題目AnalysistheproblemsinoralEnglishclassinChina（1）作者姓名指導教師二級學院國際語言文化學院專業(yè)英語學號ChapterOneLiteratureReviewFromthepaperofWenQiufang,oralEnglishteachinghasbeenoneofthedifficultiesinEnglishteachinginourcountry.Fromtwoaspects:firstly,thehigherthegradeofstudentsmoredon'tliketopracticeoralEnglish;secondly,thestudents'oralbecomepoorandpoorwiththegradeincreased.Althoughallkindsofspokenlanguageteachingmaterialappearconstantly,schoolsalsocontinuouslystrengthenoraltrainingandencouragestudentstopracticespokenEnglish.Butitseemsthereisstillnoanygoodmethods.FromthepaperofZhuJingjing,intraditionalteaching,duetotheinfluenceofthetestsandtheentranceexamination,teacherstendtopaymuchattentiontostudents'writtenlanguageability,readingabilitytraining,butteachersignorethecultivationofstudent'soralcommunicationability.TochangethecurrentadversesituationofstudentsoralEnglish,thereisanoralexpressionsituationandplatformforthestudents.Practicalteachingshouldbecombinedwithschoolresearchissuitablefortheteachingoforalcommunicationandiseasytobepopularizedinthedistrict.1.1ThedefinitionoforalEnglishCulturaldifferencesbetweenEnglishandChineselanguageisobjectiveexist.WehavemasterofEnglishculture.Itishelpfulforustounderstandthemeaning.Becauseoflackofacertainnationalculture,studentsaremorelikelytogowrongandevenmakeajoke.Therefore,thesuccessoforalEnglishteachingcanhelpthestudentseliminatetheculturalbarriersintheteaching.TheteachermastersandimprovesthebasicskillsoflanguagetomakethemunderstandEnglishcountryspecificlanguageenvironment.TherearesomespecificculturalmatrixandthecharacteristicoftheculturaldifferencesbetweenEnglishandChinese,suchasculturalconcept.Onlyinthiswaycanbridgetheculturalgaptoimproviseincommunication,achievethegoalofcommunication.1.2ClassmodeAlargenumberofstudentsareinaclass,theyhavelessopportunitiestopractice.Classesinordinaryschools,therearequiteanumberofmorethan30people.ItisdifficultforeveryonetopracticeoralEnglishduring45minutes.Therefore,teachersalsoonlygiveuptheoriginalplanandpayattentiontoexplaingrammarandthememoryofword.Forexample,thereare60peopleinoneclass,eachclassarrangesfor2hours,sothereisonly10minutesforstudentstodooralEnglishpractice.Eachtimeisuptothreepeopletopractice.Accordingtothecalculation,itislessthan2timesforeveryoneoftheoralpracticechanceonceasemester.What’smore,mostoftheclassesaremorethan60people,sothesituationismoreserious.Case:MissJianStepⅠGreetingFreetalk:Howareyou!Hello，nicetomeetyou!...StepⅡPresentationT:Lookatmycoat!Ss:It’snice!T:Lookatmyblouse.Ss:It’spretty!T:Lookathisshirt/T-shirt!Ss:It’ssmart!T:Lookatherdress!Ss:It’snice!Sayachant:Coat,coat,thisisacoat!T:Lookatmycoat.Thisisayellowcoat!Ayellowcoat!Whocansaylikethis?Acoat.Ss:Aredcoat,agreencoat,abrowncoat,mycoat,hiscoat...T:Lookatthesewords:coat,boat,goat.Sstrytoread.T:Todayanicegirlishere,look!Ss:Hi,Nancy,nicetomeetyou!Nancy:Nicetomeetyou,too.Lookatmyskirt/blouse.Ss:Itsnice!It’spretty!Nancy:Thankyou!Chant:Skirt,skirt,thisisaskirt!4.T:Lookathisshirt!Lookatherblouse!Ss:It’snice.It’ssmart!Letthestudentsworkinpairslikethis,usetheclothesontheirdesks.T:Thisisaskirt,that’sajacket.(repeatsseveraltimes,letthestudentsknowthemeaning)StepⅢPlayaguessinggameTeachertakesoutabigbag,letthestudentsguesswhat’sinthebag.T:What’sinthebag?S:It’sa...T:Look,thisisasweater.Chant:Sweater,sweater,that’sasweater.StepⅣWorkinpairsTeachergivesthestudentsamodel,thenasksthemtopracticeinpairs.(usetheclothesontheirdesks)T:Thisisa...That’sa...StepⅤChantCoat,coat,thisisacoat.Jacket,jacket,that’sajacket.Skirt,skirt,thisisaskirt.Sweater,sweater,thisisasweater.StepⅥPlayagame:What’smissingTeachershowseightpictures(aboutcoat,skirt,sweater,jacket,T-shirt,shirt,blouse,dress)onthescreen,thenmakesoneoftheclothesdisappear.T:What’smissing?Ss:Acoatorsweater?StepⅦConsolidation:AclothesshopT:Thisisaclothesshop,boysandgirls,comewithme,letsgoin.