The Accuracy of English Majors Spoken English in Zengcheng College.docx

The Accuracy of English Majors Spoken English in Zengcheng College.docx

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TheAccuracyofEnglishMajorsSpokenEnglishinZengchengCollege

论文编号：

Abstract

Withthefrequentcommunicationsofpolitics,economyandculturewithforeigncountries,theneedformorepeoplewhocanspeakEnglishiseverincreasing.Atthesametime,theresearchesofspokenEnglishalsoareincreasing,especiallyinfluencyaspect,whilefewabouttheaccuracy.AccordingtoThesyllabusforEnglishmajorsatuniversitiesandcolleges（2000）,itrequiresEnglishmajorstomasterthespeed,rhythm,stress,toneetcinTEM4;whileinTEM8,itrequiresEnglishmajorshavecorrectaccent,naturaltone,fluencyinspokenEnglish.ThisthesisfocusesonthepresentstateofEnglishmajors’spokenEnglishinZengchengCollegebymeansofquestionnaireanddocumentstudy.ThemainpurposeofthisthesisistoinvestigatetheaccuracyofspokenEnglishinEnglishmajorsandfindoutwhatfactorswillaffectit.Atthesametime,Englishmajorswillmakeaprogressiftheygethelpfromsomereasonablemeasure,thusthewholeEnglishmajors’spokenEnglishlevelwillimproveandenhanceinshorttime.

Keywords:

spokenEnglish;accuracy;segmentalpronunciation;grammar;solution

中文摘要

随着政治，经济，文化与国外的频繁交流，需要会说英语的人越来越多。

英语口语的研究也随着增多，大多数都是集中于口语的流利度，但是关于口语准确度的研究凤毛麟角。

根据2000年制定的《高等学校英语专业英语教学大纲》，英语专业四级要求发音正确，掌握说话节奏、变音规律、语调、语音轻重音等；专业八级在四级指标的基础上，要求发音正确、语调自然、语流顺畅。

本文通过问卷调查、文献研究手段针对增城学院英语专业大学生的口语现状，调查英语专业学生口语准确度以及影响口语准确度的因素，并借助一些合理的措施，使准确度得到提高，从而使英语专业学生的口语整体水平在更短的时间内获得较大的改善和提高。

关键词：

口语；准确度；音段；语法；解决方法

TableofContents

1.Introduction1

2.TheoreticalFramework2

2.1TheCharacteristicsofSpokenEnglish2

2.2TheDefinitionandMeasurementofAccuracy2

2.3TheImportanceoftheAccuracyofSpokenEnglish3

3.ThePresentSituationoftheAccuracyofEnglishMajors’SpokenEnglish4

3.1CurrenentSituationoftheStudents’SpokenEnglish4

3.2TheFactorsAffectingEnglishMajors’SpokenEnglish4

4.MainProblemsExistingAmongEnglishMajors6

4.1MisusingandLackofvocabulary6

4.2SegmentalPronunciationErrors6

4.3TheConfusionofEnglishGrammar7

5.WaystoImproveAccuracyofEnglishMajors’SpokenEnglish8

5.1Methodstoenlargevocabulary8

5.2WaystoImprovetheSegmentalPronunciation9

5.3StrategiesforLearningEnglishGrammar10

6.Conclusion11

Appendix12

References13

Acknowledgements14

1.Introduction

WithdevelopmentofcollegeEnglisheducationalreform,spokenEnglishhasbeenpaidmoreandmoreattentionto,andtrainingstudents’spokenEnglishcommunicativecompetenceshavebecamethemostimportanttaskincollegeEnglisheducationalreform.ThesyllabusforEnglishmajorsatuniversitiesandcolleges（2000）mentionsthatEnglishmajorsshouldmasterEnglishrhythm,tone,stressetc.forTEM4；whileinTEM8,itrequiresEnglishmajorstohavecorrectpronunciation,intonationandfluency.

NowadaysthecommunicationbetweenChinaandothercountriesbecomemorefrequent,anditneedsmorepeoplewhohaveabilitiestospeakEnglish,andatthesametime,itsrequestbecomeshigher.Tomeettheneedofthisrequest,EnglishmajorsmusthandleEnglishwellinthefuturestudy,work,andsociety,andqualifywiththeabilityofspokenEnglishbecauseitisthefundamental.Atthesametime,theyshouldguaranteetheircommunicativecompetence.Therefore,thespokenEnglishhasraisedgreatdiscussionindomesticEnglisheducation.

InZengchengCollege,thesituationofspokenEnglishisnotasgoodaspeople’sexpectation,especiallyinaccuracy,besidesthestudentshavenotrealizedthatmuchworkhastobedonetosolvetheproblem.Thus,thisthesisanalyzescurrentsituationsandhelpsourstudentstoimprovetheaccuracyofspokenEnglish.

OralEnglishplaysanessentialroleinthejudgmentofEnglishproficiency.Inmodernworld,Englishisusedmorefrequentlylanguagestool,amongwhichspeakingisanessentialpartoflanguagelearning,becausetheoriginalformsembodyingtheeffectsofcommunicationarespeaking,reading,andwriting,andlanguageaccuracyisconsideredastheoriginalpurposeinmasteringalanguage（KormosandDenes,2004）.However,mostEnglishmajorsthinkthatspeakingabilityisoneoftheirprimarypurposesofstudy.AnditisclearthatspokenEnglishproficiencycanbeanessentialassetforanyoneseekingemploymentintradeindustry.Someresearchershavefoundthatpersonalityhasaneffectonlearner’sachievementinspokenEnglishperformance（Skehan,1996）.Somehavealsoresearchedthatlearners’motivationandcorrespondinglearningstrategieshaveadirectinfluenceonlearner’sacquisitionofspeech（Ellis,1997）.Besides,ZengXiaoshan（1998）studiedenvironmentalandeffectivefactorsaffectingthestudents’spokenEnglishproficiency.LinJian（2010）madeasurveyofsomeEnglishmajors’spokenEnglishcourses.Duringcommunicationactivity,mostresearchershavefoundlearners’speedandtimetheysavecanimprovethefluencyofspokenEnglish（Zheng,2009:

56）.MostresearchersfocusontherelationshipbetweenthelearnersandthefluencyofspokenEnglish.

