1、.A Study on Teaching Methods of English Speaking in Junior Middle School“初中英語口語教學方法探究”Literature Review. IntroductionSpoken language is defined as a kind of output capabilities. Stimulated by the external sound or other information, speakers produce an initial motivation and intention, form deep syn

2、tactic structure through internal language stage, and then expand into an external speech based on a surface structure. (Zhu Chun, 1993) Linguist French once said that speaking is a basis of other abilities (listening, reading and writing). N.chomsky believed that no one would be born to speak, and

3、people can communicate with others only by much practice. The Father of Application linguistic in British thought that, to learn English, you need to open your mouth , to read, to say. Linguist Thomas (D. HYMES) said, language refers not only ability of whether one can make grammatical sentence, but

4、 also the ability of whether one can apply it properly. He said speech is an important form of language and a significant way in communication. With economic globalization, the deepening of Chinas reform and opening up, the current world is changing rapidly and international exchanges increase frequ

5、ently. It has became a necessity of the society to learn English and use English in common communication. English is a language communication tool. Enhancing the teaching of spoken English and helping students improve overall level of oral English communication have been paid much attention. It is n

6、ot only a real application of the knowledge on the books in daily life, but also a respond to face work, business, and other problems encountered in future. English speaking teaching is an important and integral part of English teaching in junior middle school.Junior middle school is a key stage of

7、English study for all Chinese students.It is a period which transition from simple word recognition in primary school to proficiently expression in senior high school. Speaking learning of this stage will lay a solid foundation for deep English study in future, also help in all aspects of English le

8、arning capabilities.However, it has been reported that English teaching in our junior middle school still exists the following questions. Firstly, influenced by the examination-oriented education, most of the teaching methods can not achieve the outline of the standard released by the Ministry of Ed

9、ucation. Secondly, insufficient emphasis is put on the teaching of pronunciation. Thirdly, the common level of teachers is not advanced. Fourthly, because of the over class size, fewer opportunities to practice is given the students. Fifthly, lack the necessary language environment. These problems e

10、ncourage us to make further exploration on English teaching methods of the junior middle school,so as to improve the standard of teaching and to enhance students speaking level.The following paper reviews researches on main teaching methods of English speaking in and abroad. Research status in and a

11、broadSpeaking is one of main language output skills. American linguist Krashen put forward the Second Language Acquisition Theory in the 1970s, which attracted much attention in both linguistics field and language teaching circle. On account of the defects of Krashens Input Hypothesis, second langua

12、ge acquisition researcher Merrill Swain proposed the language output assumptions in 1985. He believes that language input is important for language acquisition, but it can not make people use language accurately and fluently. According to Swain, output plays a major role in the following three aspec

13、ts: 1) Noting and triggering function 2) testing the hypothesis function 3) meta-language function.Swain pointed out that, although comprehensible language input played an important role in language acquisition, learners must rely on meaningful language output to achieve accuracy and fluency of appl

14、ying target language. In recent years, the English teaching in junior middle school of China has gone through much reform and the importance of teaching has been widespreadly concerned. The new English teaching textbooks or materials focus on teaching the skills of speaking. To some extent, teacher

15、have paid a lot of attention on students ability of oral communication. However, the rate of progress is quite slow and the results are always not pleased. Junior students abilities of using English to express their thoughts and feelings are very limited, most remaining the level of greeting.Effecte

16、d by Krashens input hypothesis, English teaching focused on the language input. Teachers stressed students listening, reading, ignoring the language of the output for a long time. These years, many books and research papers on teaching methods of English speaking in junior middle school have been pu

17、blished. They made analysis of the current situation and reform suggestions on this topic, showing that we have recognized the importance of speaking ability.The textbook A Course in English Language Teaching ( Edited by Wang Qiang) summarized the principles for teaching speaking and designed some s

18、peaking tasks.In the paper “Researches on Teaching Methods of English Speaking in Junior Middle School”, the author Li Shenglian summarized the current existed problems and its reasons of English speaking teaching, designed different teaching methods and procedures according to students levels, and

19、introduces the exact strategies in English speaking teaching. The paper English Teaching Researches on Oral Fluency Theory in and abroad lists the research fruits on oral fluency of second language in home and abroad. It is of great meaning to combine them with our English teaching.Zhu Mingju publis

20、hed a paper named The input and output in English Speaking Teaching. It is proposed in the paper that the input which best encourages learners thinking in English is most desirable, but input alone cannot lead to oral English competence, and output exercises should be devised in the way that they be

21、nefit the cultivation of learners English abilities both in carrying out speech plan and in making speech plan.The paper Language Output Theory and Oral English Teaching(Zhao Na) aims at investigating and expounding the effects of oral output on second language acquisition and making attempts on fin

22、ding out an effective way to facilitate oral output and improve the quality of foreign language teaching of the nation wide. SummaryAfter referring large amount of books and materials in and abroad, combining with language output theory and second language acquisition theory, this paper makes deep i

23、nvestigation, research and analysis on the circumstances and improvement strategies of English Speaking Teaching in Junior middle school. Generally speaking, china has increasingly underlined the English speaking in recent years, with a lot of constructive teaching methods proposed. English teaching in junior middle school is stepping into a new level. .References(1).王薔. 英語教學法教程. 高等教育出版社,2004.1.(2).盧仁順.“輸出假設”研究對我國英語英語教學研究的啟示J.外語教學與研究,2002.4