analysis of oral english teaching in middle schools论文 定稿学位论文.docx

analysis of oral english teaching in middle schools论文 定稿学位论文.docx

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analysisoforalenglishteachinginmiddleschools论文定稿学位论文

ProjectTitle:

AnalysisoforalEnglishteachinginmiddleschools

Investigator:

DongYuhua

PuyangRadio&TVUniversity

SubmittedonNovember20,2012

Infulfillmentofthecourse“PracticalProjectDesign”

Thanks

IamverygratefultomysupervisorMissHanwithoutwhosesupportandpatience，thisprojectwouldnothaveresult.

IamalsogratefultomyclassmateLiWeiying、ChengMinghuiandWangJiangtaofortheirtimespentonderectionanddiscussionswithme.

Thankswillnotbeenoughformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldnothaveanyachievement.

Lastthanksgotomyparentswhohavegivenmegreatencouragementandhavesharedwithmemyworriesandhappinessintheprocessofthisproject.

summary

Summaryofthecontents:

InthecourseofEnglishteaching,therewassomemisunderstandingonoralEnglishteachinginmiddleschoolsandcountermeasures,resultinginaverydifficultsituationimprovingoralEnglishteaching.WiththecontinuousimprovementofteachingmethodofEnglishandimprovementofteachinglevel,Thetraditionalteachingformshavebeenunabletoadapttothenewteachingmode.Atpresent,Englishoralapplicationinthemiddleschool,wecansee,somestudentswrittenresultsisquitegoodbutoralEnglishisverypoor.indailycommunicationactivities,somestudentswantstospeakverywell,butifyouwantthemtoexpressthemeaning,theywillnotknowwhattodo.Andalsosomestudentsusuallytalklanguagesmooth,thinkingagile,butatanofficialstatement,theywillbehesitantandstumbling,Thephenomenonofthingslikethatiseverywhere.Onlystimulatestudents'stronginterestinlanguage,wecanmakeanimprovementinteachingandtrainingofteachers.

Sointhisarticle,ImakeanumberofcommentsonsecondaryschooloralEnglishteaching,byidentifyingthefactorsundertheinfluenceoforalEnglishteachinginmiddleschool.Forexample:

lightlyspokenEnglish,learningEnglishedificationoffear,lackofEnglish-languageenvironment,andsoon.Adoptproperandeffectiveteachingmethods,thatistosay,Iwilltakethenecessarymeasurestopromoteafter-schoolpractice,implementation"afterclassrecordings"oraljob,timelyfeedbackinformationtoimprovestudents'learninginterests,andcorrecterrorsoforaljob,improvingtheaccuracyofwrittenwork,changethetraditionalassessmentmethods,raiseconsciousnessinlearningtoimprovespokenlanguagewidely.

Inotherwords,toimprovestudents'oralEnglish,teachersandstudentsneedtoworktogether,totrulyrealizethetransformationfromexamination-orientededucationtoqualityeducation,Wemustreflectinpeacetimeintheteachingprocesslearningofnewconcepts,throughlong-termunremittingeffortstoimprovestudents'Englishspeakingability.

Directory

Introduction------------------------------------------------------------------1

Executivesummary--------------------------------------------------------2

一、InfluencefactorsoforalEnglishteachinginmiddleschools--------------------2

（一）、ThethoughtofdespisingEnglishspokenlanguage-------------2

（二）、ThedreadofstudyEnglish----------------------------------------3

（三）、LackofEnglishlanguageenvironmentinfluence--------------3

二、SecondaryschooloralEnglishclassteachingmethod-------------------4

（一）、Takethenecessarymeasurestopromoteafter-schoolpractice-----------4

（二）、Implementationofthe"after-schoolrecording"oraljob----------------4

（三）、Timelyfeedbackinformationtoimprovestudents'learninginterest-----4

（四）、Correctedoraljoberrors,improvingwrittenworkcorrectly-------------5

（五）、Changingthewayoftraditionalassessmenttoraiseconsciousness

inlearning------------------------------------------------------------------6

三、RulerecommendationsoforalEnglishteachinginmiddleschools--------------6

（一）、Initiative---------------------------------------------------------6

（二）、Encouragestudentstospeak---------------------------------------6

（三）、ProvidingopportunitiestolearnEnglish------------------------------6

（四）、Stressingthecultivationofinnovationability--------------------------7

（五）、Createaclassroomatmosphere---------------------------------------7

四、Concludingremarks------------------------------------------------------7

Bibliography---------------------------------------------------------------8

[Executivesummary]:

communicationistheessenceoftheteachingofEnglish（communication）,whichisbetweenteacherandstudent,communicationbetweenthestudents,notthatIteachyoutolearn,Englishteachingisthroughthesecommunicationactivities,enablestudentstoformEnglishcapability.Inthecommunicationprocess,teacher-studentinteractionisbetweenawarenessactivitiesonbothsides.Studentscannotprogresswithoutteachers'awarenessofteachinglaw,teachers'awarenessofteachinglawmustdependonstudents’theobjectiveeffectofteacher-directedlearning.Teachingistopromotesuchexchanges,wecansayinEnglish“Teachingisofconmmunicationbyconmmunicationandforconmmunication.Inordertodevelopstudents'communicativecompetence,Ifocusonthelearningandcommunicationstrategiesdepartments.ThisarticledescribesmethodsoforalEnglishteachinginmiddleschools,throughinterferenceencounteredinoralEnglishteachinginmiddleschools,taketherightteachingmethods,feasibilityofteachingrulesrecommendationsadopted,sothatstudentslearnEnglishnotmuteEnglishinEnglishcommunication,soastoenhancestudents'practicaluseofEnglishstandards.

