Analysis of Oral Drilling Models in Junior High Schools of Rural Areas农村初中英语口语训练模式研究.docx

Analysis of Oral Drilling Models in Junior High Schools of Rural Areas农村初中英语口语训练模式研究.docx

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AnalysisofOralDrillingModelsinJuniorHighSchoolsofRuralAreas农村初中英语口语训练模式研究

AnalysisofOralDrillingModelsinJuniorHighSchoolsofRuralAreas

农村初中英语口语训练模式研究

Abstract

Integratingthedevelopmentofthemodernsociety,TheNewEnglishCurriculumCriteria’srequirementsforsecondaryEnglishteachingandtheauthor’spersonalexperienceofeducationpractice,thethesisemphasizestheimportanceoforaldrilling.Anditobjectivelyanalyzesthesituationoforalteachinganddrillingmodelsinjuniorhighschoolsofruralareas.Afterdiscussingtheexistingproblems,thethesisalsoshowssomepracticaloraldrillingmodels:

imitation,repetition,murmuring,on-sitetranslationmethod,discussionandexplanation,andinterview.Finally,thethesisofferssomestrategiestoimproveoralteachingthere.

Keywords:

ruralareas;juniorhighschool;orallanguage;drillingmodels

摘要

本文结合当今社会的发展，英语新课标对中学英语教学的要求和作者切身的教育实习体会，指出了英语口语训练的重要性，并对农村初中英语口语教学的现状和模式进行了分析。

在对存在的问题进行讨论后，本文同时展示了一些针对性的可行的口语训练模式：

模仿法、复述法、自语法、现场翻译法、讨论解说法、人物采访法。

本文最后提出了一些改善农村初中英语口语教学的策略。

关键词：

农村；初中；英语口语；训练模式

Contents

1.Introduction………………………………………………..………………………1

1.1TheMotivesoftheStudy……………………………………..…………………1

1.2LiteratureReview……………………………………………………………….1

1.3ExistingProblems……………………………...……………………………….2

2.AnalysisofOralDrillingModelsinJuniorHighSchoolsofRuralAreas……………………………………….………..…………………………….2

2.1TheSituationofOralLanguageTeachinginRuralJuniorHighSchools…...……2

2.2ImportanceofOralDrilling………………………………………….…………...4

2.3SomeModelsforOralDrilling…………………………...……………………...5

3.StrategiesofImprovingOralLanguageinJuniorHighSchoolsofRuralAreas…………………………………………………………………..……………7

3.1TheImprovementstotheSituation……………………………………………..7

3.2TheGoaloftheResearch……………………………………………………….9

3.3ThePracticeoftheResearch……………………………………………………9

4.Conclusion………………………………………………………………..……….11

References

1.Introduction

1.1TheMotivesoftheResearch

Nowadays,information-basedsociallifeandeconomicglobalizationmakeEnglishbemoreandmoreimportant.Asoneofthemostimportantinformationcarrier,Englishbecomesamostwidelyusedlanguageinallfieldsofmankind’slife.LearningandusingEnglishtolaunchanoralconversationbecomesanevidentneedofthesociety.Soitisoneoftherequirementsineducationforall-rounddevelopmenttoenhanceoralteachinganditisalsothetrendofforeignlanguageteachingreform.

Furthermore,anewbroadreformofbasiceducationcurriculumraisesoralteachingtoamoreimportantpositionthanever.However,inourcountry,ahugegapinoralteachingofjuniorhighschoolexistsbetweenurbanandruralareas.NationalEnglishCurriculumforNine-YearCompulsoryEducationspeciallyemphasizesthatEnglishteachingshouldcultivatethestudents’abilityofcomprehensivelylanguageusingandEnglishteachersshouldstrengthenoralteaching.However,spokenEnglishisacomparativelyweakerfieldinsecondaryteachinginruralareas.

Therefore,thethesisdiscussesthecurrentsituationoforalteachinginruraljuniorhighschoolsandputsforwardsomesolutionsandthemodelsoforaldrillingthere.

1.2LiteratureReview

Languageisdefinedas“asystemofarbitraryvocalsymbolsusedforhumancommunication”（LiuRunqingandWenXu,2006:

8）.Nowthatthelanguageisvocal,itscommonformcanbefoundinorallanguageamongpersons’communication.Besides,orallanguage“istheskillthatthestudentswillbejudgeduponmostinreal-lifesituation”（WangQiang,2006:

156）.Itissuchanimportantpartofeverydaycommunicationandmostoftenthefirstimpressionofapersonisbasedonhis/herabilitytospeakfluentlyandcomprehensibly.So,beingteachers,theyhavetheresponsibilitytoteachstudentstospeakinEnglishbothintherealworldandinthetestingroom.GillianBrown&GeorgeYuledidtheresearchonorallanguageteachingandnotedthat“intheaspectofteachingtheorallanguagetheteachercandeliberatelyselecttheleveloftrainthemtothatlevelofability”（2000:

50）.WangQiangindicatedthatsincethestudentswillprobablynothaveenoughopportunitytopracticespeakinginEnglishoutsidetheclassroom,itisourresponsibilityasteacherstogivethemasmanyopportunitiesintheclassroomaspossible（2006）.

