提高小学生英语口语能力策略研究.docx

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’