How to Improve Students Oral English Expression.docx

How to Improve Students Oral English Expression.docx

《How to Improve Students Oral English Expression.docx》由会员分享，可在线阅读，更多相关《How to Improve Students Oral English Expression.docx（11页珍藏版）》请在冰点文库上搜索。

HowtoImproveStudentsOralEnglishExpression

Abstract

EnglishasatoolforlearningandcommunicatinghasanincreasingapplicationincontemporaryChina.However,thecurrentoralEnglishteachingsituationisnotquitesatisfactory.Formostcollegestudents,listeningandspeaking,occupyingthepredominantplaceindailycommunication,havebecomethebiggestbarrierinEnglishlearning.Drawingonrelevanttheoreticalandempiricalresearchesinthefieldsoflinguistics,pedagogicsandpsychology,thispaperelaboratesonthebasicprinciplesofhowtoimproveoralEnglishandproposessomeeffectivelearningandteachingstrategies,aimingatimprovingstudents'oralcommunicativecompetence.

Themaincontentsofthispaperareasfollows:

Firstly,thispaperreviewstherelativestudiesintherecentdecade,expoundsthebackground.Secondly,accordingtotopic,thesubjectswerepresentedwithfourprobemethod:

thelexicalphrasesandspokenlanguageproficiencyofEnglishmajors;activevocabularyandlearningofstudents’oralEnglish;ChineseEFLlearners'oralcommunicationstrategiesandlearningofstudents’oralEnglish;cooperativegroupworkandimprovementofstudents’speakingability.Basedontheanalysis,eachpartdrawsaconclusion.Finally,thepaperdiscussessomelimitationsandfutureresearchdirections.

Keywords:

oralEnglish;lexicalphrases;activevocabulary;cooperativegroupwork

摘要

英语作为一种国际语言已成为各个国家学习和交流的工具，在当代改革开放的中国英语也得到越来越广泛的应用。

对于大学生而言，其口语交际能力的培养尤为重要。

然而现实与理想总有一定的差距，当代中国大学生的口语表达能力却不尽如意，在日常交际中所占比重最大的“听说”能力已成为大学生英语学习的最大障碍。

本文通过借鉴语言学、教育学、心理学的相关理论与实践经验，向大家阐述了当今学生口语学习中出现的各种问题及原因，进而提出了提高学生英语口语表达的必要性和有效方法，旨在有效提高大学生的口语交际能力，改善当今中国英语口语学习的现状。

本文主要包含以下内容：

首先阐述研究背景，总结国内外研究现状；其次，针对主题从词汇短语与英语专业学生口语水平的研究，积极词汇与学生口语学习的研究，中国大学生口语交际策略与英语口语表达的研究，小组合作训练与学生口语能力的提高等四方面做了探索总结，然后得出了结论。

最后提出本次研究的不足及未来的研究方向。

关键词：

英语口语；词汇短语；积极词汇；小组教学

TableofContents

Ⅰ.Introduction4

Ⅱ.LiteratureReview6

2.1TheLexicalPhrasesandSpokenLanguageProficiencyofEnglishMajors6

2.1.1Thedefinitionoflexicalphrase6

2.1.2Thesignificanceoflexicalphrases7

2.2ActiveVocabularyandStudents’sOralEnglish9

2.2.1Thedefinitionofactivevocabulary9

2.2.2TheuseofactivevocabularyinChina9

2.3ChineseEFLLearners'OralCommunicationStrategiesandoralEnglish10

2.3.1Someknowledgeaboutcommunicationstrategies10

2.3.2Theuseofcommunicationstrategies12

2.4CooperativeGroupWorkandImprovementofStudents’SpeakingAbility12

2.4.1Someknowledgeaboutcooperativelearning12

2.4.2Introductionofanexperiment13

Ⅲ.Application15

3.1MajorresearchfindingsandImplications15

3.2ThelimitationsandRecommendationsforfurtherstudy15

Ⅳ.Conclusion16

WordsCited17

Acknowledgements19

Ⅰ.Introduction

TheteachingofEnglishhasalwaysbeenfocusedonthefourmainareas:

listening,speaking,readingandwriting.InChina,itisalongtimeheldtraditionthatagreatemphasisisputontheteachingofgrammarwithanviewofmeetingthedemandsofdifferentkindsofexaminations,forexampletheCollegeEntranceExaminationandthepostgraduateentranceexamination,CET4,CET6andsoon.ItisadmittedwithnodoubtthatChineseEnglishlearnersreallydoaverygoodjobinEnglishexaminations.Atthesametime,theyarealsogoodatlisteningtosomeEnglishmaterials,proficientinproducingexcellentEnglisharticlesandevenunderstandtheelusiveEnglishpassagesmuchbetterthannativesdo!

However,itisacknowledgedthatmostChineseEnglishlearnersareconfusedbysuchafactthateveniftheystudyEnglishformorethan6yearsormaybelongerrelentlessly,eveniftheyscorehighindifferentkindsofEnglishexaminations,whentheyarepushedintoarealtimesituationwhichrequiresthemjusttoopentheirmouthtosaysomething,whattheycanmerelydoistoscratchtheirhead,onlytofindthattheycannotcomeupwithanythingappropriate.Evenifsomethingisuttered,itislaterturnedouttobesomethingnonnativewhichisknowntoallasChinglish,suchas“yougoornogo,younogoIgo”andsoon.Suchanonnativeexpression,ofcourse,isnottheultimategoalofEnglishteachingandlearning.

Withthedevelopmentofcorpuslinguisticsandpsychologicallinguistics,manyresearchersareabletostudyalargeamountofrealtimecommunicationdataandthroughtheirresearches,theyrevealedthatlexicalphrasesorsimilarstructuresareubiquitousinlanguageandplayveryimportantroleinnativespeakersoutputwhetherinspokenorwrittenform.Thesestructuresactuallymakeupalargeproportionofanydiscourse.

