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初中生英语口语障碍分析和应对策略

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  • 本文标题:初中生英语口语障碍分析和应对策略.docx
  • 链接地址:https://wk.sbvv.cn/view/17340.html
  • 内容摘要:ContentsChineseAbstract2EnglishAbstract31。Introduction…………………………………………41。1ResearchBackground41。2ResearchSignificance42。LiteratureReview52。1IdentificationofOralAbility52。2TheoreticalBasis53。TheObstaclestoLeaingSpokenEnglishforJuniorMiddleSchoolStudents63。1ExistingObstaclesitudents63。2ExistingObstaclesinTeaching83。3ExistingObstaclesfromtheLeaingEnvironment94。TheCopingStrategiestoLeaingSpokenEnglish104。1ToCultivateStudents’Motivation104。2ToPromoteCreativeTeachingMode134。3ToImproveLanguageEnvironment165。Conclusion18References20初中生英语口语障碍分析和应对策略摘要英语作为一门学科,对初中生来说是一个挑战。虽然对英语口语重要性的认识正在加强,初中生的英语口语能力培养也受到越来越多的重视,学生用英语作为交际语言的能力也在慢慢地提升,但是受应试教育的影响,初中生的英语口语能力相对还比较薄弱。因此,中学英语教师必须把提高中学生英语口语水平当作一项重要教学工作。本文主要分析、阐述了初中生英语口语能力培养方面存在的问题,从而有针对性地提出了初中生口语能力培养策略。首先从学生层面出发,学生应转变为“升学”而学的理念,以及追求更高效的口语学习方法;其次从教师层面研究,教师应该改变传统教学的观念,并与时俱进,不断提高自身专业素质,尽量为学生创设轻松愉悦的课堂氛围并缓解学生口语学习的焦虑感;最后从学习环境的层面出发,提出了学校与家庭可以合力,共同为学生创造一个良好的语言学习环境。关键词:初中英语口语;障碍;策略AnAnalysisoftheObstaclestoLeaingSpokenEnglishforJuniochoolStudentsandCopingStrategiesAbstractEnglishasamaiubjectisachallengeforjuniochoolstudents。AlthoughtheawarenessofpromotingspokenEnglishisbeingstrengthenedjuniochoolstudents’spokenabilityisgainingmoreattentionandstudents’communicativeabilityischangingforthebettertheiroralexpressionisstillnotsooutstanding。ThereforemiddleschoolEnglishteacheoughttotakemoreeffectivemeasurestoimprovemiddleschoolstudents’oralEnglish。Thisarticlewillexploretheexistingobstaclesinjuniochoolstudents’oralEnglishandseekforappropriatesolutiotosolvethem。Inadditionproficienttrainingstrategiesforjuniochoolstudents’oralEnglishwillbeproposed。Fitlythestudentsaresupposedtochangetheconceptofleaingfor“highergrade”intothepuuitofmoreefficientspokenlanguageleaingmethods。Inadditiontheteachehadbetterputasidethosestereotypicalteachingmodesandkeeppacewiththetimes。Theyneedtocontinuouslyimprovetheirvocationalskillsandtrytocreatearelaxingatmospherefotudentsandalleviatetheiranxietyintheclass。Finallytocreateabetterleaingenvironmentfotudentsitisproposedthatschoolsandparentsworktogetheothatthestudentscannaturallyformthehabitofleaing。Keywords:middleschoolstudents’oralEnglishobstaclesstrategiesIntroduction1。1ResearchBackgroundAtpresentthereareagreatmanyofEnglishleaeinChinawhilemostofthetimethestudentsingeneralcouldn’timprovetheipokenEnglishwithoutobtainingvalidknowledge。OneofthemainreasoisthelackofexaminatiofororalEnglishinmostmiddleschoolswhichleadstotheignoranceoforaltraininginEnglishclasses。NowadaysthesocietydemandsnotonlythosewholeaEnglishanddowellindailyexaminatioorwrittenworksbutalsotalentswithcompreheiveabilityintegratinglisteningreadingandwritingandspeakingabilities。1。2ResearchSignificanceLanguageplayssuchanindispeablerolethathumanbeingscan’thavenormalcommunicationwithoutit。PeopleleaEnglishforcommunication。