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薇摘：隨改開(kāi)深，語(yǔ)學(xué)來(lái)引人的視尤北京功奧人都中英學(xué)。以語(yǔ)改入個(gè)轉(zhuǎn)點(diǎn)面著好未。現(xiàn)，九制務(wù)育，準(zhǔn)語(yǔ)程取以的學(xué)模。據(jù)語(yǔ)言育成個(gè)級(jí)新標(biāo)用國(guó)體制改了的法新教方通引學(xué)的趣鼓勵(lì)們與培學(xué)日生中用語(yǔ)能。的法重聽(tīng)和語(yǔ)因現(xiàn)口在學(xué)語(yǔ)學(xué)越越要本主討如提學(xué)的語(yǔ)力從面?zhèn)€的面闡：1.說(shuō)的要。2.口語(yǔ)流程的些礙3.提高語(yǔ)力基方。

本從中語(yǔ)師觀，且理和際合得結(jié)論關(guān)詞語(yǔ)交；力中；語(yǔ)學(xué)AbstractWiththeofEnglishteachingmoreandmoreespeciallysinceBeijingwonbidtoinChina.Now,a9-yeareducationprogramisputinChina.Acourseisbeingusedtoreplacetheformerteachingoutline.Thenewstandardadoptsinternationalwhichlanguageeducationisinto9Thistheirdailylife,byfocusingonarousingtheirandtheir

Thenewmethodwillplacelessstressonandwritinginfavorof“l(fā)istening”“speakingnow,gettingmoremoreimportantinmiddleschoolEnglishteaching.Thispaperdiscusstheprocessofmethodsforstudentsspeakingability.TheissuewillbediscussedfromtheofateacherofEnglishjuniorpossiblewillbereachedwiththe、、middleschoolEnglishteaching.一IntroductionEnglishisapopularlanguage--especiallyinthenewcentury.Asisknowntousall,itisthemostwidely

usedlanguageinthedevelopingworldandit?sgettingmoreandmoreimportantnowadays.Recentestimatessuggestthatmorethanmillionpeoplespeakitastheirfirstlanguage,withmorethan1800millionpeoplespeakingitassecondlanguage.Itisanofficiallanguageinalargenumberofcountriesandiswidelyusedinairtrafficcontrolandgatherings.Nowadays,withtheopening-upofChina,Englishteachinggettingmoreandmoreattention,especiallysinceBeijingwonthebidtotolearnEnglishfromGrade3inprimaryschools.However,classroomteachingtheonlywaytolearnEnglishinChina,andthemethodknowledgeintolearningalanguage.ButthisofteachingandlearningEnglishisevidentiallypassive,becauseitgoesagainsttheprincipleof

Englishteaching,whichrequiresthatlisteningandspeakingtaketheleadinEnglishteaching,andonthebasisofthesetwoskills,readingandwritingwillbecultivated.SospeakingasoneofthefourlanguageskillsEnglishteachinginmiddleschools.Whatmore,withthereformationofnewprocessofteaching,itrequiresthatthestudentswillinEnglishinrealoccasions.Butmanystudentsoftencanspeakwellinclassorinoccasions,andwhentheyareputinarealcondition,theycan?t.WhydoesitWell,itisaffectedbymanyelementsOneoftheelementsistheirEnglishspeakingability..SoitdemandstheEnglishteachersinjuniorschoolstodevelopthestudent'sspeakingability.Soalsoitisnecessaryfortheteacherstothelanguageofbeings

“Languageisvocal,thismeansthatspeechistheprimarymediumoflanguage.Whilewritingissecondary.Firstly,foranylanguagespeechexistedlongbeforethewritingsystemcameintobeing.Eventodaylanguageswhichformoutnumberlanguagewhichalwayslearntospeakfirst.Theybegintoreadandwriteonlywhentheywritingforpeople?sdailylife.Apersonwhocan'treadandwriteisonlyan?illiterateHowever,apersonwhocan'tspeakisnormallyas?disabled?.Sospeechisveryimportantinthedevelopmentofbeings.（）ThepositionofspeakinginthefourlanguageskillsOfthefourlanguageskills(listening,speaking,reading,&writing),listeningtakesthefirststep.However,

