Some solutions in improving English oral skill for college studentsWord文档下载推荐.docx

Some solutions in improving English oral skill for college studentsWord文档下载推荐.docx

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Asthedevelopmentofsocietyandthechangesoftheage,the“globalvillage”isbecomingsmallerandsmallerandoralEnglishisbecomingmoreandmoreimportantandenjoysgreatpopularity.OralEnglishcommunicativecompetencehasbecomeahottopicineducationalreform.Furthermore,masteringoralEnglishskilldevelopsintoacompulsorycourseforcontemporarypeople.Itislargelyduetothedemandofthesociety.Sincetheimplementoftheopeninganduppolicy,theexchangeincreasesnotonlybetweenracesandregionsbutalsobetweenthepeoplefromallwalks,andcolors,anddifferentculturesinthefivecontinents.Thus,itistherequirementofmoderncommunicativenotiontolearncommunicationandcross-culturalcommunication,meanwhile,thesupremeimportanceincross-culturalcommunicationisoralEnglishcommunication.Tosomeextent,goodmasteringoforalEnglishcommunicativecompetenceisanecessityforcollegestudentsinjobhunting.NomatterintheemploymentoftheEnglishteachers,officestuffsorcompanymanagers,oralEnglishcommunicativecompetencegoespriority.Forthisreason,theimprovementofcollegestudents’oralEnglishskillsisextremelyurgent,whileconcerningtheimprovementofcollegestudents’oralEnglishskill,weoftenhearthestocksentences,like“don’tbeshy,openyourmouth,”“don’tbeafraidofmakingmistakes.”ect.exceptthat,isthereanyeffectiveroute?

Theanswerisyes.IfEnglishlearnerswanttoimprovetheiroralEnglishskill,theyshouldpayattentiontothefollowingaspects.First,knowingtheexistingproblem.Besidespayingattentiontothestandardpronunciationandintonation,theinvokingofmotivationisalsoveryimportant.Second,enlargingvocabularyandputtingyourselfinthecontextofsituation.Third,usingcommunicativestrategies.Weshouldnotignorethedirectandeffectiveroleofbodylanguageinthecommunication.InconnectionwiththefactthatoralEnglishistheweakpointformostChineseEnglishlearners,culturalbackgroundshouldbegivenspecialemphasis.AlthoughoralEnglishcommunicationseemstobeanindependentskill,itisconcernedwitheveryaspectoflanguageability.Therefore,inordertohaveagoodgraspofabrilliantspokenEnglish,youshouldnotonlyhavecorrectandeffectivechannelsofpracticingorallanguagebutalsopayoutplentyofenergyandsweat.Thisthesishaselaboratedthemethodsofraisingtheabilityofthecollegestudents’oralEnglishskillfromsixpointsandhopestoexertsomeinfluenceontheimprovementofcollegestudents’oralEnglishskill.

I.Presentsituationsofcollegestudents’oralskill

CollegestudentsinourcountryhaveexperiencedtheirEnglishlearningfromelementaryschooltomiddleschool.Practicehasprovedthattheyhaveknown2000wordsatleastandgenerally,theyhavehadafirmEnglishbasis,therefore,theywouldnothaveanygreatdifficultiesincommunicatingwithothersinEnglish.However,throughalotofresearches,itrevealsthatinourcountrytherearestillmanycollegestudentsofcollegesanduniversitieswhocannotexpressthemselvesverywell.（Li,2004:

107）Someconspicuousproblemsasfollows.

I.1Inexactpronunciationandintonation

ThereexistsaphenomenonthatsomecollegestudentscannotpronounceEnglishexactlyandmostofthemcannotusethestandardintonationtoexpressthemselves.Taketheword“houses”forexample,manypracticeshaveprovedthatmostcollegestudentswronglypronounce[`hauziz]into[`hausiz],obviouslythelatteriswrong.Withinexactpronunciation,unexpectedembarrassmentcanbecaused.Anoverseastudentwhocan’ttell[n]from[l]andwantedtoborrowaknifefromthelandladyandsaid“Iwantyourlife”.It’snotdifficulttoimaginethepalefaceoftheoldladyandhowastonishedshewas!

Apartfrominexactpronunciation,inexactintonationalsoexists.Intonationexertsgreatimpactonexpressingthespeakers’feelingandismainlyreflectedinthestressofsentencesandtone.Thus,thedifferenceofintonationinvokesextremelydistinctivemeaning.Therisingtoneattheendofanutteranceisoftenusedforaskingyes-noquestionsandpolitenessorsurprise,whereasthefallingtonesometimesleadstorudenessandabruptness.Forexample,“sheisababydoctor”.Inthissentence,if“baby”isstressed,itjustexpressestheliterarymeaning.Ifboth“baby”and“doctor”arestressed,itindicatesthatsheisaninexperiencentdoctor.Thecommonexpressionssuchas“Goodmorning”“Goodafernoon”“Goodbye”indailylifeisinfallingtoneforgreetingandrisingtoneforfarewells.