(askstwostudentstojoin)T:Lookatthisyellowcoat!Ss:It’snice!T:Lookatthatblackshirt!Ss:It’ssmart!...2.Askthestudentstoactitout.StepⅧHomework.InChina,theytaketheteacherasthecenterintheoralEnglishclass.Theydon’tmakestudentstakepartinthelanguagelearning,everyonedoesnotplayaroleintheclass.Withoutthedirectparticipation,studentsdon’thaveagoodmasteroflanguagelearningandlanguageskillsinactualapplication.1.3TeachingmethodInChina,theytaketheteacherasthecenterandemphasizetheteachers’informationtostudents,ignoringthefeelingofstudentswhichresultthatstudentsfallasleepinclass.Nomatterhowtheteachersgivestudentsmuchinformation,theycan’tacceptactually.Inforeignlanguageteaching,werequireallofteachersusetheforeignlanguage.Becauseonlyinthiswaycantheycreateagoodlanguageenvironmenttostudents.Buttheydon’tnoticethewholeclassisforstudentstopractice.1.4ThefeaturesoforalEnglishteachingclassThewholeEnglishteachingissimple,decent,humorandstronglogicality.Accordingtothedifferentteachingsituation,teachersarelikelytochoosebodylanguagetoteach.Teachersspeakinrhythmandencouragestudentstospeak,studentswillnotafraidtomakemistakes.TomakemistakesisthefirststeptoimproveyourEnglish.

ChapterTwoBeinglackinopportunityoflisteningandspeakingEnglish2.1Thestudents’psychologicalbarriersMiddleschoolstudentsisaspecialgroupinadolescence.Theirpsychologicalstayinnativeandmaturestageofdevelopment.Theindependentconsciousnessisnotstrong.Theyalsolackofdefiniteview.Ifpeoplearoundyoudon'tspeakEnglish,thestudentswilldonotpracticespokenEnglish.Combinedwithmorethanadecadeinmothertongue.Chineseistreatedastheonlylanguagetocommunicatewithothers,peoplehaveformedacertainhabitsofthinking.Inaddition,thestudentshaveastrongself-esteem.ButoralEnglishfoundationisquiteweak,theyarealwaysafraidofbeinglaughedatandashamedtospeak,sotheyoftenlosetheirconfidenceandinferiorityinoralcommunication.Thesepsychologicalbarriershasbroughtgreatdifficultiestostudents,theyalsoaffecttheimprovementofmiddleschoolstudents'oralEnglishlevelseriously.2.2TeachingcontentsfromreallifeWenowusethenewtargetEnglishteachingmaterialsforlanguageteachingpattern.Suchas,topic,communicationfunctionandthelanguagestructureformasetofprogressivelifelearningprogram.Afterall,thereisagapbetweenurbanandruralareas,soitisdifficulttoreconcile.Infact,someofthetopicsarefarfromrurallife,suchasruralstudentsintheteachingmaterialmilkshakes,salad,etc.Noideasofthesetopics,theyarealwaysthinkingofwesterntrafficrulesinChineseway.Don'tunderstandChineseandwesternculturaldifferences,theylearnknowledgecannotbeusedintheirdailylife,soalltheEnglishwilllosemarket.2.3ThesingleoralEnglishteachingmodelAccordingtothesurvey,moststudentswanttoimprovespokenEnglishlanguageskills.Skillsoccupy55percentandlistedNo.1.However,highschooloralEnglishteachingmodeintheimportislisteningtothetape.Gradually,studentswillloseinterestinEnglishconversation.ManyteachersthinkthevalueandfunctionofhighschoolEnglishdialogueteachingisinsufficient.Insomedegree,theyregardoralEnglishclassasreadingclass.Theythinkhighlyofknowledgeandreading,buttheyignoretrainingandthecultivationofstudent'soralcommunicationability.StudentsalwaysregardlisteningcourseasoralEnglishclass.Listeningcomprehensionandoralcommunicationemphasisonlanguageinputandunderstandingandignoretheoutputanduseoflanguage.Studentsdon’tmakehardeffortsandhardworktomakeprogress.Teachersalsodon’tcreateEnglishlanguagesituationandatmosphere.Forexample,ablackboard,abook,apieceofchalkinaclass.2.4TheattitudetotheerrorsinoralEnglishclassInChina,theypointoutthestudents’languageerrors,itisnotsentencestructure.Whenstudentssaysomethingwrong,teacheronlygivethemarightanswer.Sometimesteacherscriticizethem.ForalongdaretospeakEnglishinclass.Becausetheyareafraidofmakingmistakes.Forexample,ateacheranoldexperiencedprofessortaughtaseniorEnglishreadingclass.Whenshegivetheexplanationsofarticletostudents,shequotedShakespeare,sheexplainedthemeaningofsentenceis“fell”is“foul”(badordirty).Infact,theadjectiveinShakespeare’sarticleis“cruel”.Anoldexperiencedprofessorshowthewrongwordandtelltheteacherthereasons.Maybestudentsdon’trealizeshespeakthewrongword,becausenoonepointedoutthemistaketoher.2.5ThelockstepinoralEnglishclassLockstepistheclassgroupingwhereallthestudentsareworkingwiththeteacher,whereallthestudentsare“l(fā)ockedinto”thesamerhythmandpeace,thesameactivity.Lockstepisthetraditionalteachingsituation.Itusuallyissurethateveryonecanhearwhatisbeingsaid.Thestudentsareusuallygettingagoodlanguagecanoftenbeverydynamic.However,studentsworkinginlockstepalwaysgoatthewrongspeedforonestudentorteacher

ChapterThreeThereasonsoforalEnglishproblems3.1ThepoorbasicknowledgeTeachersandstudentsfocusonvocabulary,grammar,readingtranslationandwrittenexamination.SooralEnglishispoor.Somestudentsareconditionedbytheirenvironmenttocultivateondeviationandlimitations.TheunderstandingoftheEnglishcommunicationabilityof"continueddevelopment","enteringsociety"and"furtherstudy"lackenoughconfidence.3.2TheweakenlearningmotivationLearningEnglishwillmeetdifferentdifficultiesinlearningone'sownmothertongue.SomestudentsloseinterestinoralEnglish.Becausetheteachers'frequentcorrectionandtheirenthusiasmareafraidofaslipofthetongue,someonewantstosaybutdarestosay,sooralEnglishproducenegativeemotions.3.3BeinglackinoralEnglishtrainingatmosphereSomestudentslearnEnglishblindlyandoptionally.Theydon’tdevelopandcreatefreeoralEnglishlearningatmosphereandtrainingsituation,theselimitthespeakingability.StudentslackoflearningoralEnglishgoodfamilyenvironmentandelectronicequipments.ItisalsooneofthereasonsofaffectingtheoralEnglishtraining.3.4Themalpracticesofexam-orientededucationTesthasbecomethemainmethodtojudgestudentsintraditionalexam-orientededucation.Inordertomakeprogressandimprovegraduationrates,teacherspaymoreattentiontosolvingtheproblemandpracticeofthetypicalquestions.Examcontentandspokenlanguagewerenotincludedinmiddleschool,sotheyignoredtheimportanceoftheoralEnglish.Asaresult,thestudentswithhighscoresalsomaybebecomeadumbinspokenEnglish.Shortcomingsofexam-orientededucationhaveincreasinglyshownoralEnglishbecomeaneliminationtrend.Thenewcurriculumisbasedonthelawofeducationandteaching,student'sbodyandmindarelawedofdevelopment.Studentsshouldpayattentiontotheideologicalquality,psychologicalquality,abilityqualitytraining.Studentslearnthelanguageoftheproject,itcannotonlymasterandmemorybutalsounderstand.It'smoreimportanttoapplythemtopractice.Englishisalanguage,learningalanguageisnotanimportantderivativeofgrammarortense,butisaskillofcommunication.Ifstudentsarenotabletousewhattheyhavelearned,thelanguagealsowillloseitsexistencevalue.StudentswillalsobesureofEnglishlearning"uselesstheory",soastothroworalEnglishtotheside.3.5BeinglackinlearningoralEnglishenvironmentSomestudentslearnEnglishblindlyandoptionally.Theydon’tdevelopandcreatefreeoralEnglishlearningatmosphereandtrainingsituation.Theselimittheenhancingofspeakingability.StudentslackoflearningoralEnglishgoodfamilyenvironmentandelectronicequipments.ItisalsooneofthereasonsofaffectingtheoralEnglishtraining.