Nevertheless,theresearchingprobingintothepertinencebetweenthestudents’spokenEnglishabilitywiththeaccuracyandsomerelevantfactorsarestillnotsufficient.Therefore,theauthorofthisthesiswilltakeEnglishmajorsinZengchengCollegeofSouthChinaNormalUniversityashersubjects.ShewillinvestigateintotheaccuracyofEnglishmajors’spokenEnglish,analyzeitsrelatedfactors（forexample,grammar,vocabulary,andpronunciation）,andoffersomeconstructiverecommendationsforEnglishmajorsinZengchengCollegetoimprovetheirspokenEnglishlevel.

2.TheoreticalFramework

2.1TheCharacteristicsofSpokenEnglish

SpokenEnglishisquitedifferentfromwrittenEnglishinsomeaspects.ThewaytolearnspokenEnglishisunlikethewaytolearnwrittenEnglish.

Speakinghasvarioustypes,likemonologueanddialogue.Inmonologue,longconversationbyonepersonwhichpreventsotherpeopleformtalking.Anddialogueisaninteractionbetweentalkers,andthetalkerandlistenerchangetheirrolesnowandthen（ZhengFengchao,2009）.

SpokenEnglishistheverbaluseoflanguagetocommutativewithothers.Skehan（1996）hasdistinguishedthreeaspectsoflinguisticperformance:

fluency,accuracyandcomplexitywhichareusuallyusedasmeasurementforevaluatingspeakingability.

Fluencyconcerns“thelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation”（Skehan,1996）.Thepossiblewaystomeasurefluencyincludespeechrate,articulationrate,repetitions,lengthofrun.

ThedefinitionofaccuracywillbespecificinChapter2.2.

Complexityrefersto“concerningtheelaborationorambitionofthelanguagethatisproducedandreflectslearners’preparationtotakerisksandtorestructuretheirinterlanguages”（Skehan,1996）.Anditsmeasureiscommonlybasedontheextenttowhichsubordinationisevident.Complexityisquiteinformalintheuseofvocabularyandstructure.Thereforeithasmoreconjunctionsinsteadofsubordinationcomparedwithitswrittenform.ThecriterionofcomplexitytoevaluateEnglishforeignlanguagelearners’spokenEnglishabilityshouldbecautious.

2.2TheDefinitionandMeasurementofAccuracy

Anumberoflinguistshavedefined“fluency”,whileto“accuracy”justonlyafewdefinitionshavebeenconveyed.AndtheauthoritativepersonisSkehan（1996）,whohasclearlymentionedthataccuracyconcernstheextenttolanguageproducedconformsandtargetlanguagenorms.Likethedefinitionsof“accuracy”arefewgiven,themeasuresofaccuracyareseldom.Someresearchers（Crookes,1989;Wigglesworth,1997）havepreferredtoexaminehowaccuratelyspecificgrammaticalcharacteristicsareusedsuchas“verbforms”intermsoftense,aspect,modalityorsubject-verbagreementandothersfrequentlyusedcriteriaispercentageoferror-freeclauseorerror-freeunits.（Skehan&Forster,1997）

Inauthor’sopinion,thedefinitionofaccuracyrefersto“Englishlearners’usingvocabulary,grammar,andpronunciationcorrectly.Besides,theyareabletothinkandspeakinEnglishway.Atthesametime,measureofaccuracyistheratiobetweencorrectvocabularyandthewholevocabulary”.

2.3TheImportanceoftheAccuracyofSpokenEnglish

Firstofall,theaccuracyofspokenEnglishcanhelpEnglishmajorslearnEnglishwell.ItisclearthattheaccuracyofspokenEnglishincludesgrammar,vocabulary,pronunciation,etc.IfEnglishmajorsguaranteetheaccuracyofspokenEnglish,itmeanstheirspokenEnglishareimproved.Theyshouldfindtheprinciplesandthewaystoimproveotheraspects.

Apartfromthat,itisagreatconveniencetocommunication.Asitisknown,languageisatoolofcommunication.Ifonecanspeakacountry’slanguagewell,heisabletocommunicatewithnativeseasily,andunderstandahistoryandcivilizationofthiscountrybetter.IfEnglishmajorshaveahighrateofaccurateexpression,theycancommunicatewithnativesEnglishspeakersfreely.

Lastbutnotleast,itcanimproveEnglishmajors’academicmotivationinEnglish.TheaccuracyofspokenEnglishcannotonlyimproveEnglishmajors’Englishlearning,butalsorequeststhemtodomorereadingandlisteninginordertobroadentheirhorizons.Iftheyhaveacademicmotivation,theywillbeinterestedinlearning.Therefore,theaccuracyofspokenEnglishplaysanimportantroleinEnglish.

3.ThePresentSituationoftheAccuracyofEnglishMajors’SpokenEnglish

EnglishmajorsalwaysoverlookaccuracyofspokenEnglish.Asamatteroffact,theaccuracyisthemostimportantfactorinspokenEnglish,anditaffectsfluencyandcomplexity.Withoutaccuracy,EnglishmajorsarehardlyspeakingEnglishwell.Besides,Englishmajorsalwaysthinkthatjustopenmouth