英语教学
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Abstract The "High School English New Curriculum Standards"in 2010 clearly stated that the overall goal of the English course in the basic education stage is to develop students" comprehensive language use ability.In the high school stage, they should be able to exchange information with others on various topics of daily life.In-depth, and the requirements put forward for the realization of the new curriculum have already put forward a point of persistence in practice.However, there are still large gaps in the English speaking ability of many students and the requirements in the new curriculum.Therefore, how to improve the learning of English language teaching is an important topic worth discussing.摘 要 2010 年《高中英语新课程标准》明确提出：基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，高中阶段应能就日常生活的各种话题与他人交流信息随着我国英语教学改革的不断深入，为实现新课程所提提出的要求已经提出了坚持实践的一点。但许许多多的学生的英语口语表达能力与新课程中的要求仍存在较大的差距。因此，如何改进进中学习英语语言教学是一个值得讨论的重要话题。
Key Words: High school English, Oral teaching, Situation Analysis 关键词 ：高中英语 口语教学 现状分析
9 CONTENT 1.0 Introduction........................................................................................................................10 1.1 Research significance..................................................................................................10 1.2 Research Summary.....................................................................................................10 1.3 Research content and methods....................................................................................11 1.4 Definition of related concepts.....................................................................................12 2.0 Status of oral English teaching..........................................................................................13 2.1 oral class is not valued................................................................................................13 2.2 Old teaching methods.................................................................................................13 2.3 The quality of teachers is uneven................................................................................13 3.0 The main problems in oral English teaching in high school..............................................13 3.1 The initiative of students" oral learning is not strong..................................................14 3.2 Students have anxiety and fear in speaking................................................................15 3.3 Oral learning objectives are misunderstood................................................................16 4.0 Analysis of the Reasons for the Problems..........................................................................17 4.1 Teachers" Improper Ways of Correcting Classroom Errors.........................................18 4.2 Oral English teaching neglects the use of non-linguistic tools...................................18 4.3 Single Oral English Teaching Model..........................................................................19 4.4 Lack of a good environment for oral English learning...............................................19 5.0 Measures to Improve Oral English Teaching Quality........................................................20 5.1 Establishing New Objectives of Oral English Teaching.............................................20 5.2 Creating a Good Oral Classroom Environment..........................................................21 5.3 Advocating Cooperative Learning..............................................................................23 5.4 Rational Use of Information Technology....................................................................25 6.0 Conclusion.........................................................................................................................26 Bibliography............................................................................................................................28
Analysis of the Present Situation of Oral English Teaching in Senior High Schools 高中英语口语教学的现状分析 1.0 Introduction Globalization has made our country’s contacts with countries around the world increasingly frequent.English is the universal language.Therefore, cultivating talents who master spoken English is of great significance to China"s cultural exchange and economic development.Being able to communicate face-to-face with foreigners is the basic goal of mastering spoken English.The new curriculum proposes the teaching goal of oral English in high school: in the interpersonal communication, the conversation information can be obtained and processed in English, and the problem can be analyzed and solved in English.1.1 Research significance At this stage, English teaching in high school still focuses on reading, grammar, etc., but does not pay attention to oral teaching.Although the majority of English teachers have been constantly improving their oral English teaching methods, the results have not been satisfactory.The student’s oral English ability has not been significantly improved.This article will deeply discuss the current situation and main problems of oral English teaching in high school, analyze the teaching methods, students" psychology and other aspects, and strive to improve the current situation of oral English teaching in high school.1.2 Research Summary The traditional English teaching mode in our country is mainly based on grammar translation.Without long-term improvement, it hinders the level of oral English teaching in China, limits the English level of students and learning methods.In recent years, Chinese scholars have also made a lot of research on oral teaching, mainly focusing on the current situation of oral teaching, existing problems, innovative methods of oral teaching, etc., and have obtained a lot of research results.In the early 1990s, Chinese scholar Hu Chundong
