A Study and Practice of Spoken English Teaching for NonEnglish Majors大学英语口语教学的初步研究.docx

A Study and Practice of Spoken English Teaching for NonEnglish Majors大学英语口语教学的初步研究.docx

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AStudyandPracticeofSpokenEnglishTeachingforNonEnglishMajors大学英语口语教学的初步研究

AStudyandPracticeofSpokenEnglishTeachingforNon-EnglishMajors

Abstract:

Currently,thereappearsthephenomenonthatmanyinstitutionsofhigherlearningareblindlygoingafterthepassingratesofBand4andBand6CollegeEnglishtests,thusresultingintheoutcomethatmostnon-EnglishmajorswithtenyearsormoreofEnglisheducationfailtospeakandcomprehendspokenEnglish.Fromtheanglesofphysiologyandpsychology,theauthorhasconductedananalysisofandaresearchonspokenEnglish.OnthebasisofwhichaspokenEnglishteachingpracticehasbeenperformed.Thepaperaimsathowonecanadopteffectiveteachingtechniquestoimprovestudents’verbalcommunicativecompetenceinlimitedtime.Thispracticeisabeneficialattempttotrainstudents’verbalcommunicativecompetence,whichisagoodbeginningandhaslaidafoundationfortheauthor’sfurtherexplorationsinFLI.

KeyWords:

collegeEnglishteaching,foundational-notionalapproach,verbalcommunicativecompetence,spokenEnglishteachingpractice

大学英语口语教学的初步研究

摘要：

目前，在中国许多高等院校，存在着盲目追求英语四、六级考试通过率的现象，大多数非英语专业大学生忙于应付四、六级考试，从而使得大多数学过十年左右英语的非英语专业的大学生们虽能熟练地做各种英语书面练习题，却很难用英语口语表达自己的思想或听懂别人讲的英语。

本文作者从生理、心理的角度对英语口语的特点进行了分析和研究，并在此基础上进行了口语教学实践，旨在研究如何采取有效教学方法在有限的时间内提高学生的口头交际能力。

这次教学实践是培养学生口头交际能力的一次有益尝试，是一个良好的开端，并为作者今后在英语教学中进行进一步的探索打下了基础。

关键词：

大学英语教学；口头交际能力；功能意念法；口语教学实践

1.Introduction:

AccordingtoCollegeEnglishSyllabusinChina,collegeEnglishteachingaimsatTrainingstudentstoacquireskillfulreadingabilityandacertainlistening,speaking,writingandtranslatingabilitytoenablethemtocommunicateinformationinEnglish.CollegeEnglishteachingshouldhelpstudentsmastergoodlanguagelearningmethods,laysolidlanguagefoundationsandheightentheirresponsivenesstocivicdutiessoastoadaptthemselvestotheneedsofsocialdevelopmentandeconomicconstruction.

Atpresent,mostcollegesanduniversitiessetfourtofiveperiodsweeklyofanintegratedEnglishcoursefornon-Englishmajors,whosecontentcontainslistening,speaking,readingandwriting.Neverthelessteachersstilltendtoattachimportancetoreadingandwritingratherthanlisteningandspeakingonaccountofthecontradictionbetweenmuchteachingcontentandlimitedtime.TakingXi’anSeienceandTechnologyInstituteasanexample,therearefourperiodsweeklyoftheintensiveEnglishcourseandmerelyoneperiodoflisteningcourse,butthereisnooralcourse.Furthermore,importanceisattachedtogramma,vocabulary,reading,writingandlisteninginfinalexaminations.

Ofthetextbooksgenerallyusedbynon-Englishmajors,materialsforreading,writing，grammarandlisteningareavailable,whilethoseforspeakingaresurprisinglyfew.

TheBand4andBand6CollegeEnglishTests（CET）arealarge-scalenationalstandardizedexamination,whoseobjectistoexamineifstudentsatthejuniorlevelhaveattainedtherequirementsstipulatedinthesyllabuscurrentlyineffect.Itmainlyverifiesthisfromtheaspectsofreading,writing,listening,translation,voeabularyandgrammar.Ithasbeenrevisedandperfectedsince1987,whichgivesanenormousimpetustothedevelopmentofcollegeEnglisheducationinChina.Butsofar,italsohasitsdrawbacks.ManyacademicleadersblindlygoafterthepassingratesoftheCET,decidingtolinkthetestresultwiththeirstudents’academicdegreeanddiplomaandwiththeEnglishteachers’academictitlepromotion.SuchaphenomenoncausesfreshmentoconfronttheCETwithapprehensionsandcompelsEnglishteacherstobebusywithselectingexereises,solvingproblemsandstudyingtechniquesforcopingwiththeCETwiththeneglectoftrainingstudents’communicativecompetence.TheresultleadstothefactthattheobjectiveofcollegeEnglishteachinghasswitchedtothetargetofpassingtheCET,whichcontradictstherequirementsofthesyllabus.

InordertoexplorethecapacitiesofstudentstocomprehendandspeakEnslish,theauthorconductedarandomquestionnaireamong70studentsfromtwoclassesinXi’anScienceandTechnologyInstitute.Throughstatisticanalysis,theauthorhasfoundmanyproblemsthatdeserveattentionanddemandimprovementinourdailyteachingactivities.

