be noticed by teachers. 2.3.1 Types of Psychological Barriers in Oral Eng

48、lish Teaching a. Self-abasementThese kinds of students lack self-confidence. They do not believe that they can speak English well and not dare to speak English in public. They are always nervous and stuttering when practicing oral English.b. PrideBecause of the influence of traditional Confucian ide

49、as, many students attach too much importance to self-image and others evaluation. They always speak a little, some even do not open their mouth, they are afraid of communication. Students who have such a kind of psychological barrier may often do well in written English but be poor in oral English.4

50、 c. Fear of difficult These kinds of students believe that it is difficult for them to improve their communicative competence in oral English. Heavy psychological pressure and lack of confidence make them feel difficult to communicate with others in English. They always avoid facing difficult some t

51、imes; they even are absence from oral English class. d. AnxietyFrom the dictionary, we know the meaning of “anxiety” is the state of feeling nervous and worried something bad is going to happen.5 It always associates with negative feeling, such as uneasiness, self-doubt, and tension. Anxiety makes u

52、s in a nervous state and thus contributes to poor performance.All these psychological barriers above make it is difficult for students to improve their English expressiveness. Chapter 3 Rules should be used in Oral English Teaching3.1 Students-Centered Teaching Students play a key role in oral Engli

53、sh class. So it is important for teachers to place students at the centre of teaching process. Professors Huang Yueyuang and Gu Yueguo hold the opinion that student-centered teaching is appropriate to design and organize teaching activities in foreign language teaching.6 That is to say, teachers sho

54、uld pay more attention to the students instead of their teaching contexts. Traditional teaching model cannot stimulate students initiative for learning. Generally speaking, students mainly learn from teachers passively. Due to teachers leading role, most students do not have many chances to speak. E

55、ven in some activities, only a small part of students participate in and others just listen. It is very hard to stimulate students initiative. Therefore, the teachers should design some activities like role-play and games and so on which ensure every student can be involved in.At the same time, teac

56、hers can get different students play different roles based on their personalities; make sure each student have a chance to practice. Teachers do not necessarily let students do as they say. Sometimes students can do as what they want.In this way, students initiative will be motivated and teaching re

57、sult will be better.3.2 Combing Teaching Theory with PracticeAccording to teaching theory and teaching characteristic of spoken language, many scholars think that in order to improve students English expressiveness, it is essential to attach importance to oral English practice, what is more, this ki

58、nd of teaching cannot separate theory from practice. One cannot operate merely depend on their own experience, especially in oral English teaching, teachers should learn systematic theory actively. They should acquire conscientiously not only the new demand of syllabus and change in textbook, but al

59、so the feature of teaching contents include basic knowledge, the ability of learning language, motivation of learning, psychological barrier and so on. Only teachers are persisting on learning theory can they guide students effectively in oral English. Teachers need to offer some opportunities for students to practice very often. There is a big gap between language used in real life and the language learned in classroom. In real life, language is used to perform certain communicative functions, for ex