11(1998)proposed six basic forms of oral practice, such as sentence-type exercises, speech performance exercises, discourse structure exercises, situational expression exercises, paired dialogue exercises, and text exercises.Peng Qinglong(2005)proposed a foreign language oral teaching method, which was completed in five steps, namely, “English speech, dialogue, discussion, debate, and summary.” This kind of teaching method takes students as the main body and gives full play to the students" interaction.Li Yang"s(2010)crazy English learning method is mainly through muscle exercise, imitating pronunciation, reading aloud, and blurring out spoken English.[1] Peng Hongbing(2011)explored the application of task-based teaching method in oral English teaching in high school from the motivation to stimulate students to practice oral English.[2] Canadian scholar Melvin(2000)analyzes foreign language learning from the perspective of social psychology, and looks at social psychology in foreign language learning, emphasizing the influence of learning attitudes and learning scenarios on learner behavior.[10] Weil(2002)believes that the key to language teaching for communication services is interaction.From the perspective of cognitive psychology, she explains the core position of oral interaction in language teaching and the principles to be followed in oral teaching.[11] Bernice(2005)advocates using real language materials to motivate students to learn.Raymond Como proposes that grammar learning can be achieved through the use of language in interaction.This can change the boring situation of grammar learning, so that it can achieve better results, including forms of action, answering in unison, creatively completing sentences and responding according to prompts.[12] Richarda(2010)uses some of the principles and methods in theatrical performances for foreign language teaching, and promotes the students to use their true feelings to engage in dialogue activities in their studies, so that their communication skills are continuously developed.[13] 1.3 Research content and methods This paper mainly describes the current situation of oral English teaching in high school, and finds out the main problems in the current high school oral teaching and its causes.Finally, a targeted strategy for improving oral English teaching in high school is proposed.The main contents of the research include:(1)The introduction mainly analyzes the background and significance of the research, the research summary, the research content and methods, and the related concepts of spoken English.12(2)A brief analysis of the current status of oral English teaching.(3)In-depth analysis of the problems and causes of oral English teaching in high school.(4)Aiming at the practical problems faced by high school English oral teaching and the reasons for such problems, this paper proposes a high school English oral teaching level improvement strategy.The research methods used in this paper are mainly: 1)Literature research method.Collect relevant domestic and foreign monographs, journals, papers and other relevant literature on English oral teaching theory as the theoretical basis of this study.2)Qualitative analysis method.Combining the theory of oral English teaching with the actual situation of oral English teaching in high school, using qualitative analysis method, pointing out the main problems faced by Chinese oral English teaching in high school, and pointing out the improvement direction of oral English teaching quality in high school through qualitative logical reasoning.Strategy.3)Investigation and research method.Combined with the questionnaire survey on the oral English learning situation of high school students and some oral interviews with high school students, the main reasons for the current formation of "dumb English"among high school students are clarified.1.4 Definition of related concepts 1）Definition of spoken English Spoken language is a form of language in which people speak face to face orally.This linguistic form consists of two aspects, one is the active "speak"and the other is the passive "listening."The two linguistic forms of spoken language-listening and speaking-are an important part of the four-language language skills and are essential for language learning and mastery.2）Teaching objectives of oral English in high school The general requirements for high school English learning are: a clear and continuous learning motivation and autonomous learning awareness, and the ability to exchange information about familiar topics, and then make comments and suggestions.The objectives of high school English oral teaching include: First, in daily communication, we can respond to and discuss the general issues and requirements.Second, for a familiar topic, after a little preparation, you can make a clear and concise statement.Third, it is possible to communicate
