How to Help Students Improve English Speaking Ability.docx

How to Help Students Improve English Speaking Ability.docx

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HowtoHelpStudentsImproveEnglishSpeakingAbility

HowtoHelpStudentsImproveEnglishSpeakingAbility

HowtohelpstudentsimproveEnglishspeakingability

Abstract:

Asweknow,itisveryimportanttostudyEnglish.Withthedevelopmentofsocialcomputerizationandeconomicglobalization,andthespeedofouropen-to-the-outsideworldpolicyisquickeningdaybydayinourcountry.However,inreallife,mostmiddleschoolstudents'pronunciationisnotrightbeinglackoftrainingspeakingandlistening.AndtheybecometonguetiedwhentheytalkwitheachotherinEnglish.Consequently,theycan'tcommunicatewithothersinEnglish.So,itisnecessarytocultivatethestudents’oralEnglishinmiddleschools.

Speakingisaskillthatofastudentthatwillbejudgeduponeasilyinreal-lifesituations.Itisanimportantpartineverydayinteraction.Andmostoftenthefirstimpressionofapersonisbasedonhis/herabilitytospeakfluentlyandcomprehensibly.So,asateacher,wehaveresponsibilitytotrainthestudentsasmuchaspossibletobeabletospeakinEnglisheitherintherealworldoutsidetheclassroomorthetestingroom.

Keywords:

speakingability;designactivity;SLT;CLT

摘要:

学习英语的重要性已是众所皆知.随着社会生活的信息化和经济全球

化。

我国对外开放的进程日益加快。

然而，在实际生活中，由于对口语听力训练不够，

大部分中学生发音不准，说话不流利，无法用英语进行交流。

因此，培养中学生的英

语口语能力势在必行。

口语是判断学生在具体语境中语言能力的一种技能。

它也是日常生活中语言反映

能力的重要一部分。

另外，它往往是判断一个人口语流利性和理解性的依据。

因此，

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作为一个老师有责任让学生尽可能多说英语无论是在教室外的真实世界还是在测试室。

关键词:

口语能力;设计活动;情境语言教学;交际语言教学

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Contents

Abstract……………………………………………………………………………i摘要…………………………………………………………………………iiContents…………………………………………………………………………iiiIntroduction……………………………………………………………………11.Designingspeakingactivities…………………………………………1

1.1Theprincipleofdesigningspeakingactivities……………………2

1.1.1MaximumEnglishtalk…………………………………………2

1.1.2Evenparticipation………………………………………………2

1.1.3RightEnglishlevel……………………………………………3

1.2.ApplicationofEnglishactivities……………………………………3

1.2.1Dialoguesandrole-plays………………………………………3

1.2.2.Haveasmallgroupcontest……………………………………4

1.2.3.Changethestory………………………………………………52.UseCLTandSLTjointlyinteachingoralEnglish……………………6

2.1.BriefintroductionofSLTandCLT………………………………6

2.1.1SituationalLanguageTeaching………………………………7

2.1.2CommunicativeLanguageTeaching……………………………7

2.2.ApplicationofSLTandCLTinteachingoralEnglish………83.AdvicefortheSelf-studyLearneraboutspeaking………………10Conclusion………………………………………………………………………11Bibliography……………………………………………………………………13Acknowledgement………………………………………………………………14

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Introduction

Toooften,inthetraditionalclassroom,thelearningofEnglishhasbeenrelegatedtolinguisticknowledgeonly,e.g.knowledgeofvocabularyandgrammarrules,withlittleornoattentionpaidtopracticinglanguageskills,e.g.skillsoflisteningandspeaking.Speakingisaskill,justlikeswimming,drivingacar,orplayingbasketball.

Speakingisaskillofastudentthatwillbejudgeduponeasilyinreal-lifesituations.Itisanimportantpartineverydayinteraction.Andmostoftenthefirstimpressionofapersonisbasedonhis/herabilitytospeakfluentlyandcomprehensibly.So,asateacher,wehaveresponsibilitytotrainthestudentsasmuchaspossibletobeabletospeakinEnglisheitherintherealworld

[1]outsidetheclassroomorthetestingroom.

1.Designingspeakingactivities.

InEnglishteaching,asteachers,weoftenexperiencesuchproblem:

Somestudentsdowellinexercisesandexaminations,butdon'tlikespeakinginclass.Whilemean,weusuallymeetthephenomenon:

somestudentstakewellwrittenexamwhilespeakingisverybad.Inthecommunicationactivities,somestudentshavemanyutteranceinmind,onceexpressingorally,theywillbecametonguelie.Accordingtoanalysing,themainreasonisthatthestudentsarenotinterestedinoralEnglish.

EspeciallyinChina,generallyspeaking,bothteachersandstudentshave

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paidgreatattentiontolearninggrammarandvocabulary.Soourproblemisnothavingnothingtosaybutnotknowinghowtosaythings.Andthisresultsarefromthelackofopportunitiestospeak.Therefore,designingspeakingactivitiesthatmaximizesstudents'opportunitytospeakingisoneofthecentraltasksforlanguageteachers.Anditisalsoveryimportantwayofstimulatinginterestofstudents.

1.1Theprincipleofdesigningspeakingactivities

Whenwedesignspeakingactivities,oneimportantconsiderationisthelanguageproficiencylevelofthestudents.Ifweaskthemtodoactivitiesthatareabovetheirlevel,theywillsimplybecomefrustratedanddemotivated.Ontheotherhard,itisgoodtogivethestudentsactivitiesattimesthatchallengethem,becauseifspeakingactivitiesarealwaystooeasy,theycanalsobecomedemotivated.Inaword,thereareseveralfactorstoconsiderwhendesigningspeakingactivities.