I.2Narrowknowledgescope

ItiseasytounderstandthatifonehasanarrowEnglishknowledgescope,thenheorshemaybehasalimitedknowledgehorizoninexpressingtheirideas,whichwouldindirectlyaffectthecommunicationcontent,thefluencyandaccuracyofexpression.Ontheonehand,ifonewantstoexpresshisorheropinionsbutheorshemaybedoesnotknowhowtousetheproperEnglishexpression,thismayhamperthemutualunderstanding;

ontheotherhand,ifone’sknowledgescopeissolimited,thenwhatheorsheexpressedincommunicationismonotonousanduninterestingtosomeextent.Therefore,itisimportanttobroadenone’shorizon,especiallyinEnglishknowledge.

1.3Ineffectiveexpressingability

Asurveycarriedoutinacollegerevealsthatcollegestudents’languageoutputisslowwhentheyexpressthemselvesinconversationandalotofwordsusedinawrongwayandutterancesexpressedinaninappropriatesituation.（Li,2004:

107）Thus,fromtheaboveaccounts,itisnecessarytothinkthatwhattherealreasonisforcollegestudents’oralskillunderthecurrentsituation.

II.Factorsinfluencingcollegestudents’oralEnglishskill

Certainly,therearemanyreasonsinfluencingcollegestudents’oralability,thefollowingtwoarethemainfactorsworthdiscussing.

II.1Internalfactors

Fromphilosophicalperspective,theinternalfactoristhingsfoundation,whichisthesourceanddynamicwhenthingsareintheprocessofdevelopment,whichregulatesthemaintrendofthingsdevelopment.Sotheinternalfactoristhemainoneindoingthings,bythesametoken,thiswouldbethemainreasoninlearningEnglish.

II.1.1Lackofmotivation

Psychologistsarguethatlackingmotivationornothavingacleargoalisthemainfactorbafflingstudents’oralskill.MoststudentsdonottakeEnglishoralskillseriouslyandjustbelievethatitisgoodenoughtopasstheexam.Underthisdecadentperspective,studentscannothavetheaspirationtoexertthemselvesinoralexpressionandcommunication.Justassomepsychologistsseethatifonelacksthelearningmotivation,anyacademicresearchcannotoccur.Thenlackingthemotivationofimprovingoralskill,thecompetenceoforalexpressionalsocannotbeimproved.（Ai,2002:

93）

II.1.2Psychologicalbarriersinoralcommunication

ItisinevitablethatwhenstudentsspeakingEnglishsomeofthemmayfeelnervousatthebeginning.However,itispessimisticthatbecausestudentsareafraidofmakingmistakesandthusspeakinglessandlessEnglish,evendarenotspeakonewordinclass,obviously,thiswayisnotgoodenoughtoimproveoralskill.“Practicemakesperfect”.

II.1.3Theimpactofone’smothertongue

ToChinesecollegestudents,Englishisthesecondlanguage,thereisgreatdifferencebetweenEnglishandChinese,suchasinpronunciation,sentencepattern,culturebackground,tabooandsoon.Certainly,thosedifferencescannotbeeliminatedeasily.Thus,inexpressingEnglish,collegestudentshavetonoticetheseproblemsandtrytoavoidmakingmistakesashardaspossible.

II.2Externalfactors

Thereexistsmanyexternalfactorswhichinfluencestudents’oralskill,thefollowingtwoaretypicalinEnglishoralteaching.

II.2.1Exam-orientededucationmodel

Atpresent,manyforeignlanguageeducators,expertsandscholarshaveimposedalotofpracticalcommentsandsuggestionsaboutreformingcollegeEnglish’seducationmodel.However,theexam-orientededucationmodalisstillexistingwhichhasastronginfluenceinacademicdegreeandscores.AndafewuniversitiesandcollegestakethepassrateofCETastheuniquemeasurement,mistakingstudentstakingtheCETexamastheweight-bearingpoint.It’sself-evidentthatsomeuniversitiesandcollegesdon’ttaketheenthusiasmofpracticingEnglishoralskillseriously.Onthecontrary,someuniversitiesandcollegesforcestudentstodomanyexercisesin“paper”materials,attachimportancetothewritingabilityandhardlyencouragestudentstoimprovetheirEnglishoralskill.Thisbehaviorisatypicalreflectionoftheexam-orientededucation,whichrunscountertonowadaysEnglishteaching.（Li,2003:

100）

II.2.2Limitedcommunicationenvironment

ForChinesecollegestudents,theacquisitionofEnglishisformedintheenvironmentoftakingtheChineseastheirmothertongue,theyhavelittlechanceusingEnglishtocommunicateintheirdailylifeingeneral.ItseemsthattheEnglishoralclassistheonlyplacewherestudentscanopentheirmouthstospeakEnglishandinmostcases,theEnglishconversationisorganizedinanominalformbetweenteachersandstudentsorstudentsandstudents.Obviouslythecommunicationenvironmentislimitedandrigid,soitisinevitablesomestudentsmaybelackingofcourage:

afraidofmakingamistakeorafraidofbeinglaughat.Itisthusclearthat,thecommunicationenvironmentislimitedandrigidforcollegestudentstodeveloptheiroralskill.

“Thereisatleast30-40studentsinanEnglishclassdu