13 and cooperate with people according to topics, so as to accomplish tasks together.Fourth, speech intonation and emotion can be appropriately used to express their intentions.2.0 Status of oral English teaching In the PEP version of the English textbooks used by high school, each unit is equipped with ‘warm-up’ ‘reading’ ‘after reading’, ‘integrated skills’, etc., and its writing intention is obvious, it is highlighting spoken language.The importance of teaching strives to make oral teaching throughout the entire process of English teaching, and to form a teaching approach that is more in line with the characteristics of language teaching.But the current state of oral teaching is not as good as people"s expectations.Many students have not developed a good oral expression because of the long-term re-speaking of the slang.However, some teachers are unable to drive a colloquial church, and even directly ignore the warning-up &speaking, and go straight to the reading stage.A long period of time has created a "dumb English"phenomenon.Due to the influence of long-term exam education, the current situation of oral English teaching in high school is worrying: 2.1 oral class is not valued Due to the influence of the training, many schools did not have a special oral class.Some schools have set up a sex class, which is no longer a step forward.2.2 Old teaching methods Students only passively accept the knowledge related to the test, such as grammar and lexical, and there is very little opportunity to practice speaking.2.3 The quality of teachers is uneven Some teachers can"t complete the task in English, or use the Chinese language as a pretext for the students to teach in the classroom.This makes the context of English spoken language disappear.For these reasons, the students did not have the basic course guarantees and lost the English context.3.0 The main problems in oral English teaching in high school
14 It is very reasonable to "learn English and listen to the leader".However , the common phenomenon of English teaching is that in the lower grade English teaching , because there are very few utilitarian goals , the teachers can use a variety of flexible methods.Let the students learn how to learn, and add to the lower grades.The curiosity is very strong, and the mind is pure, they can actively participate in it, which is very good for the goal of English oral teaching.In high school, all the above-mentioned advantages and difficulties have disappeared.Students gradually become cold and even indifferent to their oral English.Even if they have the ability to express themselves, they are too lazy to pay attention to them.It is difficult for students to fully train their oral skills.In this way, it is difficult to achieve mutual use and use.Language achieves the purpose of communication and learning English.In a nutshell, there are currently the following problems: 3.1 The initiative of students" oral learning is not strong Due to the limitations of the traditional education model, the current oral English class is mainly based on the teacher"s explanation.The whole forty minutes is basically the teacher"s one-man show.The students are always passively learning.They have no time to think about the subject, let alone learn from the heart.Even if it is closely related to spoken language, it is a high-stakes test.Many teachers use the mode of listening to materials in isolation, mechanically training for the improvement of scores, and can not be refined with the combination of oral English.As for the English class, many teachers are limited to the teaching of pure language knowledge such as words and grammar.Teachers even use the Chinese language to explain the way, after talking about the knowledge point, it is the training of the title.In this way, students continue to rely on the teaching of teachers, thus inhibiting their desire to speak, which is extremely unfavorable for oral teaching.This traditional mechanical "training"combined with the old routine Rarely give students the opportunity to play freely and use English to communicate.In this way, although students have reached a certain level of basic knowledge of language, they are struggling in spoken language.This is far from the communicative function of language.Under the guidance of teachers, teaching is the master of English learning, mobilizing the subjective initiative of students" learning and actively participating in the learning activities of spoken English, fully cultivating their self-learning ability and ability to apply knowledge and skills, and developing students.Intelligence, To cultivate the students" sentiments, the students" moral, intellectual, physical, beautiful，15 and comprehensive work has been developed.3.2 Students have anxiety and fear in speaking The reason for this anxiety and fear of high school students is that they do not form a good English thinking and lack the necessary oral training.Therefore, according to Chinese habits, the language is not well organized in the brain, and the pronunciation is not smooth, which leads to their serious lack of self-confidence.I am nervous and afraid, naturally it is difficult to speak.Although they also have the ability to improve their speaking skills, they are seriously lacking in self-confidence, and they are afraid of opening their mouths.Although they also have the desire to improve their colloquialism, they also envy those who speak fluent English, but they are not enough to make them dare to take a bold step.In his essay, the author investigates the anxiety of high school students" oral English learning, and through the following four questions, explains the students" anxiety and the obstacles to English oral learning.Table 3.1 Questions 7-9 of the questionnaire on the current situation of oral English learning number question Option Yes No 15 I usually get tight in the oral class and often forget what I want to say.16 I often worry about answering the wrong question and giving up the opportunity to speak.17 When I answer the question, I always fear that I will be wrong and I will be laughed at by other students.18 Everyone talked about a certain topic.When it was my turn to speak, I was so tight that I didn’t know what to do.Fig 3.1 Findings of Question 15 Fig 3.2 Findings of Question 16-18