communicationisatwo-wayactivity.Whenyoucanunderstandwhatissaidtoyou,becauseofsomereasons,youcan'tspeakoutwhatyoumean,thenthecommunicationcan?tbecontinued.Sothiscommunicationwillbecomeafall.Duringthelearningofalanguage,listeningandreadingareaprocessofunderstandingandabsorption,speakingandwritingareaprocessofexpressionanduse.Understandingandabsorptionarefoundationwhileexpressionanduseareimprovement.Thatis,theformerisaprocessofinput;thelatterisaprocessofoutput.Withoutthelatter,thedevelopmentofthelanguagepracticalabilitytounderstandandwillbemeaningless.ItisimpossibletomastertheEnglishandtoformtheabilitytouseEnglishcomprehensivelyonlyrelyingontheinputoflanguage.Theexpressionofspokenandwrittenshouldalsobeusedtocheckandimproveth

elanguageandthethinkingability.Whilethelanguageinputisincreased,thefavorablepracticalactivitiesofoutputwillalsobedoneconstantlyonthebasisofunderstanding.Andthefinalaimoflanguageteachingistodevelopthestudents?abilitytocommunicateintheformofandwritten.Thereby,thelisteningabilitymustrelyonthespeakinginaway.Moreover,itisprovedthatifthespeakingistrainedbest,itwillbeEnglish.(三)TheimportanceofspeakingexistingintheteachingsyllabusTheaimsofteachingsyllabusstipulatesthat“EnglishteachinginschoolsaremainlytotrainstudentstooflisteningandspeakingsoastoattaintheaimtocommunicatecomprehensivelywithothersinEnglish.ItrequirestheteachersofEnglishtoorganizetheir45-minuteclassinEnglishtocreatealiving

andlivelyEnglishenvironmentofEnglishlearning.Thusthestudents?listeningand三Somebarriersintheprocessspeakingcommunication.（）Phoneticbarrier“Thearticulatorofabeingarecontainedinthreeimportantareasorcavities:thepharyngealcavity-thethroat,theoralcavity-themouth,andthenasalcavity-thenose.Theairstreamcomingfromthelungsmaybemodifiedinthesecavitiesinavarietyofways.Itmayalsobemodifiedinthelarynxbeforeitreachesanyofthecavities.”③ofthepoint,thelearnersshouldberequiredtoknoweverypartofpronunciationof?sandcanpronouncethepureEnglishformoststudentsintheprocessoftheirlearning,theyaregreatlyinfluencedbytheirteachers,especiallyteachers?phonetics.Butatpresentinmanyareas,especiallyintheruralareas,sch

oolsareshortofspecializedEnglishteachers.Someotherteacherswhoarenotfamiliarwiththesoundlinking,plosive,stress,etc.areaskedtoteachEnglish.theyareinteachingEnglishgrammarandlanguagepoints,butitissurelydifficultforthemtospeakfluentandpureEnglish.Andalsosomeschoolscan?taffordmachines,sothestudentscan'timitatethepureEnglish,Sotheirspeakingabilitycanbetrainedfavorably,whentheyunicatewithothers,theyoftenfindtheirpronunciationsaredifferentfromothers?.Sotheycan'tunderstandwhatissaidtothem.Therefore,theirlisteningabilitywillbeinfluencedandtheconfidenceofnicationalsobeinfluenced.（）GrammarbarrierAlthoughweemphasizeagainandagainthattheaimofourlanguageteachingistocommunicate,westill

shouldEnglish,thereisachangeoftense.Andtheorder,whichtheactionbepresentedbythechangeofverbs,whichmanystudentsoftenignorethesepointswhentheycommunicatewithothers.Asaresult,someunnecessarymistakeswill.Forexample,astudentwantstoexpressthismeaning“ItoBeijing.”Notknowingthedifference“to”and“Americanpsychologistexperimentamongthreethousandpeoplelikethis:whatdoyouworryaboutmost?Thereareallkindsofanswers,suchasdeath,dump,lossofrelatives,diseases,etc.Buttooursurprised,aboutfortypercentofpeoplethinkthatwhatpeopleworryaboutandfrightenmostistospeakbeforepeople.thisexperiment,wethatsomeuncomfortablefeelingwillinmothertonguetocommunicate.Andtheuncomfortablefeelingwillbeseriousinthesecondlanguage.Moststudentswill,and

weoftenfindthatthestudentswillamplifywellinwarm-upinclass.However,inrealoccasion,theywillonlyiftheymeetthesamesituationasthatinclass.theyalsowanttospeaktootherfreely.Justbecauseoflackoftheconfidence,theycanspeakwell,andtheywouldratherwatchothercommunication.Intheiropinions,theyshouldspeakEnglishpurelyandfluentlyandtherearenogrammaticalmistakeseventowonderfulstagewhenpeoplecommunicate.Thenthecommunicationwillbecontinuedpridely,orothersmaybelaughatthem.InEnglishclass,thisaspectisoftenappeared.Somestudentsworryabouttheirpronunciationandintonation,sotheywillonlysay“Isorry”astheanswerstotheteachersquestions.Allthesewillinfluencetheimprovementofspeakingability.Theirspeakingabilityincreasinglybecomesworseunderthelackoftrainingsolongtime.

