英语专业学生口语能力培养中的问题与对策

英语专业学生口语能力培养中的问题与对策摘要英语作为一种交际语言在当今世界起着越来越重要的作用，同时英语教学也越来越被社会所关注。为了了解英语专业学生的口语交际能立，我们名英语专业大三，大四学生进行了问卷调查。结果发现学生对浙江科技学院100的口语交际能力亟待提高，反映在教学上就是传统的教学法过分强调了语法教学而忽略了语言在现实中的运用。因此笔者提出将任务型教学等方法运用到教学中去。此外，调查、分析和实验也给英语教学提供了几点启示即:课程 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 要以培养交际能力为目标，以学生为中心;同时教学要注重文化、语境意识的培养。关键词:英语专业;口语交际能力;调查分析中国最大的论文知识平台www.lwxiezuo.comABSTRACTNowadays,Englishasacommunicatingdeviceisplayingamoreandmoreimportantrole.Therefore,Englishteachingandlearningbecomemattersofconsiderablesocialimportance.InordertoknowthepresentsituationofEnglishmajors?oralcommunicativecompetence,aquestionnairesurveyismadeonit..Thewritertriestoanalyzefromthestudents?utteranceswiththecontextualizationcueasafocusintheprocessofinference.What?smore,theempiricalinvestigationandanalysisandtheexperimentshowusthatFLTcurriculumshouldalsobebothlearner-centeredandcommunication-orientedandtheteachershouldcultivatethestudents?awarenessofcultureandcontextthroughimplementingaseriousofactivities.Keywords:Englishmajors,spokenEnglishcommunicativecompetence;investigationandanalysis中国最大的论文知识平台www.lwxiezuo.comContents1.Introduction..........................................................................................................12.OralCompetence…………………………………………………………..…..…22.1FourstandardsoforalEnglish……………………………………………..…..…22.2TherequirementofEnglishspeakingabilitiesforEnglishmajors…………….…43.Survey……..……………………………………………………………..………...43.1ThesurveyofcurrentstatusofSpokenEnglish…………………………..………43.2Theresultsandanalysisofsurvey……………………………………..………….54.ProblemsofcultivatingEnglishspeakingabilitiesofEnglishmajors………….74.1Problemsinthecurriculumsetting…………………………...……………………71.1ThelimitedoralEnglishcourses……………………………………...…………74.4.1.2Theproblemsabouttheteachingmaterialandevaluationsystem………...….....84.2LackofdiversificationmeansinEnglishLanguageTeaching……………...……..84.3TraditionalCultureandLearnerAnxiety……………………………………...…...94.4ProblemsofstudentsintheimprovementofEnglishspeakingability………..…105.SolutionsincultivatingEnglishspeakingabilitiesofEnglishmajors……..….115.1Adjustthecurriculumsetting………………………………………………….…115.1.1Thereformofcurriculumsetting…………………………………………..…..115.1.2Makeuniformandstandardizedteachingmaterials……………………..…….125.2UseofdiversificationmeansinEnglishLanguageTeaching……………………135.3ActivatorstoReleaseStudents?SpeakingPotential………………………..…….155.4ClassroomEnglishforStudents……………………...……………………..……166.Conclusion……………...........................................................................................17Appendix:Questionnaire…………….......................................................................18Acknowledgements…………………...……………………………………..………18References…………………………………………………………………….…….19中国最大的论文知识平台www.lwxiezuo.com1.IntroductionTheultimategoalofEnglishlanguageteachingismakingstudentsimprovetheir[1]1Englishlanguageabilitiesofthinkingandcommunicating.Inforeignlanguageteaching,thefourbasicskills——listening,speaking,readingandwriting---havebeengreatlyimprovedonthepartofEnglishmajorstudentsinthepastdecades.However,theseskillshavenotbeendevelopedatthesamerate.Manystudentsunderstandothers'EnglishbutcannotexpressthemselveseffectivelyinEnglish.Forthemajorityofstudents,speakingstillremainsthemostdifficultskillforthemtomasterevenafterfouryearsstudyatuniversities.ItiswellknownthattheteachingoforalEnglishhas[2]13beentheweakaspectofourEFL(Englishasaforeignlanguage)teaching.TheproductionofspokenEnglish——learningtospeakEnglishisconsideredtobeoneofthemostdifficultaspectsofEnglishlearning.ItisoftenthecasethatevenEnglishmajorstudentsfindithardesttoimprovetheiroralEnglish.Althoughtheyhavestrongdesireandmotivation,intermsofconcretelearningandpractice,theyfinditmuchmoredifficultthanexpected.Asaresult,somestudentsareinthedilemmathattheycanhardlyexpressthemselvesfreelyevenwhentheyarejuniorsorseniors.Inthatcase,theiradvantageoverothernon-Englishmajorsisweakened.Therefore,howtoimproveanddeveloporalEnglishteachinginChineseschoolshasdrawnattentionofbothteachersandeducators,anditbecomesoneofthemostimportantissuesinEFLteachingfieldnowadays.Tochangethissituation,moreeffortshavebeenmadetoworkoutmoreeffectivewaystoimprovestudents'oralEnglishlevel.AlthoughmanyresearchersandeducatorshavetriedtoputvariousteachingtheoriesandmethodsintopracticetoimprovetheteachingoforalEnglish,thereisnotmuchprogressmadesofar.Thus,it'surgentforteacherstoconductresearchonotheraspectsandtofindmoreeffectiveways.ItisindicatedbythesurveythattheresearchonoralEnglishteaching,thoughdiverseandvarious,mainlyfocusesonitsgrammaticaluseandlinguistic,butnotontheroleofpsychologicalfactors,especiallytheroleofcognition.ManylinguistsandeducatorshavestudiedtheobjectivefactorsofteachingoralEnglish,i.e.Englishlanguageitselfanditssocialproperty,butseldomtakethesubjectsoforalEnglishlearning,namelylearners,intoaccount.Sothemethodologyproceduressuggestedbyresearcheshaven'tproducedanyobviouseffectontheteachingoforalEnglish.