ChapterFourThesolutionsofproblems4.1EmphasisonclassroomteachingTheteachershouldnotconstrainedbypreparationforclass,butaccordingtotheactualsituationtodesignthesurveyandchange.TheyshouldbesuretogivestudentsenoughtimeandopportunitytospeakEnglish.Throughtheanalysis,discussion,explorationandhisownexperience,studentlearnoralEnglishmoreeasily.Onlyoneselfexperience,canwetrulyunderstandandremember.Ifnot,theeffectismuchworse.4.2MakeeveryonespeakwhodaretospeakAmericanlinguistN.CHomskysaid:"nooneintheworldallwillspeak,onlymorepracticetospeakinthedayaftertomorrowwillhavetheabilityoforalcommunication."Therefore,thefirststageistomakeeverystudentopeninoralEnglishclass.LetthestudentswanttosayEnglish.Butatthisstage,itisimportanttopayspecialattentiontotheguideway.Iftheteacherguidecorrectly,itmayaffecttheenthusiasmofstudents.Atthisstage,theydon’tneedemphasisoncorrectness,standardpronunciationandintonationofthelanguage.Teachersshouldfocusoncultivatingstudents'interestinoralcommunication.ItisthemostimportanttodevelopagoodhabitinoralEnglishclass.Englishteachersshouldbeintheprocessofstudents'practicetrainingthebasicskills.FromfearofspeakingEnglishtodaretospeakEnglish.SpeakEnglishcanenhanceself-confidenceandcohesion.ItalsohelpallthestudentswithenthusiasmandlearnEnglish.4.3ThetargetedtrainingThe"father"oftheEnglishlanguageapplicationlingustrilistthinks:"learningEnglishwillneedtospeak,readandsay."Targetedtrainingisintheeliminationofstudentslearningtension,fears.Studentsmustundertaketheorallanguageinputtraining.Intheearlystages,teacherscanusedialogue.Theseteachingmethodsarereallyboring,butitisgoodforthemtomasterthebasiccommunicationskills.Inordertoavoidtheboringtrainingskills,theycantaketheformofgamesandcharadetoactiveclassroomatmosphere.Atthesametime,teachershouldstressthecorrectlanguage,standardpronunciationandintonationlanguageandteachershouldcultivatetheconsciousnessoftheoralcommunication.4.4InterestingcontextteachingConfucius:"knowthepersonwell,goodthanjoyofabusers."Onlytostimulatethestudents’interesttoexpresslanguage,cantheyimproveteachers'teachingandtraining.Aftermakingprogressofstudents'languagefoundation,teachershouldfurtheremphasizetheteachingcontextandlearnhowtousethebulltolearn.Atthesametime,inthefurtherstudyteachershouldprovidestudentswithBritishandAmericansocialcultureknowledge.Atthisstage,thepracticalapplicationoftheteachingemphasisonlanguage,throughstep-by-stepguidanceandtraining.ThesewayscanimprovemaketheabilityoforalEnglishcommunication.TwoexamplesActivity1:OxfordEnglishteachinghighschoolofthefirstsemesterfirstlesson：“MyFavouriteSports”.Thislessonintroducesameaningfulskiingexperience.Formiddleschoolstudents,sportisanessentialpartofstudentlife.Itisthetimeforaprofessortoplaybasketballmatchduringthewholeyear,hedecidedtousethisopportunitytocombineaclassroomteachingwiththeactuallife.Studentsworkongame,eachteamhasacertaintask.Studentsreportthegamewithtouchingstory,someareresponsibleforintroducingthebasketballstaroftheclass,othersreportedthemostexcitinggame,otherscandoapublicityforthenextgame.ThesereportsandintroductioncanbesharedintheEnglishlessons.Activity2:OxfordEnglishteachinghighschoollessonfiveofthefirstsemester“TutorialCenter”Thecontentofthislessonisveryclosetothestudent'sstudylife.It’stoshowsomeideasthatafewstudentsparticipateindifferentfamilyeducationcenter.Tutoringcenterstudentsmusthavetheirownexperienceswiththeirownideasandopinions.Beingbasedontheanalysisdesignsthefollowingteachingactivities.1)On-siteinterview.Intheformofinterview,teacherchoosesaclassmateasthehostaboutattendingtutoringcenterexperience,theyinvitedsomeguestteachersandclassmates.ItmakeseveryonepresenttheopportunitytocommunicatewithEnglish.2)Debate.Nowsomestudentsdon’twanttogotothetutoringcenter,butparentswantthemgothere.Otherfollowotherstoparticipateintrainingcenter.Soafterdiscussionswiththestudents,teacherwillsetadebatetopic:tutoringcenterforourstudyisnotdomoreharmthangood,ordomoreharmthangood?