Undertheconceptofadvocatingcoreliteracyteaching“speaking”isregardedasanimportantapproachtokeepintouchwithpeoplearoundtheworld。AsChinaisdevelopingsoquicklyitisapproachingtotheworld’spoliticseconomyandculture。UndeuchsituationEnglishisbecominganinteationallanguageandpeopleuseitalmostthroughouttheworld。SpokenEnglishshowsitsuniquesignificance。AtraditionalphenomenonamongChina’steachingisthatteacheusuallyputmoreemphasisonlanguagepoints。Englishteachependmuchtimepromotingstudents’writtenexpressionwhileneglectingstudents’oralexpression。TheresultmaybethatalotofjuniormiddleschoolstudentsonlyleawrittenEnglishwellwhiletheycouldn’texpresswhattheythinkfluentlyinoralEnglish。Hencethestudents’spokenabilityisn’tpromotedandevenremaiweak。InadditionstudentsleaEnglishseriouslybecausetheyhavetofinishtheirassignmentsandpasstheexaminatiowhichdepartsfromtheoriginalleaingtarget。AsamatteroffactimprovingoralEnglishexpressionrequiresnotonlytofulfiltheteachingtaskbutalsotomeetthechangingsocialneeds。Culturallinguisticsresearchessuggestthatlanguagecontaiallthesocialevolutionofacountryandreflectsitsculturalcharacteristics。GillainBrownfiguredoutthedistinctionbetweepokenlanguageandwrittenlanguage:theprimaryfunctionofspokenlanguageistosustainthesocialrelatioforpeopleandconveyinformation(BrownG。2000)。Whenchildrenleaanewforeignlanguagetheyalsoreceivemoreforeignculture。Thereforelanguageandcommunicationcannotexistindependentlywithoutculture。Inotherwordspeoplecan’ttotallymasteranewlanguageiftheydon’townadequatecultureaboutthatcountry。KeepingmorecontactwithEnglishculturehelpsthestudentshavebetterandprofoundundetandingaboutforeigncultureandformtheirworldcociousness。Thisrequiresteachetocociouslycultivatestudents’awarenessofcrossculturalcommunicationthroughteachingprocedures。Graduallystudents’perceptionoflanguagewillbepromoted。SpokenlanguagehasattractedmoreandmoreattentioninChina。Themajorityofeducatohavecarriedoutmanyresearchesopokenlanguageteachingandalsoproposedavarietyofteachingmethods。HoweverthequalityandeffectoforalteachingstillneedtobeimprovedandoralEnglishteachingisstillaproblemworthyoffurtherexplorationinChina。LiteratureReview2。1IdentificationofOralAbilityAccordingtoBachman’s(1990)theoryofCommunicativeLanguageCompetencelanguagecommunicationistheprocessbywhichleaeuselanguageknowledgeipecificsocialsituatio。AmericaociolinguistHymes(1972)fitproposed“communicativecompetence”。Duringtheperiodofpracticinganewlanguageleaewillexperiencesomeobstaclesatfitbuttheymaykeeptryingtomakethemselvesundetood。Swain(1985:85)holdstheviewthatreasonablelanguageoutputisessential。Theoutputoflanguagemayaffecthowmuchyou“takein”thelanguage。Sopracticeplaysanindispeableroleinlanguagecommunication。BritishscholarJohnWilkipointedoutthatthetaskofclassroomteachingshouldnotonlyteachstudentscorrectpronunciationandgrammarknowledgebutalsodevelopstudents’oralexpressionandcommunicatiokills。2。2TheoreticalBasisManycelebritiesabroadhavetheirownundetandingofspokenEnglish。ForexamplefamousHungariantralatorKazaRombuisfluentinmorethan10foreignlanguages。