16 Many students hope to speak fluent English, but they are afraid of being laughed at by other students because of mistakes.The students also did not dare or refuse to answer the teacher"s questions because they were worried about answering the wrong questions, and then chose to be silent.Students lack the confidence and courage to fear making mistakes, so they choose to open less or even open their mouths.Some students lack the motivation to learn English and spoken language, which has led to the elimination of mentality.This has largely disturbed the normal English oral teaching.Then when the students start to tighten, he will frequently make mistakes in the oral expression, and suffer from the same feelings of other students.In order to avoid such a situation, they would rather give up the opportunity of English expression, thus giving a certain degree of repression.This kind of self-repressing psychology drives students to be reluctant to speak, and to treat the class oral activities in a silent state of being quiet.Even if they are called to answer questions, they will only say “I’m sorry” or “I don’t know” or simply silence.This language is so fascinating that it will make the students lose the chance to practice the spoken language again and again.In the long run, they can only be "dumb English".3.3 Oral learning objectives are misunderstood The purpose of language learning is to obtain information and exchange information.Although reading and writing can meet the needs of obtaining information, it has lost its ability to listen and speak, and language learning has lost its most important function.Therefore, learning and teaching that should be paid for the college entrance examination, although it can achieve a certain level of language knowledge, but ultimately achieve the basic goal of language learning, many students think that the high scores can win the college entrance examination, and the spoken language is irrelevant to themselves.Many teachers are regular recipients of English learning.Although they also understand the importance of colloquialism, under the current examination and evaluation system, they have to pursue the results of the students" test and achievement, and then they will abandon the teaching of English.Learning is not only for exams, job hunting, etc., but for a better grasp and use of knowledge, to lay a solid foundation for the future society.Now many high school students are learning English in order to cope with various exams.More specifically, in order to get an ideal score for the college entrance examination, most students think that oral English is not important.It takes a lot of time to practice speaking..They believe that there are very few
17 opportunities to use spoken language in the coming work.Even if it is used, it is only the relevant terms and knowledge related to professional knowledge.Therefore, many students are not willing to spend time and effort to practice speaking.Because of the long-term influence of this concept, it is difficult to improve the level of spoken language.At the end of the day, this knowledge of students is still the brand of the test-oriented education that has been in the long run.This is consistent with the results of the survey, as shown below.Table 3.2 Questions 7-9 of the questionnaire on the current situation of oral English learning number question Option Yes No 7 I hope to start an oral English class.8 I don"t think it"s okay to learn a good language because there are very few opportunities to communicate with foreigners in real life.9 I don"t think it is necessary to learn a good oral English because there is no oral English test for the college entrance examination.Fig 3.3 Findings of Question 15 Fig 3.3 Findings of Question 16-18 From the 8th to the 9th, there are 58.12% and 62.73% of the students who think that “the college entrance examination does not test oral English”，“there is almost no chance to communicate with foreigners in the real life”, so “whether or not you learn English, there is nothing to say”.It is not difficult to see that, in fact, many students do not pay much attention to the study of English spoken language.Although most students “hope to learn to speak English”, they are only a dream that has not been implemented.4.0 Analysis of the Reasons for the Problems
18 4.1 Teachers" Improper Ways of Correcting Classroom Errors Listening is an important part of language communication.That is to say, the listener should pay attention to and respect the speaker in order to get more information.The listener should not interrupt the speaker casually, otherwise the communication will lead to disharmony or even unhappy dispersal and other unpleasant situations.[3] The way English teachers correct students" oral expressions is directly related to their emotions.If teachers stick to the mistakes of every word or pronunciation and intonation of students and constantly interrupt their expressions, they will make students lose interest in communication and even form psychological obstacles, which will lead to students" lack of self-confidence and bad mood of not daring to speak or be indifferent and avoiding.In fact, making mistakes in oral English learning is a very normal phenomenon, and it is also a necessary process for students from training to maturity.This requires that teachers first of all have a "appreciation"of students" oral expression and always treat students" oral training with an attitude of appreciation and encouragement.Practice process.We should not criticize or satirize students" mistakes easily, and not interrupt students" expressions at will.We should always give students respect and encouragement.Even if the mistakes must be pointed out, we should be gentle in attitude, gentle in manner, mild and witty in language.Let students feel the sincere and enthusiastic care of teachers, so that students can feel comfortable, and more and more interested in spoken English.4.2 Oral English teaching neglects the use of non-linguistic tools.Language teaching is a kind of abstract teaching, especially in non-native language teaching.It is particularly important for students to acquire information in the classroom.However, the traditional English teaching mainly relies on "textbook + blackboard + recorder".[4] In this way, teachers can only present knowledge in the form of words and dictation, while students are in a passive position.Their important activities in the classroom are to record the knowledge content of teachers" blackboard writing and dictation.Therefore, the classroom atmosphere is dull, and the teaching effect is naturally unsatisfactory.Even in the teaching of mother tongue, this situation will also occur.If teachers do not innovate the teaching methods in the classroom, the language classroom will be boring.Therefore, the use of non-linguistic tools plays an important role in language teaching.For example, in teaching, we can use simulated airports, shopping malls, schools and other venues for oral practice, and
