提高小学生英语口语能力策略研究.docx
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提高小学生英语口语能力策略研究
摘要
本文以儿童发展新论<语觉论)作为主要理论基础,首先论述了当前小学英语口语教案中存在地问题以及原因,然后在语觉论地指导下,设计了以言语交际为中心地小学英语课堂教案模式.语觉论认为,儿童地语觉生长发育存在一个关键期,在这个关键期内,我们必须为儿童创设良好地学习外语地语言环境,从而有效地培养儿童地外语听说能力.笔者在“语觉论”地指导下,摸索出一套经实践证明有效且具有可操作性地“交际型”小学英语教案方法.
关键词:
小学;语觉论;英语口语教案;
ABSTRACT
Basedonthenewtheoryofchildren’slanguagedevelopment:
LanguageSenseTheory,thispaperfirstdiscussedthecurrentprimaryschoolEnglishteachingaswellasthereasonsfortheproblems,andthenundertheguidanceoflanguagesensetheory,usingcommunicationstrategies,thewriterdesignedanEnglishteachingmethodintheclassofprimaryschool.Languagesensetheorypointsthatthereisacriticalperiodofchildren’slanguagedevelopment,andatthisperiod,inordertoeffectivelynurturechildren'sforeignlanguagelisteningandspeakingability,weshouldcreatedagoodlanguageenvironmentforchildrentolearnaforeignlanguage.Accordingtolanguagesensetheory,theauthorexplorea“communication-based”methodwhichhadbeenproveneffectiveandoperationalinprimaryschoolEnglishteaching.b5E2RGbCAP
Keywords:
primaryschool。
languagesensetheory。
spokenlanguageteachingp1EanqFDPw
Contents
1.Introduction1
2.EnglishteachinginprimaryschoolinChina2
2.1.Thestudent3
2.1.1.Thestudent’smotivation3
2.1.2.Thestudent’spersonality3
2.2.Theteacher4
2.2.1.Theteacher’straditionalrole4
2.2.2.Theteacher’squality4
2.3.Teachingenvironment5
3.Literaturereview6
3.1.Languagesensetheory6
3.2.Cognitivetheory8
4.Thestrategiesofimprovingpupil’sEnglishspeakingability10DXDiTa9E3d
4.1.Cultivatethestudent’shabitofspeakingEnglish10RTCrpUDGiT
4.2.Createapleasantatmosphereoforalexpression105PCzVD7HxA
4.3.Teachstudentsthemethodsandtechniquesincommunication11jLBHrnAILg
5.Anexperiment13
5.1.Theobjectiveoftheexperiment13
5.2.Thesubjectsoftheexperiment13
5.3.Themethodoftheexperiment13
5.4.APre-test13
5.5.Amodellesson14
5.6.APosttest17
6.DiscussionsandSuggestions19
7.Conclusion21
APPENDIXI22
APPENDIXII23
Acknowledgements24
References25
1.Introduction
WiththedevelopmentofeconomyandmoreandmoreinternationalexchangesinChina,English,particularlyspeakingEnglishplaysanincreasinglysignificantroleinsociety.Consequently,speakingEnglishlearninghasreceivedmoreattentionthanever.ButnowstudentsarestillspendingmuchmoretimeinlearningEnglishknowledgethanusingitinpractice.ThetraditionalEnglishover-emphasizestheformsoflanguageandneglectsthecommunicativefunctionoflanguage.Underitsinfluence,intraditionalEnglishclassinChina,themajorityofteacherssawEnglishlearninginvolvingthemasteryofgrammaticalrulesandmemorizationofvocabulary,orregardedlanguageasaprocessofhabitformation:
structuralpatternswereimitatedanddrilleduntilautomationwasformed.Asaresult,afterseveralyearsofEnglishlearning,studentsareonlyclearwithsomegrammarrulesandtheuseofsomewords.TheycangetgoodmarksinexaminationbutareveryweakinusingEnglishtocommunicatewithothers.Theycannotunderstandothersanddonotknowhowtoexpressthemselveswithcorrectwordsinrealsituation.Andthisisjustagainsttheultimategoaloflanguagelearning—communicativecompetence.AccordingtoPrimaryEnglishCourses'TeachingRequirementsissuedbyMinistryofEducationofChina,theobjectiveofprimaryEnglishteachingistodevelopstudents’comprehensiveEnglishcompetence,especiallyinlisteningandspeaking,whichenablesthemtotakeeffectiveuseofEnglishinspokenandwrittencommunication.Inconsiderationofthecase,itisnecessarytosearchforaneffectiveteachingstrategytoimprovestudents’speakingabilityinEnglishthroughclassroomteaching,andthisiswhatthethesisisgoingtoaimat.xHAQX74J0X
2.EnglishteachinginprimaryschoolinChina
Speaking,whichhasbeenviewedasthemostdemandingskillinEnglishusing,hasbeenresearchedbylotsofprofessors,whohaveofferedmanythoughtsandsuggestionsonspeaking.Byreviewingthesethoughts,wecanunderstandthenatureofspeakingeasily,andtheauthorbelievesthiswillbegoodtotheresearchoftheapproachtotheteachingofEnglishspeaking.LDAYtRyKfE
Speakingisanactivityrequiringtheintegrationofmanysubsystems.Lackoflanguagelearningenvironmentanddifficultinchangingthewayofthinkingmakesspeakingasecondorforeignlanguageaformidabletaskforlanguagelearners.Formanypeople,speakingisseenasthecentralskill.Zzz6ZB2Ltk