Ofcourse,theabovementionedisnottheonlyfactorstoobstructtheimprovementofspeakingability.Andtherearesomeotherfactorstoinfluencethespeakingability.四、methodsforimprovingstudentsspeakingability.（）CreateagoodlanguagesurroundingtoarousethestudentsenthusiasmforEnglishlearning.1A“real”environmentofEnglishlearningisofgreatteachingmethodplayedadefiniteroleinmiddleschoolteachingoverthepastdecades,butthismethodoflearningEnglishthroughChinesetranslationinclassoflearningaforeignlanguage.WeshouldbringthestudentstoafullrealizationofthefactthatlearningEnglishalwaysthroughChinesetranslationcertainlynotagoodlanguagesurroundingtosp

eakEnglishallthetime,whichclassisthebasicformofEnglishteaching.Firstly,theEnglishinthebasisofthestudents?understandingeasily.Don?tletthestudentsChinese.AndtheteachersshouldtothinkinEnglishandencouragethemtoanswerthequestionsinEnglish.TothebeginnersoflearningEnglish,theyoftendon?tdaretoanswertheteachers?questionsinEnglishbecauseofsomereasons.Sotheteachersshouldencouragethemwithpatienceandletthemgiveuptheshyminds.AndtheteachersshouldconducttheirlessonsinEnglishasmuchaspossible,soastoforcethestudentstogetusedtolisteningspeakingandthinkinginEnglish.Beforeanewlesson,teacherscancreatesomesituationsforthestudentstorespondtothemandthentoparaphraseafewsentencesortoretellastoryetc.Ontheothertheywillbegladtospeakitmoreandmore.Thusthest

udentsfeelinarealenvironmentofEnglishlikethosenativelearners.Actuallyinsuchalivelyatmosphere,thestudentsmotivatedtoconveytheirideasinEnglish.Ofcourse,itisquiteclearthatthestudentsabilityofspeakingmustbewellandeffectivelytrained.Inmyclassroom,therearemanypieceofpaperwith“Englishcorners”onthewall.Beforeclass,IoftenletthemseesomeEnglishfilminordertofeelwesternconditionsandcustomsandattracttheirinterestforEnglishlearning.2Somemeasuresforarousingstudents?interestaThree-minutesspeechbeforeclass.Atthebeginningofaclass,studentsareoftenaskedtocometothetogivetheothersadutyreport.bGivemorechancestothestudentstodopairswork,makinguptheirowndialogue.

c、fulluseofaudio-visualaidstocreatesituations.dCarryoutsomeactivities,suchas:Speakingreadingcompetition,Chineseforbidden,Englishcorner,etc.e、Playgames.E.g.Passthemessage,moresentencesasquicklyaspossible.f、ModifyLiYang?scrazilyspeakingEnglish.（）thestudentslayasolidbaseofEnglishphonetics.Ifthereissomethingwrongwithastudent'spronunciation,then,obviously,inthecommunication.Andincreasinglyitwillinfluencethestudent'sconfidenceofcommunication.SoteacherofEnglishshould,goodintonation,soundlinking,plosiveandstrongandweakforms.Itisthatstudentswithgood

unciationandintonationspeakingjustasawriter'sopinionscanbeobtainedbyreadingthelines,aspeaker?sintentioncanberevealedfromtheintonationandtunesoftenvigorouswhenIaskthemtoreadafterme,theyoftenreadslowly.ThenIreadloudly,andthenthestudentslouder,too.What?smore,itisalsoprovedthatgoodpronunciationandtunesnotonlythefocusandtheadmiringtothepublic,whichmakethemtheirlife.（）Givemorechancestothestudentstotheirspeakingabilityaswellastheotherthreeskills(listening,readingandwriting)Inclass,thestudentsshouldbegivenmoretimetospeakandtheycan'tbejustasaudiences,whichwillnottheclass.InJFFCtextbooks,therear

emanyinterestingdialoguesandstories.Sotheteachersshouldletthestudentsactthedialogueoutormakeanotherdialoguewiththeirownwordsaspossibleastheycan.Andtheremanyriddlesandchantsinthetextbooks.Sotheteacherscantaketheformationoftoletthestudentsimitateandfollowthetapeandseewhois