Theresultofthequestionnaireindicatesthatstudentsaregenerallyweakinlisteningandspeaking.Thoughtheresultwasobtainedfromtwoparticularclasses,itreflectsacommonphenomenoninclassroomsinChina.Thisresultsfromtheirrationalcoursearrangementsandalong-termblindpursuitofthepassingratesofBand4andBand6tests.Itmoreorlessmirrorsthetendencytoemphasizereadingandwritingbutneglectthetrainingoflisteningandspeaking,andtoemphasizelanguageknowledgebutneglectthetrainingofcompetence.

Currently,manyinstitutionsofhigherlearninghaveactivelystudiedthefeaturesofcollegeEnglishteachingwithemphasisontheimprovementofstudents’competenceinEnglish.Considerableachievementsininnovativeexplorationhavebeenmadeandbeneficialexperiencehasbeenaccumulatedintheaspectsofcoursearrangement,teachingobjective,examinationstandard,teachingmethodology,teachingmaterialsand“secondclassroom”.

Withthecombinationofstudents’physiologicalandpsychologicalcharacteristicsoflearningaforeignlanguage,howonecanadopteffectiveteachingtechniquestoimprovestudents’verbalcommunicativecompetenceinlimitedtimeisworthfurtherresearch.

2.AStudyofSpokenEnglish

2.1Thepsychologicalprocessofspeechactivity

Theprocessthatlanguageisusedforcommunicationisspeeeh.Thestudyoftheapplicationoflanguagefocusesmainlyonthestudyofspeechactivity,whichincludeslistening,speaking,readingandwriting.Listeningandreadingarereceptiveskills,whilespeakingandwritingareproductive.Theyarethetwomainaspectsofspeechactivity:

thecomprehensionofspeechandtheproductionofspeech.

2.1.1Thecomprehensionofspeech

Thecomprehensionofspeechisadecodingprocessbywhichitssurfacestructureisconvertedintodeepstructureandagainintothedeepestsemanticideaoftheinitialspeechthinking.

2.1.2Theproductionofspeech

Theproductionofspeech,tooutwardseeming,isnomorethanthereverseprocessofthecomprehensionofspeech:

Thecomprehensionistheconversionofsoundintomeaning,whiletheproductionisthatofmeaningintosound.Actually,thetwoprocessesareparallel,buttheybeargreatdifferences.Fromtheangleofvoice,speechrequiresthemuselemovementofspeechorgans,whereaslisteninginvolvestheauditoryanalysisoflanguagespeechsignals.Theyaredifferentfromorganstopsychologicalfunctions.Fromtheangleofmeaning,thereasonwhyspeakersspeakisthattheyfirsthaveanideatoinfluencelistenersandaplantochangetheideaintospeech,andthenlistenersdistinguishtheplanofspeechanddeducetheideaofspeakers.Thetwoactivitiesarequitedifferent.Althoughbothspeakingandlisteningareaidedbythesamemedium-languagestructure,theirprocessesofusinglanguagestructurearedifferentafterall.

Speakersworkouttheplanofwhattheyintendtosayonthebasisofneedstochangethepsychologyoflisteners,whichisthefirststep,andthentheyusevarioussyllables,words,phrasesandsentencestoexecutetheformulatedplans.Thetwolinksarenotoftencompletelyseparated.Whenspeaking,peopletendtohaveplans,andthenexecuteplanswhileformulatingthem.

2.2Spokenlanguageandwrittenlanguage

Thousandsofyearsago,languagewascreatedbyourancestorsintheformofverbalexpression,whichmeanspeoplecouldrelyonmouthandearstocommunicatewitheachother.Later,characterswereinvented,withwhichspokenlanguagecouldbeputdowninwriting,thusformingwrittenlanguage.Brieflyspeaking,writtenlanguageisaformoflanguageputdowninwritingfor“reading”,whichhasbeenformedonthebasisofspokenlanguageandhastransformedthelanguagesymbolicsystemof1isteningandspeakingintothatofreading,andisconsistentwithspokenlanguageonthewhole.Spokenlanguageinvolvestwolanguageskills,listeningandspeaking,whereaswrittenlanguageinvolvestheothertwoskills,readingandwriting.

Spokenlanguageisforlistening,whilewrittenlanguageisforreading.Because1isteningislinkedtospeaking,speakersmayspeakwhilethinking,andtheycanevenblurtoutwithoutthinking.Readingislinkedtowriting,writerscanleisurelyweighandcarefullypolishtheirwords.Therefore,spokenlanguagecan’tbecompletelyconsistentwithwrittenlanguage.Whenspeaking,apartfromlanguageknowledge,speakerscanalsodependonfavorableconditionssuchaspronunciationandintonation,paralinguisticfeaturesandsituationatthetime.Sinceverbalcommunicationstrivesforefficieney,wordingislimitedinseope,andsentencesaregenerallyshortandbriefwithrepetition,division,reversal,supplementandsuperfluouswordslike“hem”,“Imean.”and“Youknow.”Thecaseofwritingisdifferent,becausethevariousfeaturesplayingrolesinspokenlanguagecan’twork.Onlypunctuationcanperformalimitedfunction.Asaresult,meansthatwrittenlanguagecanonlydependonare:

enlargingwordingseope,usingcomplicatedsyntacticstructures,removingsuperfluouswordsandstrivingforstructure,coherenceandorganizationofanarticle.Thedifferencesbetweenspokenlanguageandwrittenlanguagearedecidedbytheconditionsinwhichtheyareused.Theyaredifferentstylevariationsofthesamelanguage.

2.3Characteristicsofspokenlanguage

Spokenlanguagedoesn’tonlyindicate“speaking”.Ifonefailstounderstandtheopposite,whatcanhe“say”?

Spokenlanguagecontains