新课标下初中英语口语教学有效探究

论文总字数：45643字

摘 要

随着我国改革开放的进一步深入，社会迫切需要复合型外语人才。英语口语教学已成为初中英语教学的重要组成部分。目前，初中英语口语教学存在很多问题，如教师对口语教学重视不够，学生害怕困难，缺乏语言应用环境等。初中英语口语教学的现状并不乐观。为了改变这个落后现状，教育部颁布了《义务教育英语课程标准(2017年版)》，对中学生的英语口语做出了相关要求。本文以英语新课标为背景，对本地某一所中学的初三的10 名老师和50名学生进行问卷调查，分别从教师，学生，环境三方面分析目前我国初中口语教学的现状及问题，并根据调查结果，为提高初中英语口语教学效果提出一些可行性的建议。

关键词：初中英语；新课程标准；口语教学；教学策略

Contents

1. Introduction………………………………………………………………1
2. Literature Review…………………………………………………………1

2.1 Basic Concepts of Oral English Teaching………….…………………..1

2.2 The Theoretical Basis of Oral English Teaching............................................2

2.3 Brief Reviews of Researches on Spoken English Teaching...........................2

3. Requirements of New English Curriculum standard for Junior Middle School Students...................................................................................................3

4. Research Design and Analysis......................................................................4

4.1 Research Questions.........................................................................................4

4.2 Research Participants......................................................................................4

4.3 Research Instruments......................................................................................5

4.4 Data Collection and Analysis..........................................................................5

5. Problems in Oral English Teaching in Junior Middle School....................................................................................................15

5.1 Student-related Problems..............................................................................16

5.2 Teacher-related Problems.............................................................................17

5.3 Environment-related Problems...................................................................18

6. Suggestions to improve Oral English Teaching and Learning................18

6.1 Suggestions for Students...........................................................................19

6.2 Suggestions for Teachers...........................................................................19

6.3 Suggestions for improving Oral English Teaching Environment.................20

7. Conclusion...........................................................................21

8. Works Cited...........................................................................22

1. Introduction

China has made great achievements in the process of reform and opening-up, and English plays an important role in the process of China’ reform and opening-up, which closely connects China with the rest of the world. More attention has been paid to the study of spoken English. For the junior middle school students, English learning is vital for them. Therefore, in this stage of learning English, teachers should pay attention to the cultivation of students’ basic language skills, continuously improve students’ ability and promote students’ language expression ability. The improvement of ability, in the current junior high school English teaching, due to the existence of various objective factors, many students’ English speaking ability is lower than level. With the in-depth development of the new English curriculum standard, how to change the current situation of oral English teaching in junior high school has been concerned. This paper is not only intent to find out the circumstances of oral teaching through questionnaires from the three aspects of students, teachers, and environment, but also explore some effectiveness countermeasures to improve the current situation of oral English teaching in the junior middle school under the new English curriculum standard.

2. Literature Review

With the progress of society, many scholars have studied oral English teaching because of the increasing attention to oral English teaching. They have made great contribution to oral English teaching. In this chapter, basic concepts of oral English teaching, the theoretical basis of oral English teaching, and the brief reviews of researches on spoken English teaching will be presented.

2.1 The Basic Concept of Oral English Teaching

In Wikipedia, the term "spoken" refers to a form of communication in which vocabulary and various names obtained from large vocabulary (usually at least 10,000) are expressed orally or verbally.

English language teaching aims to develop students’ ability to translate language knowledge into practical skills. Students should be able to construct language and content when based on original one and then output the language and content to complete the whole communication. ( Brown amp;George 34)

2.2 The Theoretical Basis of Oral English Teaching

One theory is introduced to this section for the purpose of taking it as the theoretical foundation. It is presented in detail as follows.

2.2.1 Communicative Approach

Communicative approach is produced in the 1960s. In view of people paying more attention to grammatical structure and ignoring the function of language communication, linguists have proposed a communicative approach to oral English teaching. Communication is developed by the theory that language should be used for communication. The communicative approach supports the comprehensive use of four skills: listening, speaking, reading, and writing, emphasizing the principle of “speaking first”. (Wang 10)

2.3 Brief Reviews of Researches on Spoken English Teaching

2.3.1 Relevant Studies on Oral English Teaching Abroad

As for how students learn a second language, Krashen proposed the assumption of learning a foreign language. That is to say, when you study a foreign language, students must have a considerable amount of language input, and then gradually learn the details.