InChina,researchesintothestudyoforalEnglisharegrabbingmanyresearchersattentionandalotofexperimentsareconductedtorevealtherelationshipbetweenlexicalphrasesandlanguageproduction,whetherinspokenformorinwrittenform.SomerepresentativeandpioneeringresearchersintothelexicalphrasesinChinadoindeedpresentamuchwiderhorizonandtheirresearchesarereallyinspiring.SuchasWeiNaixing（2002）conductedacorpus-basedresearchtoexaminetheverbcollocations.PuJianzhong（2003）studiedthecolligations,collocationsandchunksinthevocabularyteaching.

Ⅱ.LiteratureReview

2.1TheLexicalPhrasesandSpokenLanguageProficiencyofEnglishMajors

Lexicalphrasesaregraduallygainingwideattentionfromtheresearchersallovertheworld.Awordisknownbyitscompany.Therelationshipbetweenwordsishelpfulforforeignlanguagelearners.

2.1.1Thedefinitionoflexicalphrase

Althoughlexicalphraseshasalreadyarousedgreatinterestinthefiledofappliedlinguistics,thereisstillnoconsensusaboutthedefinitionaboutitmaybeduetoitsdiversity.Thediversityliesinthelength.Itcanbelong（nonewsisgoodnews）orshort（Help!

）;itcanbefixed（Bytheway）ornon-fixed（tosomeextend;toagreatextent）;itsmeaningcanbeconventionalized（raincatsanddogs）orfurtherderivedbasedongrammaticalrules（itseemstomethat）etc.Inaddition,whiledoingthespecificexperiments,researcherswillonlyfocusononlyoneortwofeatureoflexicalphrasestoagreewiththeirownresearches.Therefore,manyresearchersadoptdifferentkindsofconceptstodescribethesamestructureswhichtakethesameroleindiscoursethough.ThemostwidelyacceptedanduseddefinitionsareadvancedbyNattingerandDeCarricoandWary.

“…wedefinedlexicalphrasesasform/functioncomposites,lexico-grammaticalunitsthatoccupyapositionsomewherebetweenthetraditionalpolesoflexiconandsyntax;theyaresimilartolexiconinbeingtreatedasunits,yetmostofthemconsistofmorethanoneworeandmanyofthemcan,atthesametime,bederivedfromtheregularrulesofsyntax,justlikeothersentences.”

（Nattinger&DeCarrico,1992:

36）

NattingerandDeCarricoemphasizedthepragmaticnatureoflexicalphrasesandassignedparticularfunctionstolexicalphrases.Intheiropinion,lexicalphrasesarenotsimilartofrozenformsorotherconventionalizedformsbecauselexicalphrasesareusedtocarryoutcertainfunctions,suchasgreeting,expressinggratitudeandsoon.Wary（2002:

9）,howeverdefinedherlexicalphrasesinthisway:

“asequence,continuousordiscontinuous,ofwordsorotherelements,whichis,orappearstobe,prefabricated,thatisstoredandretrievedwholeformmemoryinthetimeofuse,ratherthanbeingsubjecttogenerationoranalysisbythelanguagegrammar.”

Wary’sdefinitionstressedthatsuchasequenceshouldbestoredandretrievedwholefrommemoryfromthepsychologicallinguisticaspect.Ofcourses,thereisalsootherresearchersworkoutthedefinitionoflexicalphrases,tonamejustafew.

2.1.2Thesignificanceoflexicalphrases

ThesignificanceoflexicalphrasesinEFLcanbesummarizedasfollows:

1.Avoidingmothertongueinterference

BasedontheSLAresearch,whatChineseEnglishlearnersusemostduringtheprocessofEnglishlearningisinterlanguage（Yan,2003）,suchasthemisuseoflexicalphrasesof“allthefurnitures”and“gotoabroad”inthepresentpaper.Themisuseoftheselexicalphrasesistheresultofinterferencefrommothertongue.Inaddition,Granger（1998）hasstatedthatmothertongueisimportantinacquisitionandaccurateuseofcollocationinsecondlanguage.Howeveremphasizingandadoptinglexicalphrasesteachingcanhelpthelearnersabandonthetraditionalwayoflearningvocabulary,whichreferstomemorizingthepronunciation,thespellinganditsliteralmeaningofeachword.Gradually,learnerswilldeveloptheabilitytomemorizeandusethewordassociations.Whileusingthelexicalphrases,thelearnersshouldalsopayfullattentiontotheselfreflectionandselfmonitortoblockthemothertongueinterferenceaway.JustasM.Swan（2005）hasputit,themoresensitivethelearnersaretothedifferencesandsimilaritiesbetweenL1andL2,themorelikelytheyaretoadoptefficientvocabularylearningstrategy.

2.Improvinglearners’fluency

PawleyandSyder（1983）hasalreadypointedoutthatsuchlexicalizedstemsdiddogoodtothenative-likeselectionandfluency.Whileproducingoutput,especiallyspokenproduction,theinternalizedlexicalphrasesinlearners’braincanhelpthelearnerssavepreciouscognitiveresource,whichturnsouttobesolimited.Inthiswayarelearnersabletoimprovetheiroralfluency.Skehan（1995）hasalsosuggestedthatbyusingahugenumberoflexicalphraseslearnerscanimprovetheirabilitytoselectnative-likevocabulary.

3.Improvinglearners’abilitytousethelanguage

Languageisusedandlearnedfortheaimofsocialcommunicationandhumaninteraction.Aswehavediscussedbefore,Widdwoson（1989）definedlanguagecompetenceastheknowledgeoflanguageanalyzabilityandabi