1.3ExistingProblems

Atpresent,ofalllanguagesintheworld,Englishisthemostwidelyusedone.However,therearestillmanyproblemswhichcanbefoundinjuniorhighschoolsofruralareas,suchasthelackofacertainlanguageenvironments;Englishteachers’poorspokenability;somepsychologicalbarriersforstudents’speaking;theinefficiencyofbig-classteachingandsoon.Manyresearchershavelaidemphasisontheadvantagesanddisadvantagesoforaldrillinginjuniorhighschoolsofruralareas.Sothisthesisalsowillanalyzethesituationthereindetailandgivesomepracticalsuggestions.

2.AnalysisofOralDrillingModelsinJuniorHighSchoolsofRuralAreas

2.1TheSituationofOralTeachinginRuralJuniorHighSchools

Asalanguage,Englishisakindofsocialcommunicationtoolanditsmaincharacteristiciscommunicable.ThusoneofthegoalsofEnglishteachingistomakestudentscommunicatewithothersinEnglish.Whileformostofitshistory,Englishteachinghasbeenconcernedwiththestudyofgrammarandvocabulary,whichmakesthestudentsbethetooloftakingexaminations.Sotherearefollowingfiveproblemsexistinginoralteachinganddrillinginjuniorhighschoolsofruralareas:

Firstly,theEnglishteachinglacksofthenecessarylanguageenvironment.TheChinesestudentslearnEnglishinasingle-languageenvironment.Exceptlimitednumberhoursperweek,thestudentshavelittlechancetogetintouchwithEnglish.Suchenvironmenthasseriouslyhinderedthestudents’speakingcapacitydevelopment.

Secondly,theteachers’orallanguageispoor.AlargenumberofEnglishteachersinjuniorhighschoolsofruralareasshowpoorpronunciationandinaccurateintonation.AndtheycannotteachtheirstudentsinfluentEnglish,whichunfavorablycultivatestudents’speakingability.

Thirdly,thesizeofclassisverylarge.Thesizeofclassesinvastmajorityofoursecondaryschools,whichusuallycontain50-60studentsorso,istoolargetoorganizeeffectiveoraltrainingactivities.Itisdifficultforstudentstoopentheirmouthsandpracticetheirorallanguage.Thereforetheiroralabilityistoodifficulttobeimproved.

Furthermore,thestudentstherehavefewopportunitiestolistentoEnglish.Oralabilitymustbebuiltonthebasisofmuchpractice.Becauseoftheteachers’lowlevelsoforallanguage,lackofelectricalequipmentandteachingmaterials,andthestudentsaregivenfewopportunitiestolistentoEnglish;thestudents’oraldrillingisdirectlyaffected.

Finally,thepsychologicalbarrieraffectstheirspeaking.Becausetheyhavenotenoughsolidbasicskills,thestudentsarepronetobeafraidofhardship,resultingintheformationofpsychologicalbarriersandfearthattheirspeakingisnotgoodandbeingridiculed.Themorefeartheyhave,thelesstheywouldsay,andthelesstheycansay,whichleadstoaviciousrecycle.Foralongtime,theefficiencyoforallanguageteachingisnotsatisfactory.ThroughtenyearsEnglishlearninginsecondaryschools,universities,themajorityofuniversitygraduatesstilldonothaveavalidforeignlanguagecommunicationskills,andcannotadapttoChina'seconomicandsocialdevelopmentneeds,whichrunscountertothenewcurriculumreform.

2.2ImportanceofOralDrilling

GillianBrown&GeorgeYulealsoemphasizedintheirresearchthat“theintention（oftheorallanguageteaching）isthatthestudentsshouldbeableto‘expresshimself’inthetargetlanguage,tocopewithbasicinteractiveskillslikeexchanginggreetingsandthanksandapologies,andtoexpresshis‘needs’—requestinformation,servicesetc”（2000）.OralEnglishissocommonlyusedthatitshouldbepracticedfrequentlybystudentsintheclass.SpokenEnglishabilityisnotonlyanindispensablecomponentinEnglishteaching,butalsoanimportantobjectiveofEnglishlearning.TraditionalEnglishteachingmethodstrainedmanystudentstohaveacomparativelybettercompetenceofreadingandfinishingtheexercisesinthetextbooks,whiletheirabilityoflisteningandspeakingarecomparativelyunsatisfactory."DumbEnglish"isusedtodescribethesestudents.Therefore,oralteachinghasbeenplacedinamoreprominentpositioninclassroomsofChina.ItisalwaysnoteasyforChinesepeopletolearnEnglishverywell,letalonethestudentsinjuniorhighschoolsofruralareas,whoseoralabilityislimitedbymanydisadvantageconditions.Withtheformationofthenewsocialismcountryside,thecommunicationamongcountrieshavealsobeenincreased,thusitseemssoessentialtostrengthentheruralstudents’oraldrilling.

2.3SomeModelsforOralDrilling

2.3.1Imitation

Thismeansthatstudentscanpracticetheirorallanguagefollowingtherecord,broadcastormoviesoforiginalvoice.Studentsrepeatedlyreadfollowingthemtoimitatethevoiceandthetone,andthefluencyofstudents’oralEnglishwillbeimprovedandthesensetothelanguagewillbecultivated.Neverbeshywhenimitating,theymustbenotbashful,articulateandfocusongraspingthevoice,toneandspeed.Alsotheymustunderstandthemcarefullyandshouldhaveperseverance.Forexample,theteachercanclipthepartofthesinkinginTitanic,andrepeatedlyplayLucyandJackie’slastdialogue,andthenletthestudentsimitateandperform.Thiswillatoncearousetheenthusiasmofthestudents’learningandtheteachingoforalEnglishalsowillgettwicetheresultwithhalfo