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1、浅析口语学习在西部地区中学英语教学中的重要性Analysis of the Importance of Oral English in English Teaching of Middle School in the West RegionContentsAbstract.1Key words.1I. Introduction.2II. Literature Review.3III. Analyzing the Reasons of Poor Oral English in Middle School ofWest Region.41. Too timid to speak aloud in
2、the class.42. Boring activities make students keep silent.43. Students dont know the importance of practice.44. Lack of language acquisition environment.55. Learning interests are also a big problem.5IV. Analyzing the Current Situation of Oral English and Methods to Solving This Problem.61. Current
3、situation of oral English.62. Methods to solve this problem.7V. Tactics on Improving Oral English.81. Handling teaching methods.82. Brainstorming action.103. Activities in oral English learning in class.10VI. Conclusion.11References.12 Analysis of the Importance of Oral English in English Teaching o
4、f Middle School in the West RegionAbstract：As we know, English has already become an international language in the world. Oral English plays an important role in real life. It is one of the basic skills in English learning. Recently, oral English appears more and more important in English teaching o
5、f middle school in west region of China. But there are also some problems that exist in language teaching. Some students cant find the right word when they communicate with others in English with the results that they have the impression they are poor at oral English. On the other hand, because of t
6、hese problems, some of the students might give up this opportunity to learn and practice oral English. With the time flying, they become afraid to talk out aloud in the class. As a result, the less they speak, the worse their oral English will be. This paper tries to explore the importance of speaki
7、ng English, then find out the original problems and analyses the reasons why students ability of speaking is so poor, in view of the realistic problems that middle school students have, we should improve oral English into practice through this research. Key words: oral English; middle school; commun
8、ication; west region摘 要：据我们所知，英语在世界中已经成为一种国际语言。口语在我们的现实生活中扮演了非常重要的角色，它是英语学习中的一个基本技能。在最近几年中，口语在中国西部地区英语教学中变的尤为重要，但是，其中也存在一定的问题。一些学生当他们与别人用英语交流的时候很难选择正确的词语去表达所想说的话，这样他们就给自己和别人留下了口语很贫乏的阴影。另一方面，由于这些问题的存在，一部分学生可能会放弃口语学习和实践的机会，时间一长，他们便害怕在课堂上大声地说英语。最终，说的越少，他们的口语便越差。这篇文章试图去探究英语口语的重要性， 然后找出问题的根源并分析学生口语能力较弱的原
9、因。鉴于在中学生中存在的这些现实问题，我们有必要在实践中去调查和研究并最终提高口语能力. 关键词: 英语口语; 中学; 交流; 西部地区I. Introduction In the west region of our country, the traditional English teaching attaches the great important to the grammar, sentence structures. The students normally think that oral English is not as important as they have bee
10、n expected. The entrance exam of high education institutes also has not the speaking section, not to mention the oral exam. The students think that it is unnecessary for them to learn speaking, it takes them lots of time to learn, but they gain little achievements, finally most of them give up. Just
11、 under the circumstances, few students learn and few teachers teach, even, few theorists do the research on this project. So, it wont help our English teaching. As long as we have realized the seriousness of the problem, we can pay more attention to it. In the modern society, communication is indisp
12、ensable for learning a foreign language. With Chinas economy increasing every year, the contact with outside is becoming more and more important, and we should have good communication skills. Communications basic tool is speaking. The middle school students of west region should concern more about i
13、t, if we lack of this tool, we will undoubtedly fail in our future work.It is well known that most of the students in middle school would not like to speak in English in their English class, and they consider that speaking something in English is hard work, which also have troubled me for a long tim
14、e. For this problem I did some research. According to this research, with my knowledge and theory I learned in university, I want to share my own ideas with you.The following lists of statements mainly give us the reasons why some of the students want to learn oral English well: To be able to commun
15、icate with people all over the world in an international language. To be able to read and understand a wide range of English sources for future purposes. To have a better opportunity of employment, status, and financial reward in the job market in the future. To be able to read and listen to English
16、 media for information and pleasure. To pass the tests in the school. And pass the Entrance Examination. To survive abroad if given a chance to go to the West especially in English-speaking countries.From this survey we can see that students themselves need to learn English because most of them cons
17、ider it as other purposes or they wish to improve their English ability to contact with international people. So students should learn to use language through communication. The task of language teachers is not to inform students of the language but to develop their ability to use the language for a
18、 variety of communicative purposes. II. Literature ReviewPeople found that some problems still existed in oral English teaching in the west region of our country. For example: The first one is putting more emphasis on examination rather than communication. The second one is neglecting the whole unde
19、rstanding of the text. The third one is speaking too much mother tongue in English teaching.The author conducted two oral tests for the students during the action research. From the test score, the author fully convinced that the students have been steadily making progress in their oral English duri
20、ng implement of their practice. The contents were convened into a written form with four aspects: pronunciation, intonation and rhythm; correctness; appropriateness; fluency. By comparison on these four aspects of the two tests, the evaluation is carried out obviously.In my experience of teaching, I
21、 find students actually have a strong desire to speak. They are reluctant to speak because they are afraid of making mistakes and failing to find suitable words to express themselves well. If the teacher try to encourage them to speak by using as many ways as possible and creating a good language sp
22、eaking environment, students will speak actively, willingly and naturally. Speaking as one of the four skills, this can be mastered only through practice. Practice makes perfect.Language we used should be fluent and precise, the format should be correct, suit the requirements of the thesis, the stru
23、cture should be complete, and the arguments should be sufficient and reasonable, the points should be very clear.It is well known that no student can be said to have learned an item of language until he or she uses it naturally and automatically in an appropriate situation, and this should be the fi
24、rst importance in oral facility. We must make our daily talk accurate, fluent and appropriate.According to the oral English teaching, in west of China, middle school students are supposed to speak oral English in their daily life.At the first, students are expected to be able to express daily conver