The researches of oral English teaching in foreign country mainly to find the teaching methods, such as, the direct method, the cognitive method, and the communicative approach. And, some scholars hold different teaching methods. Just like, Rivers believes that interaction is the key to learning spoken language. (Tang 8). Besides, Gillian Brown and George Yule pointed out that there are three steps for oral English teaching to transform students’ language knowledge into language competence.(Tang 8)

2.3.2 Relevant Studies on Oral English Teaching at Home

In recent years, Chinese scholars have also done a lot of researches on oral English teaching, which has a positive impact on the implementation and improvement of oral English teaching in China.

Some scholars have made contributions to the ways of oral English teaching, for example, the professor Wen Qiufang try to use the language lab to learn spoken language and explore new ways of speaking in large classrooms. Her research shows that if students were put into language labs, they tend to have positive attitude towards oral English teaching. In this way, enthusiastic learners will be higher and have more opportunities to practice English (Tang 9).

Some scholars have investigated the situation of oral English teaching in junior high school. Such as, Li Mei, Tang Xueyi, and Wang Dandan have made an investigation on the situations of oral English teaching in junior middle School in rural areas by interviewing, making questionnaires. Li Mei think that the oral English teaching in rural is poor than the city, and more attention should be focused on oral English teaching. Tang Xueyi and Wang Dandan think that the effect of oral English teaching does not meet the requirements of the NECS due to many factors, it is necessary to change the situation. Therefore, they all provide some available suggestions to change the poor situation.

From above, we can find that many scholars take efforts to find solutions to change the poor situations of oral English teaching, however, with the influence of exam-oriented system, the problems of oral English teaching remains unsolved. Therefore, I would like to exert myself to survey the situation of oral English teaching and find some solutions to improve it.

3. Requirements of New English Curriculum Standard for Junior Middle School Students

The new English curriculum standard provides five English speaking standard for high school students. Students’ oral English standard should reach the third level when they finish their first year in junior middle school. In other words, they can not only communicate with others in English but also can play role play or discuss foods, pictures, and character etc, under the guidance of teachers and so on. Those who complete the second year of junior high school must reach the fourth level in their speech. In other words, they can"t just give a coherent and simple explanation in English, but they need to discuss some topics in a matter of seconds. More importantly, students’ oral English standard should reach the fifth level when they complete their study in junior high school. That means students can:

1. Provide information, express simple opinions and opinions, and participate

2. Exchange information and cooperate with others to complete tasks.

3. Correct oneself appropriately during speech.

4. Inquire for information and ask for help effectively.

5. Carry out situational dialogues according to different topics.

6. Perform short plays in English.

7. Use natural pronunciation and intonation and appropriate tones in the above activities.

4. Research Design and analysis

4.1 Research Questions

This paper is going to answer the following questions:

(1) Whether the teaching and learning outcomes of English language students meet the requirements of the NECS or not ?

(2) What is the current state of junior high school English teaching? How to improve the situation of oral teaching?

4.3 Research Participants

The author plans to select a public junior middle school in Huaian city. Since the students in grade 9 have learned all the phrases and expressions of oral English and grade 9 acts as the last period of junior middle school students. Then the author conducted a survey on the 9th grade students of the school, which includes 50 students and 10 teachers.

4.2 Research Instruments

This study aims to investigate the situation of oral English teaching in junior high school from the aspects of students and teachers. The research tool for this study is the questionnaire, which includes teachers’ questionnaire and students’ questionnaire. The questions of the questionnaire is mainly based on Liu Yan’s and some is designed by myself. questionnaire. The teachers’ questionnaire will mainly focus on six aspects, which are the teachers’ professional quality , the teachers’ teaching experiences , the attitude towards oral English teaching, the teaching methods, the teaching materials , the difficulties they met in oral English teaching. The students’ questionnaire mainly includes the following aspects: the students’ attitude towards oral English, the times they spend on oral English learning, learning methods, learning materials, and the difficulties they met in the oral English learning.

4.4 Data Collection and Analysis

4.4.1Data Collection

The author randomly selected 10 teachers and 60 students of Grade 9 in Huai’an to have an investigation of the current situation of oral English teaching. 50 students’ questionnaires and 10 teachers’ questionnaires are distributed randomly. All the data was carefully analyzed below.

4.4.2Analysis of the Questionnaires

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