Generallyspeaking,EnglishteachinginChinabelongstoEFL(EnglishasaForeignLanguage>ratherthanESL(Englishasasecondlanguage>.Inourprimaryschools,Englishismerelytaughtfor4to5classes(40minutesforaclass>aweekwithChinesetranslationorexplanationaswell,whichgreatlydiffersfromthesecondlanguageacquisitioninthetargetlanguagecontext.WaddellandLiuRunqinghavesaidin1992thatthestudentsdonothaveaccesstotheextensiveexposureinthetargetlanguage,pervasivemeaningfulinputortheauthenticcommunicativeenvironmentto“pickup”,tointernalize,tocreate,totest,andtomodifythe“interlanguage”.dvzfvkwMI1
Thestudentsinprimaryschoolsarebetween7and14yearsold.Theyprefertoconcreteimagesandexactness.Alsotheyliketalkingandaregoodatimitationbuttheyfeelitisdifficulttodogrammaranalysisandreadingcomprehension.Childrenarenotabletoachievethelanguagepointsveryeasily.Thesesuggestthatthemethodofteachingtheprimaryschoolstudentsshouldbedifferentfromthatofteachingadultstudents.However,withvividinputandmeaningfulcontext,thelearnerswillunderstandthenecessaryinformationbyguessingorreasoningorotherlearningstrategiessoastofacilitateunderstandingandincreasetheirconfidenceinlearningthelanguage.Asweknow,forchildren,interestismotivation,althoughstudentsinaclassconsistofstudentsofvariouscharactersandlearningstyles,noonewillrefuseinterestingclass.rqyn14ZNXI
AimingtoimproveChinesestudents’Englishspeakingability,alotofteachingmethodshavebeenused,suchastheSituationalLanguageTeaching,theOralApproach,CommunicativeLanguageTeaching,etc.Asaresult,thejuniororseniorschoolsstudentsareimproved,butinprimaryschool,thoughtask-basedteachingishighlydiscussedandadvocated,manystudentsfailtodowellincommunicatingwithothersnaturallyindailylife.Thissituationisextremelyexpectedtobechanged.EmxvxOtOco
ChinesestudentshavenotbeenabletoraisethelevelofspokenEnglish,whatisthereasonforthis,thewritersummedupfollowingthreeaspectsoffactors.SixE2yXPq5
2.1.Thestudent
AlthoughteachershavedonealottoarousetheenthusiasmofthestudentsforlearningEnglish,studentsinclassroomsmaynotperformastheteacherswouldwishthemto.Herearesomereasonsthatmayaffectthem.6ewMyirQFL
2.1.1.Thestudent’smotivation
Motivationinforeignlanguageteachingreferstolearners’desireandrawpoweroflearning.It’sarguablythemostimportantfactorinsuccessoffailureinlanguagelearning.Motivationissomekindofinternaldrivethatencouragessomebodytopursueacourseofaction.Itseemsthatifthelearnerswanttoreachagoal,andthegoalissufficientlyattractive,theywillbestronglymotivatedtodowhateverisnecessary.Butifthegoalisnotattractive,theywillpaynoattentiontoit.Awell-motivatedstudentbadlytaughtwillprobablydomuchbetterthanapoorlymotivatedstudentwelltaught.Thestrongerthemotivationis,themorepositivethelearneris,andsothequickerthelanguagelearningis.Andfromthepsychologicalcharacteristicsofchildren'sstage,interestingthingscanattractstudentsmucheasier,butinthetraditionalclassroom,teacherthinkthemoretheysay,themorethestudentswillunderstand,sotheyalwayskeeptalking.Buttheydon’tmakecleartherelationshipbetweeninputandoutput.It’sveryhardforstudentstobeinterestedinandjoininbecausetheyareusedtohearingthantalking,andthisleadstostudentsinclassroomhavenoenthusiasm.kavU42VRUs
2.1.2.Thestudent’spersonality
Personalityisacomplexpsychologicalphenomenon,involvingfeeling,sense,attention,memory,thinkingmethod,emotion,personalhobby,abilityandcharacterandsoon.Personalityispersonalinnatepowerorgan,whichdeterminesaperson’sspecificbehaviorandthinking.Personalityisoneofmainfactorsintheobtainmentofcommunicativecompetence.Thedifferencesbetweenthelearners’personality,havemuchinfluenceonlanguagelearning,suchaswhetherheorsheisself-confidentormodest,reservedortalkative.Weoftencanseeintheclassinprimaryschools,manyoutgoingstudentsisveryactiveinclass,nomatterwhattheyknow,theyalwaysraisetheirhands。
somestudentswhoareshyandnervousdon’tlikegivingtheirideasinclass.Teachersalwaysaskthestudentswhoraisetheirhandstoanswerquestions.Thereisnodoubtsomestudentswillbecomeincreasinglyactive,butsomestudentswillbemoreandmoresilent.Itwillleadtothedisadvantageofimprovingthestudents’overalllevelofspeakingability.Therefore,intheclassroom,theteachershouldgiveeachstudenttheopportunitytospeakfreely.Thewriterthinkthebestwayismakethestudentsdiscussingroups.y6v3ALoS89
2.2.Theteacher
InthetraditionalChineseeducation,teacher,asthesubjectintheclass,theguidetoshowstudentshowtolearnknowledge,hasbeenplayingacrucialrole.Sototheproblemofhardtoimprovestudents’speakingability,whataretheproblemsofteachers,thewriterwillanalyzenext.M2ub6vSTnP
2.2.1.Theteacher’straditionalrole
Inoralclassroom,teachersplayanimportantroleinstudents’