25、sations in simple English, to ask and answer questions based on some reading or listening material, and to talk briefly for about two minutes about the content of a text after one or two minutes prior preparation. Then, students are expected to be able to carry on conversations with native English s
26、peakers not only about daily life but also about social issues. Given some reading or listening material, they should be able to retell the content and discuss the topic for three to four minutes with one or two minutes preparation in advance.III. Analyzing the Reasons of Poor Oral English in Middle
27、 School ofWest Region 1. Too timid to speak aloud in the classOne way to tackle this problem is to find the root of the problem and start from there. In fact, most of the students are afraid to speak aloud in English in their class, or they feel really shy about talking in front of other students, t
28、hen one way to change this situation is o create and establish your own classroom way where speaking aloud in English is the norm. One way to do this is to distinguish your classroom with other classrooms by arranging the classroom tasks differently in groups, and you can also decorate the walls thr
29、ough English posters. At beginning you should encourage your students to speak in English whether their language is right or wrong, and encourage your students to ask questions in English. Of course, you should not give up this method by yourself. Giving positive feedback also helps shy students to
30、speak more. Another way to get students motivated to speak more is to allocate a percentage of their final grade to speaking skills and let the students know they are being assessed continually on their speaking practice n class throughout the term. And encourage your students to speak out in Englis
31、h is to speak in English yourself as simple as possible in class. If you are shy about speaking in English, how can you expect your students to overcome their fears about speaking in English? Dont worry if you are not completely fluent or dont have that elusive perfect native accent, as Swain wrote
32、We learn to speak by speaking and that goes for teachers as well s students. The more you practice the more you will improve your own oral skills as well as help your students improve theirs.2. Boring activities make students keep silentA completely different reason for student silence may simply be
33、 that the class activities are boring or are pitched at the wrong level. Very often our interesting communicative speaking activities are not quite as interesting or as communicative as we think they are and all the students are really required to do is answer yes or no which they do quickly and the
34、n just sit in silence and avoid speaking more. So maybe you need to take a closer look at the type of speaking activities you are using and see if they really capture student interest and create a real need for communication.3. Students dont know the importance of practice Some students do not know
35、the importance of their own practice. Language-learning s just like learning swimming, you are not able to learn to swim by reading books. So is earning a language or skill, the most effective way is to practice it in the authentic situation with authentic media. For our English learners, if we want
36、 to master a language including mastering all its skills, we should try your best to think something in English, express in English, a world famous socialist Karl Marx ever said when you are learning a foreign language, you must learn to forget your native language, that is to say, when you are lear
37、ning a foreign language, you should put yourself into an atmosphere of foreign language.The factors that influence the development of students oral English are mainly three aspects:Number one, students are unwilling to speak out, for theyre afraid of making mistakes and showing her or his dull-wit b
38、efore classmates.Number two, English environment is also important for the students who are learning a foreign language, but most Chinese students lack of such environment.Number three, students have few chances to practice speaking, many schools invite foreign teachers, but most of them dont know a
39、bout Chinese education background, undoubtedly, they cant understand Chinese students psychology, or they always speak to themselves during the whole class, so that the students have no chance to speak. 4. Lack of language acquisition environmentIt is not an easy thing to learn second language, when
40、 they were born, they heard Chinese, they learn Chinese, they speak Chinese, Chinese are our mother tongue, they lack of the way of think English, they had a fixed language think form, the output and input are all Chinese. About this situation, we should encourage them to see more English films; to
41、organize more English drama; to listen more English tapes; and to read more English readings.5. Learning interests are also a big problem In most cases, when they first to learn English, they dont like English at all. So, they are not concentrated on English study, they dont like to remember new wor
42、ds and practice oral English, from that on, they give up English study , so they dont study English well. The solution to this problem, you must cultivate the students interests at the first time. If they failed, as a teacher, you must encourage them, make them feel study English is a fun for them.
43、And it is very important for them to go to the key university in the future.IV. Analyzing the Current Situation of Oral English and Methods to Solving This Problem 1. Current situation of oral English In our country which is non-English speaking country, because there was little time to contact with
44、 those who speak English, and being effect by Chinese indeed, when the students speak English, owing to the effect of the vocabulary of mother tongue, Chinese English appears. On the other hand, different countries have different form of structural sentence. Frankly speaking, that knowledge in mothe
45、r tongue must influence acquirement of the foreign language knowledge in different way, at the same time, the middle school students often think in Chinese instead of English most of the time, and form a habit of their thought. Therefore, there are so many typical Chinese English when speaking. For
46、example, when they ask the callers name, most of them will say who you are? instead of who is that? and some sentences also expressed in Chinese English. However, the Chinese English express only understand by Chinese, not the foreigner. I made a plot investigation in order to know the situation. Fo
47、r this reason, I designed a questionnaire to find out the true causes of the problem. I intended to get more detailed and more exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first I asked a few students who were at different English levels to try out the questionnaire. Then I modified some of the items. After that I distributed the questionnaire to students and gave them ten minutes to fill it out. When all these data wa
