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1、高中英语口语教学的问题与对策The Problems and Counter-measures on Spoken English Teaching in High SchoolContentsAbstract.1Key Words.1I. Introduction.2II. Literature Review3III. Problems and Countermeasures on Spoken English Teaching in High School.41. Problems in spoken English teaching.42. Countermeasures on spok
2、en English teaching.63. Classroom activities.91) Discussion.92) Speeches.103) Dialogues and role-plays.10IV. Conclusion.11References.12Abstract: As an important expressing method, speaking embodies the speakers expressing and communicative abilities through language. Nowadays in the international co
3、mmunications and competitions, personnel with high ability of spoken English have more and more important position. However, for a long period, many high schools have ignored spoken English in their teachings as fettered by the idea of education for test. Consequently, most students spoken English l
4、evels are quite low. As a result, we should take effective measures to enhance the training of spoken English, improving the overall qualities of the students, and then strengthen their ability to adopt and take charge of the society. This paper points out the problems preventing the high school stu
5、dents from improving their spoken English and suggests some countermeasures to solve these problems. Key Words: spoken English teaching; problems; countermeasures摘 要: 口语作为一种主要的表达方式，体现表达者利用语言表达思想，进行交流的能力。在当今国际交往和竞争中, 具有较高英语口语能力的人才日显重要。然而, 长期以来, 由于受应试教育思想的束缚, 许多高中在英语教学中相当程度上忽视了英语口语教学, 导致学生大多口语水平低, 故应采
6、取切实有效措施, 大力加强对高中生英语口语能力的培养, 促进其全面素质的提高, 增强其适应和驾驭社会的能力。这篇论文指出阻碍高中学生提高英语口语的问题，同时提出一些解决问题的对策。关键词：英语口语教学； 问题； 对策I. IntroductionEnglish teaching in China is usually affected by politics. Before 1976 English teaching was put at a second position in schools, the priority in English language teaching was gi
7、ven to reading and writing, then listening and speaking. During the Great Cultural Revolution, English teachers were criticized for talking foreign nonsense and asked to work in the countryside and in factories. But now English speaking is focused on by more and more people. The syllabus for foreign
8、 language (English) teaching made by the Chinese Education Commission has emphasized that priority should be given to English speaking and listening. Some English teachers have changed their traditional teaching method to the communicative teaching method. At the same time, many schools have run o l
9、ot of short-term and part-time English conversation classes for the people who are eager to improve their speaking skill in order to meet the urgent need of today society.English，as an extensively used international language，has already become the No.l language in the world. With the development of
10、economy in our country, each field is opening to the outside world widely with quick speed. We need to absorb more advanced technology from the developed world. Now, its really hard to imagine what will happen if we dont grasp the speaking skills of the English language. In the past years, speaking
11、was not thought to be as important as the other language skills in English teaching. Reading and writing are always put in the first place. As a result，the schools trained many deaf persons and dumb persons. Oral and written are formed by using the four skills: listening, speaking, reading and writi
12、ng. Listening and speaking forms the oral circulation which is by far the most widely adopted approach by human beings with the characteristics of faster speed, transient existence and convenient application. Reading and writing forms the written circulation that is more enduring and preserving. To
13、ask someone something, with the development of modern communication system, you only need a few seconds. But to write a letter and get the answer may take you a couple of days. A teachers role in teaching English as a foreign language is to provide the students with comfortable circumstance. He or s
14、he should be a director rather than an explainer. Quiet classroom produce few attempts at speaking a language. One students speaking to the teacher produces a quiet classroom and progress for one student only. Twenty-five students speaking to twenty-five partners produce a fairly loud classroom and
15、progress for all fifty students.The application of communicative principles of teaching English as a foreign language is likely the key to the success of teachers teaching approaches. Researchers show that “when their attention is off the form of the language and on the process of communicating, stu
16、dents will learn best”. So how to help the students to associate what they are learning with their real life, how to find topics for them to talk about in English, how to guide and encourage them to speak in and out of class become some of the vital questions that should be concerned by the teachers
17、 who teach English as a foreign language in high school in China.II. Literature ReviewSpeaking is the skill that the students will be judged upon most in real-life situation. It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability t
18、o speak fluently and comprehensibly. So, the teachers have a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom and the testing room.Speaking is a skill, just like swimming, driving a car, or playing ping-pong. Too often,
19、 in the traditional classroom, the learning of English has been relegated to linguistic knowledge only, e.g. knowledge of vocabulary and grammar rules, with little or no attention paid to practicing language skills. How can we tell the difference between knowledge and skill? Bygate points out one “f
20、undamental difference is that both can be understood and memorized, but only a skill can be imitated and practiced.” One of the characteristics of speech in everyday life is that speech is spontaneous. That is, in most situations; people do not plan ahead of time what they are going to say. Only in
21、more formal situations, such as when a person has been asked to give a speech, do people plan and organize their speech. The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases. So, should we expect the students to produce compl
22、ete sentences in the language classroom? Bygate points out those teachers may be requiring their students to do more forward-thinking and planning than native speakers do in real life!An oral communication is the joint of two aspects, speaking and learning. So, a potential good speaker must have a l
23、ot of practice in listening. Only when he is good at understanding others English can he possibly become a good speaker (Rubin1975). Poor students are those who depend on the teacher and are least able to speak out in class. The teacher must encourage his/her students to develop independence inside
24、and outside the classroom. The students must be trained to direct their own learning, to make responsibility for their own learning. They choose their goals; they control their teaching and materials; they assess how well they are doing themselves (Cook1991). Communication supplies chances for learn