1.1.1MaximumEnglishtalk

Insuccessfulspeakingactivities,thestudentstalkalotinEnglish.OnecommonprobleminspeakingactivitiesisthatstudentsoftenproduceoneortwosimpleutterancesinEnglishandspendtherestofthetimechattingintheirnativelanguage.Anothercommonproblemisthattheteachertalkstoomuchofthetime,thustakingawayvaluablepracticetimefromthestudents.1.1.2Evenparticipation

Whethertheactivitiestakesplaceamongthewholeclassorinsmall

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groups,asuccessfulactivitiesshouldencouragespeakingfromasmanydifferentstudentsaspossible.Theactivitiesshouldbedesignedinawaysothattheoutspokenstudentsdonotdominatediscussions.Whennecessary,theteachermayinterferetoguaranteeequalopportunitiesforstudentsofdifferentlevels.

1.1.3RightEnglishlevel

Inasuccessfulspeakingactivity,Englishisattherightlevel.TheactivitymustbedesignedsothatstudentscancompletetheactivitysuccessfullyinEnglishthattheyhave.Ifthestudentslacktoomuchvocabularytheactivitywillbecomefrustratingandthestudentsarelikelytogiveuporrevertbacktothenativelanguage.

1.2ApplicationofEnglishactivities

Itisimportanttogivethestudentsavarietyofspeakingactivitiessothattheywillbeabletocopewithdifferentsituationsinreality.Varietyalsohelpsstudentskeephighmotivation.Anykindofactivity,ifoverused,maybecomelessinteresting.Athirdreasonfordesigningavarietyofactivitiesisthatthestudentshavedifferentlearningstyles,sosomekindsofactivitiesmaysuitotherstudents.

1.2.1Dialoguesandrole-plays

Foryearstextbookshavebeenusingdialoguesinattempttoteachspokenlanguagetoforeignlanguagestudents.Traditionally,teacherspointoutthegrammarofthelanguageandthenaskstudentstolearndialoguesby

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heartorallowstudentstopracticeinpairs.Ofcourse,itisusefulforstudentstomemorizesomecommonstockphrasesthattheycanthenuse,butadialogueisalwaysbetweenatleasttwopeople,sowecanneverpredictwhattheotherpersonwillsaynext.

So,whatcanteachersdotomakedialoguesmorecommunicative?

Wecanturnthedialoguesintorole-plays,sothestudentscanpretendtheyarecuttingassomeoneelse.Somestudentsbecomelessinhibitedaboutspeakinginfrontofaclasswhentheyareacting.Lookatthedialoguebelow:

A:

Wherewereyouat11:

00amlastSunday?

B:

Iwasinthepark.

A:

Whatwereyoudoingthere?

B:

Iwasplayingbasketball.

Afterstudentshavepracticeditinpairs,theteachercanaskthemtoperformitindifferentrolerelationshipssuchaspoliceofficerandsuspect,aparentandachild,husbandandwife,twofriends,etc.Thentheplacecanbevariedsuchas:

athomeorintheschoolinsteadofinthepark.Accordingtotheseactivities,studentscanbecreativewiththelanguagethattheyhaveandenliventheatmosphereoftheclass.

1.2.2Haveasmallgroupcontest

ThefirstprincipleofasuccessfulspeakingactivityisthatstudentstalkalotinEnglish.Thisisthestrongestargumentforusingsmallgroupworkbecauseitincreasesthetimeforeachstudenttopracticespeakinginone

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lesson.Theonlywaytobecomegoodataskillistopracticeit.Nobodyexpectstobegoodatplayingbasketballthefirsttimetheytryeveniftheyalreadyknowalltherulesverywellandhavewatchedothersplaymanytimes.ThesameistrueofspeakingEnglish.SincethestudentswillprobablynothaveenoughopportunitytopracticespeakinginEnglishoutside,itisourresponsibilityasteacherstogivethemasmanyopportunitiesintheclassroomaspossible.

AsecondreasonfordesigningspeakingactivitiestobecompletedinsmallgroupisthatstudentsareafraidofcriticismorlosingfaceortheysimplyfellshyaboutspeakingEnglishinfrontofawholeclass.Besides,speakinginsmallgroupsismorenatural,becauseinreallife,wespendmostofourtimetalkingtooneotherpersonortoafewotherpeople.Ifwespeaktoalargegroupofpeople,itisusuallyamoreformalsituationwherewehavespenttimepreparingwhatwearegoingtosay.

Besides,havingproperlyasmallgroupcontestcanimprovethestudents'enthusiasmofspeakingEnglishandhelpstudentslearntoworkcooperativelyandhelpthemdevelopinterpersonalskills.

1.2.3Changethestory

AstorygamedescribedinWright,BetteridgeandBuckby'sbookGamesforLanguageLearning（1984:

110）iscalledchangethestoryandstudents

[2]workinsmallgroupsof3-5.Eachstudentwritesashortstoryordescription

andtheyunderlinesalltheverbsinthestory.Thegrouptogetherthenmakesa

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listofabout20randomverbs.Eachgroupmemberreadshis/herstorybutpausesateveryverbthegroupthensuppliesoneoftherandomverbsintothatslot.Theresultscanbeveryfunny.

2.UseCLTandSLTjointlyin