中国中学生英语口语焦虑问题的教学策略.docx
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中国中学生英语口语焦虑问题的教学策略
中国中学生英语口语焦虑问题的教学策略
[Abstract]Currently,studentslearningEnglishhaverealizedtheimportanceoforalEnglishandtheyareeagertoacquireEnglishspeakingabilitytocopewitheverydaycommunication.However,theyfrequentlyworryabouttheiroralEnglishwhencommunicatingwithothers.Inthisarticle,westudysomedifficultiesinlearningoralEnglishofmiddleschoolstudentsbydoinginformalsurveysonthem.Accordingtothesurveys,theyencountermanydifficultiesbutthebasiconeisanxiety,whichnegativelyaffectstheperformancesintheirEnglishspeakingactivities.Besides,thispaperexploressomepracticaloralEnglishteachingstrategiesbystudyingthenewteachingconceptspromotedbyTheEnglishCourseStandardsinthehopethatstudentsreducetheiranxietiesandareencouragedtoparticipateinoralEnglishcommunication.
[KeyWords]speaking;teachingstrategy;anxiety;culturesense;cooperativelearning;formativeassessment
[摘要]现今,英语学习者已经充分认识到英语口语的重要性,因此渴望能够掌握用英语流利交流的口语技巧。
但是,进行交流的时候,学生往往因为顾虑重重而没有办法自由地表达其所思所想。
本文通过对一些学生做出的非正式的调查了解到学生在英语口语过程中遇到的难题。
学生学习英语口语过程中遇到的难题很多,但是其中最普遍的是学习讲英语时候的焦虑感和紧张感。
焦虑和紧张成了学生开口讲英语的思想障碍,对学生英语学习百害而无一利。
本文还对新课程标准所提倡的一些口语教学理念及口语教学评价理念做出可行性分析并对可行性较强的英语口语教学策略做出初步探讨,力图减少学生讲英语过程中的焦虑感和紧张感,使学生能够用英语自由地表达思想,真正把英语作为一种使用的交流工具。
[关键词]英语口语;教学策略;焦虑感;文化意识;合作性学习;形成性评价
1.Introduction
Englishspeakingisademonstrationofaperson’soverallabilitytouseEnglish.Itistheskillthatisjudgeduponmostinreal-lifesituations.Itisalsoanimportantpartofeverydayinteractionandmostoften,thefirstimpressionofapersonisbasedonhis/herabilitytospeakfluentlyandcomprehensibly.Inmanyothercountries,oralEnglishisabasicskillforstudentstomaster,andthereforetheypaidalotattentiontoEnglishspeakingatschools.
OnJanuary3rd,2004,theMinistryofEducationissuedanoticeconcerningthedistributionofTeachingRequirementsforEnglishCurriculum.Intherequirements,oneshiftishighlighted,namely,theshiftofthefocusoftheteachingsyllabusfromreadingtospeakingandlistening.TheskillofspeakinghasalsobeenrequiredinthenewEnglishSyllabusandTheSeniorEnglishCourseStandardspublishedbytheEducationMinistryofChinahasregulatedEnglishSpeakingasoneofthecompulsorycourse.
ButthecurrentChineseeducation,toagreatextent,hasbeencarriedoutinasortof“fixed”systemof“grammarandvocabularyonly”,andoralcoursesarealmostnowheretobefound.So,theproblemofstudentsisnothavingnothingtosaybutnotknowinghowtosay.JustasHuchunDongsays,studentssaywhattheycansaybutnotwhattheywanttosay.[1]Thisdoubtlesslylimitedtheopportunitiesofstudents’inpidualdevelopment.
ItisnoteasytoteachEnglishanditismoredifficulttoteachoralEnglish.Inordertodevelopstudents’oralcompetencesothattheycanusethelanguagetheyhavelearnedcorrectly,appropriatelyandexpressivelyinrealsituations,theteacherneedstobeacquaintedwithasmanyteachingstrategiesaspossible,andunderstandtheunderlyingtheoriesandprinciples,sothathe/shenotonlyknowswhattoteachandhowtodoit,butalsowhyhe/shecoulddoitinacertainwayandhowtosolveproblemswhentheyarise.[2]
2.SomedifficultiesinlearningoralEnglishofmiddleschoolstudents
Englishlearningisacomplexprocess,subjecttotheinfluenceofsocial,linguistic,educational,andcognitivefactors.[3]Itisreasonablethatstudentsworryabouttheirdisfluencyandunidiomaticityandotheraspectsoflanguageuse.RecenttalkswithagroupofstudentslearningEnglishthatIinterviewedinformallyafteroralclassesprovethatthefollowingareamongtheirdifficulties:
LackofinterestinlearningEnglishmakesitimpossibleforstudentstospeakwiththeinstructorandpeersactivelyintheESLclassroom;AnxietiesrelatingtoEnglishspeakingnegativelyaffectperformanceinEnglishspeaking;Inappropriateandunfairassessmentsmakingbyteachersmakestudentshesitatetospeak.
WhenteachinginXiang’anNo.1MiddleSchool,Xiamen,asapracticeteacherinMarch,2006,wedidaninformalsurveyonthesituationofstudents’learningoforalEnglish.ThequestionnairewasdesignedtogetaroughideaoftheoralEnglishlearningofthestudentsandparticularlythedifficultiesstudentsmeetinspeakingEnglish(seeappendix.)[4].