[Keywords]:

communicativecompetence;interference;methodsofteaching;teachingrules

AnalysisoforalEnglishteachinginmiddleschools

Introduction

Languageisthecarrierofculture,isatoolforcommunication.Associalofcontinuedhigh-speeddevelopment,Theincreasingapplicationoftheworldofthings,aswellaslinguisticdiversity,Englishasaworldgenerallanguage,andaswellastheofficiallanguageoftheUSandEuropeancountries,manynationalhasregardedEnglishassecondlanguagetolearn,thishasacceleratedoralusingofEnglishoral;ontheotherhand.AsChinajoinedWTO,moreandmoreofforeignerscametoChina,andChinesealsolargebulktoabroadorbusinesslearning,Whenexchanginginformation,expresstheemotionandmeaning,peoplefirstneedtobetalkingIfyoucannotspeakaforeignlanguage,onecannotsmoothcommunication,andevenmakesomepeopleintoagreaterdifficulties.Therefore,fosteringmiddleschoolstudents'oralEnglishcommunicativecompetenceisbecomemoreandmoreimportant.However,intoday'srapidlychangingofeducationreform.Stillinmiddleschool,EnglishteachingtoreadandwritetotheCenter,Competewiththewrittenstage.Withtheresultthat,mostofourstudentshavebecomeexpertsofEnglishquestions,butsaidinsomeoccasionsbecomemute.Moststudents'oralcommunicationiseitherstutteringorinarticulate,It’sdifficulttoexpresstheirownthoughtsusingspokenEnglishthattheyhadlearned.Therefore,wesaythatthesestudentslearnEnglishisincomplete,eventheywillhavesometroubleusingEnglishtoexpress.PreciselybecausesomeuniversitygraduatescannotspeakfluentEnglishandlosethechancetofindasatisfactoryjob.

一、InfluencefactorsoforalEnglishteachinginmiddleschools

（一）ThethoughtofdespisingEnglishspokenlanguage

Manystudents'motivationtolearnEnglishistotheexam,howevertherewasnooraltestitems,sotheythinkoralEnglishtrainingisawasteoftime.Notonlytheteacher’sbutalsothestudents'oralEnglishtraining,whethertheyhavepaidsufficientattentionornot,inthenewtextbooks,itstillfollowthebeatentrack,nearlyhavinganynewthings".Teachingfocusisstillstuckontheexplainthelanguagepoints,neglectoforaltraining,resultingina"dumb"Englishphenomenon;Thestudentcanonlyread,notspeak.Butjudgingfromthelanguageofthelaw,inanylanguage,spokenlanguageisthefirstaspect,languageisthesecondaspect.Communicationfrompersontopersonmainlythroughlisteningandsaying,seldomthroughread-write.Newcurriculumrequirements,purposeoftheoutlineis:

"developmentofbasicskillsoflistening,speaking,readingandwriting,traininginoralandwrittenEnglishcommunicationabilityoninitialapplication."Allthisamplydemonstrates,qualityeducationintheteachingofEnglish,islearningandimprovethecomprehensiveEnglishlanguageability.Therefore,strengtheningtheteachingofEnglishlisteninginmiddleschool,wefocusonliteracy,andgivefullplaytothecommunicativefunctionofEnglish,wewillimplementthepartyspiritofeducationoutlineintoteaching,therebywecanimprovetheoverallqualityofmiddleschoolstudents'English.

（二）ThedreadofstudyEnglish

WhenmanystudentsspeakEnglish,theyalwayshaveapsychologicalfear.Theyareafraidtomakemistakes,tobeblamedbytheteachers,andtobeafraidofbeingmadefunof.Thiskindoffearoftenleadsstudentsinoralexpressionofemotiontobeanxietyandnervous,affecttheirthinkingandnormalcommunication.Highanxietystudentstobequestionedinclassisoftenextremelytense.Somakingmistakesisfrequently,andtheydeclineinlanguageproficiency,thestudentnotreluctanttospeak.Fearisthemainpsychologicalfactorsaffectingoral.However,thestrengthofstudents'languageanxietyisconnectedwiththeteachers’treatmentoflanguageerrorsinstudents'learningandthestudents’learningexperiencesinthepast.Thestudentstherehavebeensetbacksandfailuresinlearningareafraidofteachers