提高小学生英语口语能力策略研究.docx

1、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 rather than ESL (English as a second language. In our primary schools, English is merely taught for 4 to 5 classes (40 minutes for a class a week with Chinese translation or explanation as well, which greatly differs from the second language acquisition in the target langu

2、age context. Waddell and Liu Runqing have said in 1992 that the students do not have access to the extensive exposure in the target language, pervasive meaningful input or the authentic communicative environment to “pick up”, to internalize, to create, to test, and to modify the “interlanguage”.dvzf

3、vkwMI1The students in primary schools are between 7 and 14 years old. They prefer to concrete images and exactness. Also they like talking and are good at imitation but they feel it is difficult to do grammar analysis and reading comprehension. Children are not able to achieve the language points ve

4、ry easily. These suggest that the method of teaching the primary school students should be different from that of teaching adult students. However, with vivid input and meaningful context, the learners will understand the necessary information by guessing or reasoning or other learning strategies so

5、 as to facilitate understanding and increase their confidence in learning the language. As we know, for children, interest is motivation, although students in a class consist of students of various characters and learning styles, no one will refuse interesting class. rqyn14ZNXIAiming to improve Chin

6、ese students English speaking ability, a lot of teaching methods have been used, such as the Situational Language Teaching, the Oral Approach, Communicative Language Teaching, etc. As a result, the junior or senior schools students are improved, but in primary school, though task-based teaching is h

7、ighly discussed and advocated, many students fail to do well in communicating with others naturally in daily life. This situation is extremely expected to be changed. EmxvxOtOcoChinese students have not been able to raise the level of spoken English,what is the reason for this, the writer summed up

8、following three aspects of factors.SixE2yXPq52.1.The studentAlthough teachers have done a lot to arouse the enthusiasm of the students for learning English, students in classrooms may not perform as the teachers would wish them to. Here are some reasons that may affect them. 6ewMyirQFL2.1.1. The stu

9、dents motivationMotivation in foreign language teaching refers to learners desire and raw power of learning. Its arguably the most important factor in success of failure in language learning. Motivation is some kind of internal drive that encourages somebody to pursue a course of action. It seems th

10、at if the learners want to reach a goal, and the goal is sufficiently attractive, they will be strongly motivated to do whatever is necessary. But if the goal is not attractive, they will pay no attention to it. A well-motivated student badly taught will probably do much better than a poorly motivat

11、ed student well taught. The stronger the motivation is, the more positive the learner is, and so the quicker the language learning is. And from the psychological characteristics of childrens stage,interesting things can attract students much easier, but in the traditional classroom, teacher think th

12、e more they say, the more the students will understand, so they always keep talking. But they dont make clear the relationship between input and output. Its very hard for students to be interested in and join in because they are used to hearing than talking, and this leads to students in classroom h

13、ave no enthusiasm.kavU42VRUs2.1.2. The students personalityPersonality is a complex psychological phenomenon, involving feeling, sense, attention, memory, thinking method, emotion, personal hobby, ability and character and so on. Personality is personal innate power organ, which determines a persons

14、 specific behavior and thinking. Personality is one of main factors in the obtainment of communicative competence. The differences between the learners personality, have much influence on language learning, such as whether he or she is self-confident or modest, reserved or talkative. We often can se

15、e in the class in primary schools, many outgoing students isvery activein class, no matter what they know, they always raise their hands。 some students who areshy and nervous dont like giving their ideas in class. Teachers always ask the students who raise their hands to answer questions. There is n

16、o doubt some students will become increasingly active, but some students will be more and more silent. It will lead to the disadvantage of improving the students overall level of speakingability. Therefore, in the classroom, the teacher should give each student the opportunity to speak freely. The w

17、riter think the best way is make the students discuss in groups. y6v3ALoS892.2. The teacherIn the traditional Chinese education, teacher, as the subject in the class, the guide to show students how to learn knowledge, has been playing a crucial role. So to the problem of hard to improve students speaking ability,what are the problems of teachers, the writer will analyze next.M2ub6vSTnP2.2.1. The teachers traditional roleIn oral classroom, teachers play an important role in students