Accordingtotheanalysis(seeappendix),54.3%ofthestudentsfinditdifficulttospeakwellbecausetheyareafraidofcriticismorlosingface.Anxietiesgetinthestudents’waytospeak;51.2%ofthestudentslikethesectionoffreetalk;82.1%ofthestudentsrealizethattheabilitytospeakEnglishfluentlyisveryimportant;94%ofthemareinterestedinforeigncultureandcustoms;nearlyhalfofthestudentswishthattheirteachercancorrectthemistakestheymakewithencouragementandsmileandtheywishtobeassessedinvariousways.
StudentslearningEnglishfrequentlyworryaboutthesmall-sizevocabulary,incorrectgrammarandinappropriateexpressionsintheirspokenEnglishwhencommunicatingwithothers.EnglishteachersareveryfamiliarwiththeworriesthatEnglishlearnersfeelintheirlanguagelearningprocess,particularlyintheiroralcommunication.ThisworryphenomenonshouldbeincludedinanxietyinSLAresearch.[5]Inreviewingresearchexaminingtheeffectsofanxietyonlanguagelearning,MacintyreandGardnerconcludedthatlearners’excessiveanxiety“negativelyaffectsperformanceinthesecondlanguage”.Worryingtoomuchaboutlearningandperformanceisbothunnecessaryandharmful.ItmaypreventlearnersfrompracticingEnglish-speakingskills.[6]
3.Relatedteachingstrategies
3.1Developingstudents’culturesense
3.1.1Analysisandstrategies
Ifthestudents’motivationforlearningEnglishiszero,teachingthemspeakingEnglishwillbeahugeproblemfortheteacher.So,beforedecidingonanyotherteachingstrategies,whattheteacherhastodoistoarousestudents’interestandincreasetheirmotivationinlearningEnglish.Therearemanytechniquesthatateachercantaketohelpmotivatestudents’interesttolearn,butnoonemotivationaltechniqueworkswellforallstudents.Since94%ofthestudentsattendingthequestionnairewishthattheirteachercouldintroduceforeigncultureasoftenaspossible,onecansafelyconcludethatdevelopingstudents’culturesenseisageneralmotivationpracticewhichcanmotivatetheirinterestinEnglish.
Theculture-boundaspectofteachingmaterialisoftenofgreatinteresttostudents,anditcanbeusedtoprovokeaninterestingdiscussionnotonlyaboutthe“other”culture,butalsoaboutthe“home”culture.Thediscussionresultsmayfacilitatethespeakingtasks.
Oncestudents’interestismotivated,theywillrealizethatlearningEnglishhasalotoffunandwillsurelyenjoylearningEnglish.OncetheyenjoylearningEnglish,theymaylookforwardtospeakingEnglishandtheyarelesslikelytobeafraidofspeaking.So,provokingstudents’interestcanbeconsideredasagoodwaytoeasestudents’anxietiesinspeaking.[7]
Anotherreasonfordevelopingstudents’cultureisthatlanguageisthecarrierofcultureandtheimportanceofteachingcultureisemphasizedintheTheEnglishCourseStandards.Toaccordwiththecoursestandards,cultureteachingissupposedtobeanimportantpartinasuccessfulteachingplan.WhileteachingoralEnglish,gettingthestudentsfamiliarizedwiththecultureandsocialbackgroundrelevanttothespeakingtaskisessential.
Oneproblemincommunicatingwithforeignersisthatmanywordsandexpressionsspokenbytheforeignersareculture-boundandstudentscannotbringtheirknowledgeoftheworldtohelpthemunderstandtheconversation.
Taketheword“privacy”forexample.Inpidualityisregardedasacharacteristicofthewesterncultureandprivacyisacommonsenseofthewesterners.So,“privacy”hastwomeaningsinthedictionary(OxfordAdvancedLearner’sEnglish-ChineseDictionar,4thedition):
oneis“stateofbeingawayfromothers,aloneandundisturbed”;theotheris“secrecy,oppositetopublicity”.However,inChina,wherepeopledonotcareabouttheirprivacythatmuch,“privacy”refersto“secret”only.Whentheytalkabout“privacy”,theyareoftenreferringtoegotismandsecretsofloveaffairs.Whileinthewesterncountries,peoplerespectothers’privacyand“mindyourownbusiness”isanimportantcodeinthesocialetiquettes.[8]
Besides,differentconventionsleadtodifferentusagesoflanguageanddifficultiesincommunication.Dailycompliments,salutations,thanks,regrets,comityandtabooareculture-bound.Forexample,whentheChinesearenottoaccepttheirfriends’invitation,theyusesometactfulexpressions“maybeIwillcome”“Iwillthinkofit”insteadofthenegativeword“no”.Becausewedonotthinksaying“no”toourfriendisapolitewaytorefuse.Theychoosetomakepromisesratherthanrefusalinordernottoharmtherelationships.However,forawesterner,suchkindofbehaviormeansbreakingone’spromiseandtheywillbeangryattheChinese.Notknowingsuchkindsofculturedifferences,onewillnevermakeagoodcommunication.[9]
Sotheteachershouldbearanopenattitudetowardsforeignculture,sharewithstudentswhathe/sheknowsabouthowforeignculturediffersfromhis/herown,andpresenttheminteaching.TogetstudentsfamiliarwithWesternculture,ateachermaycreatesomesituationalcontextsoremployrole-playgamesforthestudentstoexperiencethiscultureandknowthedifferencesincomparisonwiththeirown.
3.1.2Operationandpractices
Onepracticalwaytoteachcultureistocreateanauthenticclassroomenvironment.Classroomdecorationsanddisplaysofallkinds,pos