ChapterFiveTheadvantagesoforalEnglishclass5.1OrganizingclassroomTheteachingofteachersineachclasswilluseavarietyofteachingorganization,suchaspersonalexhibition,cooperativelearninggroupandlargegroupactivities,andsoon.Everyclassroomdiscussionisaroundatopic.Forexample,theteacherassignedinternationalbusinesstopic“BankandMoney”.First,sheshowapicturetostudentsandletthemfindatleasteightdifferences.Ifanystudentcanpointoutallthedifferencesatthesametime,theteacherwillrewardhimanapple.Beforethegroupdiscussionandrole-playing,theywillgivethetopicrelatedcommunicationvocabularylistforreference.Then,theteacherletthestudentsaround“robbank”toplayarole.Everyonehasarole,whoiswithagun,whocarriesapurse,whostandsguard,whodrives,whoreportstothepoliceandwhoplaysthepolicehaveacleardivisionoflabor.Teachersattachthegreatimportancetothepenetrationofcross-culturalcommunication.Attheendofthelesson,teacherwillgivestudentsthetopicortasktodiscussinnextclass.5.2TheoverallarrangementsfortheteachingForeignteachersarrangeateachingplanwhichincludesteachingcontent,activities,homework,evaluationmethodsandattentionsofclassbeforethelastmaster.Theywillgivestudentstheplan,studentsshouldmakepreparefortheclass.5.3ThefeaturesoforalEnglishteachingclassThewholeEnglishteaching,itissimple,decent,humor,stronglogicality.Aforeignteacherisgoodataccordingtothedifferentteachingsituationtousebodylanguagetoteach.Teachersspeakinrhythmandencouragestudentstospeak,notafraidtomakemistakes.TomakemistakesisthefirststeptoimproveyourEnglish.5.4ClassroominteractionactivitiesTeachersalwaysgiveprioritytoactivitiesinclassandpayspecialattentiontotheinteractionbetweenstudentsandstudents.Forexample,theyaskedstudentsonebyone,fromonetosix,whocountsoneofagroupofstudents,thenumbertotwostudentsagroup,counttothreestudentsagroup,counttofourstudentsagroup,counttofivestudentsagroup,counttosixstudentsagroup.

ConclusionWiththedevelopmentofEnglisheducation,Englishspokenlanguageteachingarealsoshowingtheirvalue.TeacherstrytoexploretheteachinglawandresearchteachingmethodsoastohelpstudentsdevelopbetteroralEnglish.OralEnglishcommunicationisakindoftrend.Itisnotonlythedemandofthesocialdevelopment,butalsothedemandsofcommunication.Studentsneedthetrialanderrorintheactualteachingpractice,oralEnglishplayanimportantroleinthesociety.Throughthegeneralizationandsummarizationofthepaper,thegeneralfactorsthataffecttheoralEnglishteachingare:teachingmode,thedifferenceofcultureandthinking,atmosphere,psychologicalbarriersandexam-orientededucation.Inlargeclassroomteaching,87.6percentstudentshavementionedthelimitationoforalexpression,94.3percentstudentsciteddifferencesinlanguageenvironmentandculturalthinkingand70.1percentstudentssaidtheteachingmethodsandstudents'non-intelligencefactorsarelimitedofexam-orientededucation.Thispapercombinedwiththebasisofforefathers'researchtoinnovatethesummary,forthecollegespokenEnglishteacher.Theyalsoputforwardsomepractical,concretestrategiesandsuggestions.Thesearetheteachingofthedebate,student-centeredteaching,goodclassroomatmosphere,agoodrelationshipwithstudentsandflexibleteachingmethods.Teachersshouldimproveteachingskillsandcultivatethestudents'confidence.ThesecountermeasurescanletusinthenearfuturetoseetheemergenceofnewEnglisheliteteam.AccordingtotheproblemsinlearningspokenEnglish,thispaperexploresrelevantsolutionstohopethatpeoplecanplayaroleinlearningEnglish.Atthesametime,theyshoulddomoreresearchoncompletelysolvetheproblem,makethecollegestudents'oralEnglishlevelwasimproved.TeachersshouldlearnthestylesofforeignoralEnglishclass.

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