25、er to improve their listening ability. Listening is not just a separate skill from speaking, but forms the foundation for speaking. Learning how to speak helps the person with other skills as well as listening. Knowledge is acquired by listening converts into knowledge of speaking (Cook1991). Commun
26、ication creates realistic situation under which learners are encouraged to practice speaking naturally, flexibly and effectively. In real situations, learners are forced to find and sometimes even invent the language necessary for the completion of the communication. They may make mistakes when doin
27、g it, but finally they “learn how to mean” from a more active situation (Xu1996).In fact, from a long-term point of view, speaking is more useful than listening, reading and writing in communication. Speaking，as one of the main language skills (listening, speaking, reading and writing), plays a very
28、 important role in language, especially in oral communication. The modern view of education strongly processes that learners must always be involved in the teaching-learning process. Involving the learners gives them the much needed boost and propels them to take responsibility for their learning. I
29、t is also the case, maybe even more important in the English class, what the author will advocate here is that instead of being teacher-centered, where teachers decide what they should teach and how they should teach, teachers must think of ways to stimulate their students to be actively involved in
30、 the teaching and learning process.III. Problems and Countermeasures on Spoken English Teaching in High School1. Problems in spoken English teachingCommunicative activities are the basic and usual social activities in our daily life in nowadays. The human beings just use communication to open themse
31、lves, and get a large amount of communication, enhance their emotion, receive the social culture and the social rules, it make the human beings develop very well. Improving spoken English is for the need of developing of modern times. But there are many problems in spoken English teaching in high sc
32、hool. One common problem in English learning is that many students take great pains to improve the English sounds they produce while neglecting stress and intonation. This type of learning is not affective because sometimes stress and intonation matter more than the individual sounds do. Experiments
33、 have demonstrated that often when a native speaker mishears something; it is because the foreigner has put the stress on the wrong place, not because he/she has mispronounced the sounds of the word, e.g. “written” is pronounced as ritein. Many students cannot read vowels and consonants correctly. T
34、hey cannot control the stress of double syllabus and several syllabuses well. There are several problems in their reading sentences. 1) They cannot control the stress of the sentences well. 2) It is not clear in long sentences and stop. 3) Intonation is not correct.Many students can speak English fl
35、uently and they have no problem in their pronunciation, stress and intonation, and also they have high desire to communication, but sometimes they do not know what to say. Even though some of them can say something, they hold back by their mistakes. They hesitate to speak English because they are af
36、raid of making mistakes, they simply will never achieve big progress. That is the problem that how the teachers help the students to overcome it. Even though they want to say in class, there are about 60 students in every classroom, it is difficult for every student to have he chance to practice spo
37、ken English in class. And can the teacher be heard by the students who sit in the back of the classroom? Everyone talks about working in pairs and groups. And Chinese students behave very well when they work in pairs and groups. Can the teacher give all the groups chances to perform? How do the teac
38、hers monitor them and what are the results?Traditionally, when many teachers applied the cramming method of teaching, they like to give direct explanations of the language phenomena to the students rather than encourage them to think, to summarize and grasp the usage of the language points independe
39、ntly by asking them questions. In that case, students are lack of motivation to think actively about the teaching content, they were just passive learners. As a result, teachers may dwell a lot on something while it is very easy for students to forget. In addition, too often we find that students wh
40、o have studied English for six years (Junior and Senior Middle School) cannot communicate in English. This phenomenon results from the system of examination attaches greater importance to the accumulation of facts and written English. Teachers and students, too much obsessed with the attempt to pass
41、 the examinations, while listening and speaking are ignored in teaching.Many Chinese teachers who teach English as a foreign language put too much stress on reading which is one of the four skills. A good class is usually described as “so quiet that even the sound of dropping a needle can be heard”
42、and the traditional way of teaching is to follow this formula “pronunciation + vocabulary + grammar + translation. ” In a typical English class, the teacher reads the words and the students repeat them. Then the teacher reads the text, explain some grammar points and translate the text into Chinese.
43、 The teacher keeps speaking for most of the class time and forces the students to offer their ears only. They have little chance to speak or talk in English unless the teacher asks them. What the students are supposed to do is simply sitting through the class hour and taking some notes, or dreaming
44、about the heavy burden of learning English and passing examination. Many students have the desire to speak, but there are some problems in their saying, for example, “Our class has twenty boys and ten girls”. According to English, it should be “there are twenty boys and ten girls in our class.” This
45、 is inter-lingual interference. “He opened the door.” It is the result of the speaker add suffix after original shape of the past times of the word. This is intra-lingual interference. “Mary told his mother a lie” It is made by psychological factor and objective environment. This may be the speaker
46、say “her” instead of “his” because of psychological nerves. This is non-linguistic interference. 2. Countermeasures on spoken English teachingTeachers should help and instruct students to take good use of conditions, arouse the interesting of students to study spoken English. Teachers should help st
47、udents to use effective ways to study. The students can improve their spoken English according to much practice.The teachers should make the students notice that, language is the tool of communication; the need of communication is the basic motivation of English learning. Cultivating ability of Engl
48、ish learning is cultivating integrative ability, spoken English is as important as listening, reading and writing. On the basic of having good attitude of study, the teachers should give topic, which is related to real life; make the students have something to say. They should have acceptable pronunciation that the others can understand when they are speaking. So, pronunciation is very important in speaking. For sounds, it is importa
