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1、浅析重庆地区中学阶段英语口语教学A Research Proposal of Spoken English Teaching of Middle Schools in ChongqingFor this paper ,I plan to make a study on spoken English teaching of middle schools in Chongqing. As the fast development of whole world, English becomes more important, especially for oral english. But the
2、triditonal teaching methods make students not to be able to speak in English loudly and frequently,which makes it not to satisfy the needs of society. This article aims at looking for some new ways to help the problem-solving on spoken English teaching. The article mainly undertake the way- material
3、s, observation and questionnaire,to analyze the reasons which cause the problems. And also works out some solutions. The study show that reasons are classified into subjective and objective sides.Although we have find out some factors which influence the oral english teaching, it still needs us to m
4、ake an effort to put those solutions into practice. And to do more researches to find out more reasons and solutions to develop the quality of spoken English teaching. Scholars abroad have done a lot on the oral english.Stephen krashen (1981)talk about input Hypothesis, and he thought acquisition ne
5、ed students contact more with the understandable knowledge. The good input materials should be interesting and relevant. Rod Ellis(2000.03)talk about it from the teaching side. He discussed input in class. Long(1983),Porter(1985).and Pica(1991) thougt the self-correction in a English conversation wi
6、ll improve the oral English ability. Not until the year of 1995,scholars in our country started concentrating on this research. Over the past 15 years, scholars in mainland China has do many researches about English teaching. All together 24 papers published in major Chinese EFL jorunals have been c
7、lassified and analyzed. The review shows that the focus of English speaking research in china is fourfold:1) theory of English speaking. 2) empirical studies on English speaking.3) English speaking testing. And 4) English speaking intruction. Although we have explored, developed and achieved a lot i
8、n this area. Because of many reasons, it still exists many problems on this topic.This thesis consists of four chapters. The first chapter talks about the importance of spoken English in middle school, and give a brief controduction about the whole text. The second chapter is the literature review.
9、In this part, the studies on oral English at home and abroad will be presented , and author will do an analysis about it to give out the meaning of this research. The third chapter consists of three parts. The first part talks about the existed problems. The second part will be a detail analysis of
10、the reasons. The third part presents the solutions and suggestions about the difficulties we meet in spoken English teaching. The last chapter is the conclusion, wherein a summary of the study is given and further researches in this field are called for. This article will be done by undertaking the
11、methods of observation ,material searching and questionnaire .researcher looks materials up on the internet and resource centers. Some of the references were borrowed from the reference room in librury. In addition, some of the materials come from classmates and teachers suggestions. Some data comes
12、 from the former researchers. The data is collected by internet. All the materials are about the research on English teaching and the reaction of the students and people to the English learning. The questions are about their attitudes towards spoken English. The answers from them will reflect the pr
13、esented state of this teaching area.A research about the interest on English has been done in Chongqing. The first question:”Do you like English?” 27.45% like it very much,42.16% like it, 10.78% dislike it, 11.76% dont care about it. The second qustion:” Do you think English is important?” 60.78% st
14、udents think it is very important.25.49% think it is important. 3.92% think it is not important. The last part dont care about it. Third question:”Do you admire those students who can speak English very well?” 60.64% envy them, 28.72% admire them, 8.51% think it is nothing, and 1.06% look down upon
15、them. From those data, we can see that many students like English, about 2/3 of the questioned students interested in it and think it is important to learn English well. So the main problem of poor English is not because the lack of interests on English. It is because of some other factors. So anoth
16、er question sheet was given out, this question sheet mainly asks the questions about their attitudes about spoken English, their confidence and ideas to the English class and English teachers. From this question sheet, we can get more imformation on spoken English.According to the study, we can get
17、that the reason why students cant learn a good speaking English consists of two main factors: subjective reasons and objective reasons. Subjective reasons:1) The basic ability of students are different from each others.2) Different personalities make their confidence different. Objective reasons:1)
18、The examination policy restrained teaching methods. 2)The lack of learning environment . 3) Teachers use Chinese conduct teaching.4) The way of correction is not suitable, which makes students lose confidence. In order to solve these problems, we will give out some ways: 1) It is a long journey to d
19、evelop our examination policy. 2) Teachers should use English to conduct teaching. 3) Pay attention to the way of correction.4) Organize the class better, use more useful activities to encourage students to speak out. 5) Encourage students take part in all kinds of English activities,such as watchin
20、g movie, English speech and so on. If we pay more attention to the oral English teaching , the quality of English teaching will be better.This paper, do a research on the oral english teaching of middle schools in Chongqing , aims at find out the problems, which cause students cant speak well. Based
21、 on a logical analyzation and conclusion of them. Reseacher proposes some suggestions to help middle school English teachers find out meaningful activities to develop students spoken English. Although the topic about spoken English has been done for many times and also author give some useful ways t
22、o develop the spoken English teaching, it still need more efforts to make our spoken English teaching perfect.Bibliography待添加的隐藏文字内容31. 斯蒂芬克拉申（Stephen Krashen）第二语言习得和第二语言学习，外语教学与研究出版社，19812. Rod Ellis,第二语言习得研究，上海外语教育出版社，2000.03版3. Long, M. (1983) Linguistic and conversational adjustments to non-nati
23、ve speakers. Studies in Sencond Language Acquisition, 5.4. long, M. &Porter, P.(1985) Group work, Interlanguage talk, and second language acquisition. TESOL Quarterly, 19/1.5. Pica, T. (1991) Classroom interaction, participation and comprehension: redefining relationships. System,19/4.6. Bruneau, T. 1973. Communicative Silences: Forms and Functions. Journal of Communication(23), pp.161-82