19 use multimedia to provide relevant life scenes for autonomous oral expression training, which can make abstract language training image, intuitive, concrete, and can well stimulate students" product.Polarity.4.3 Single Oral English Teaching Model Because of the long-term impact of examination-oriented education, oral English teaching has not been paid attention to.At present, there are few oral English courses in senior high school English teaching, so it is difficult to set up oral English courses specially.At the same time, because of the single teaching and training methods of spoken English, students have no interest in learning spoken English.Although some senior high school English teachers begin to pay attention to the cultivation of students" oral expression ability, the training methods are basically the same, that is, arranging students to follow and imitate.Some simple sentence pattern exercises, some simple questions and answers in listening class, lack of real conversational communication.Zhou Xiaoqing"s classroom observation and Research on the attached secondary school of Huashi Teacher found that students tend to listen, listen to teachers and listen to other students.As far as 40 minutes of a class is concerned, the teacher"s speaking time is about 28 minutes, accounting for 70% of the whole class time.The students" speaking time is only 12 minutes, accounting for only 30% of the whole class time.This is totally inconsistent with the teaching purpose of "giving back time to students".In the current education, although the curriculum reform is advancing step by step, the pressure of college entrance examination still makes many schools and teachers focus on the examination scores.Teachers don"t put untested spoken language in the main position.In this way, listening, reading and practice classes are integrated, and the teaching of knowledge has completely replaced the cultivation of English communicative competence.Oral English teaching mode is a simple "listening and recording"training.4.4 Lack of a good environment for oral English learning English is a highly practical subject.English plays an important role in people"s communication.However, for a long time, this important feature has been neglected in English teaching in China.As a result, students struggle in the sea of questions.Although students remember more and more words and grasp grammar more and more firmly, once they open their mouths, they become "deaf"and "dumb".This makes us reflect on what happened to our oral English teaching.The answer is very simple, that is, the lack of oral
20 environment.The early reading class in senior high school is just for students to memorize words, phrases and language points spontaneously.Classroom teaching only focuses on imparting language knowledge, thus ignoring the cultivation of spoken language and the creation of a good language atmosphere.The so-called late self-study has become the best opportunity for unit testing.Listening lessons are often dull and lengthy auditory bombardment.Many students only choose the right answers, but do not really improve their listening and speaking ability.Therefore, whenever they encounter specific situations, they feel that their spoken English is not competent enough.In addition to the current situation of large class teaching, students do not have sufficient opportunities for oral practice.5.0 Measures to Improve Oral English Teaching Quality How to coordinate the relationship between "teaching"and "learning"in senior high school English classroom is the central issue that the majority of senior high school English teachers discuss together.The level of learning efficiency is closely related to it.The students" active mental state is directly proportional to the teachers" passionate deduction.Good mental state helps to spread thinking, while poor mental state hinders it.How to make students have a good mental state in class and clear the goal of oral English is an important part of improving classroom teaching.So how can our senior high school English teachers deal with the relationship between "teaching"and "learning"in the classroom, and infiltrate emotional education so as to stimulate students to communicate freely and freely in English? 5.1 Establishing New Objectives of Oral English Teaching What is the new goal of oral English teaching? The new goal fully embodies the communicative function of language, can improve students" ability to acquire and process information, and can cultivate students" ability to output information with English thinking.The new goal should be to serve students" lifelong development, not just for grades, but for college entrance exams.Therefore, the new teaching objectives should start from the spirit of curriculum reform, pay attention to the three-dimensional objectives of knowledge, ability and emotion, and cultivate students" learning ability.[5] Remove the drawbacks of traditional teaching which only emphasizes knowledge but not ability, results but not process, teaching and...