Shebelievesthattheprocessofleaingaforeignlanguageshouldbeasuccessiveprocedureevenifyousqueezeout10minutesadaytopracticeityoucanmakemuchprogress。Furthermoreyoushouldmakefulluseofyouparetime。Don’tbeafraidtopracticeaforeignlanguage。Hatchanappliedlinguistbelievesthatthedifficultyofleaingasecondlanguageisnotlessthanthatofleaingyourmothertongue。Studentscanacquireasecondlanguagethroughdiscouecommunication。AmericanlinguistandanthropologistHymes(1972)putforwardthetheoryof“communicativecompetence”。Itemphasizesstudents’compreheivecommunicativeabilityadvocatingstudentcenteredandcommunicationorientedteaching。Thusstudentsenhancetheabilitytograspmoreinformationthroughcommunication。ItcanbeseenthatcommunicativeabilityisabsolutelyimportantinEnglishleaingitisimperativetoimprovestudents’oralEnglishability。HowthestudentsperformduringthecommunicationiscertainlyinfluencedbyhowtheirEnglishteachegivethelecture。EnglishteachetosomeextentsetanexamplefotudentswithafullyEnglishteachingatmospheretheyshouldtrytooffetudentsagoodlanguageenvironmentandgraduallyimprovestudents’seeofcommunication(逄杰2019(31):102)。Andteacheneedtochangetheirtraditionalteachingmodeduringwhichtheteachealwaysplaytheleadingrolewhilethestudentshavetopassivelyaccepttherelativegrammarfunctio。TherequirementsofEnglishteachinginChinaaredevelopingtowardsthedirectionof“listeningandspeakingfitreadingandwritingnext”。NewCurriculumStandardsforJuniorHighSchoolEnglishrequiresthatEnglishteachingshouldfocusontrainingstudents’compreheivecommunicativeabilities。Inthiswaytheycanuseappropriatevocabulariesandsyntaxtolistenspeakreadandwritetoachievevalidcommunication。Thereforecultivatingstudents’proficiencyinEnglishoralcommunicationisoneofthemainobjectivesofjuniormiddleschoolEnglishteaching。3。TheObstaclestoLeaingSpokenEnglish3。1ExistingObstaclesitudentsThereexistsmanyfactothatlimitthestudentsaspirationtolea。Asisknowntoallit’simpossibletousealanguagefluentlyforcommunicationwithoutcotantoralpracticeletaloneskillfullymasterthelanguage。Howeverthefluencyiscoideredasanimportantindicatortojudgeleae’Englishoralability。Lesson(1975)arguesthatfluencycontaithespeake’abilitytouselimitedmaterialtonaturallyexpresstheirideaswithcompletephonemesandcorrectsyntaxandsentences。Whileoneoftheproblemsisthatmoststudentsarenotsoactiveintheclass。Theyalwaysprefertobethelistene。Therearetwomajorreasoforthat。Oneiscalledpsychologicalfactor。Mostofthestudentsarelackofselfconfidence。IntheinitialstageofEnglishleaingtheydon’tformthehabitofsayingwhattheyleaandsharingwhattheythinkabout。AccordingtoKrashen’s(1985)“AffectiveFilteringHypothesis”emotionplaysaveryimportantroleinthefollowingaspects:leae’leaingprocessandanxietywillhinderleaefrommasteringgrammaticalrulesandmakingprogressinlanguageleaing。Anotherfactorisstudents’lackofknowledgeaccumulation。Studentsdon’tcociouslytoaccumulatealargenumberofvocabulariesthismayresultinobstaclestoexpress。That’swhytheycannotsmoothlymobilizevocabularytoorganizelanguageina。。。
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