中国最大的论文知识平台www.lwxiezuo.comConsideringthecurrentsituationofteachingoralEnglishanditsresearchinChina,theauthorintendstomakethefurtherstudywiththepurposeoffindingtheeffectivewaystoimproveEnglishmajors?oralEnglish.2.OralcompetenceEnglishasacommunicatingdeviceisplayingamoreandmoreimportantrole.Therefore,Englishteachingandlearningisbecomingamatterofconsiderablesocialimportance.ForlearnersofEnglishasaforeignlanguage(EFL),oralcommunicativeabilityisnotnecessarilywellguaranteedbyotherreceptiveandproductiveabilities,astheformerinvolvespsychomotorflexibilityinarticulationaswellascapabilityininteractivestrategies.TomakeEnglishmajorsachievethegoalofgoodoralEnglishwealsosetthestandardofEnglishlanguagespeaking.2.1FourstandardsoforalEnglishInordertoachievesuccessfuloralcommunications,allthesecompetencesshouldworktogether.Besides,afterbaptismfromhistory,wegettheoralEnglishstandardofEnglishmajors.(1)pronunciation(includingvolume,stress,intonationandtone)TolearnEnglishverywell,firstofall,wemustlearnhowtopronounceEnglishwell.GenerallyChinesestudentsthinkwronglythatthereasonwhytheycan?tpronounceEnglishwellisthattheydon?tpracticeenough.MostpeoplethinkiftheycanpracticereadingEnglishmore,theirpronunciationwillbebetter.Infact,thegreatestreasonwhyChinesepeoplecan?tpronounceEnglishwellisthattheydon?tknowthesecretofEnglishpronunciation.TeachingofEnglishphoneticsaimedatimprovinglearners?pronunciationandintonationisinoneformoranotherincludedasanintegralpartinEnglishteachingatdifferentlevelsandkinds.However,theunsatisfactoryperformanceinEnglishpronunciationandintonationofmostEnglishlearnersinChinaseemstoimplythattheachievementofEnglishphoneticsteachinginChinaisnotasmuchasexpectedinimprovingEnglishlearners?pronunciationandintonation.Chinesestudentsalwayshavethefollowingproblemsinpronunciation.(a)TheyuseasimilartoneintheirmothertongueinsteadofEnglishwhichtheyfinditdifficulttopronounce(b)Theyconfusethesimilarphonologyinmother-tongueandEnglish.(c)Theyareconfusedbytheindividualphonemewhichmadetheacceptation中国最大的论文知识平台www.lwxiezuo.comdifference.[3]6(2)accuracy(includinggrammar,worddictionandtongue)Accuracyisanimportantindicatorofassessmentinoralcommunication.VocabularyandgrammaticalmistakesareseriousinstudentsspokenEnglishasanimportantfactorinaccuracy.ManystudieshavefoundIntralinguafactors(suchasover-generalization)andInterlinguafactors(mothernegativetransfer)arethetwomainreasonsleadingtomistakes.AndInterlinguainterferencewiththewronglanguageisrelativelyserious.MostofthemistakescomeoutbecausetheyusetheChineselanguageastheirmothertongue.Takethedefinitearticle“the”forexample,thereisno“article”inChinese,sostudentsdonotpayattentiontothestudy“article”.Theydonotknowmuchaboutthemeaningorthefeaturesoftheword.Andtheymaybelievethatdefinitearticlewillnotaffectthewordmuch.Inadditiontothenegativemigrationofthemothertongue,learnersdonotknowmuchaboutthegrammarsimilaritiesanddifferencesbetweenChineseandEnglish.(3)fluency(includingspeechpace,matchlongandshortsentences)OralEnglishfluencyisoneofthepursuedobjectivesofthesecondlanguagelearningandforeignlanguageteaching.AccordingtoWebster'sNewThirdInternationalDictionary,fluencyisdefinedas:(words),suchasmellifluence,easyandrapid.Thisisthegeneralcommon-senseunderstanding.InEnglishlearning,fluencyusuallyreferstotheabilityofexpressingthemselvesfreely.(4)communicativecompetence(includingindependence,flexibilityandspeakingmanners)Inordertospeakinanotherlanguage,oneneedstoknowhowtoarticulatesoundsinacomprehensiblemanner,oneneedsanadequatevocabulary,andhave[4]3masteryofsyntax.Thesevariouselementsadduptolinguisticcompetencewhich,firstputforwardbyNoamChomsky,referstotheabilityofanidealnativespeakertoconstructandrecognizegrammaticalsentencesinhislanguage.Chomsky?slinguistictheoryexcludesallthesocialfactors.Whilelinguisticcompetenceisnecessary,forsomeonewhowantstocommunicatecompetentlyandappropriatelyinanotherlanguage,itisstillnotenoughsincethecircumstancesinwhichlanguagebehavioroccurswillneverbeanidealone.Peopleinactualcommunicationarealwaysinfluencedbysomeconditionssuchasdistractions,shiftsofattentionanderrorsinapplyingtheirknowledgeofthelanguageinactualperformance.Sincetheyhave中国最大的论文知识平台www.lwxiezuo.comdifferentage,educationbackground,occupation,socialstatus,andetc,theirlanguagebehaviorsarequitedifferentfromeachother.Andallthosesocialfactorswillbe[5]reflectedonthelanguagetheyuse.Thusin1974,thesociolinguistDellHymes(1972)proposedthenotionofcommunicativecompetenceasanalternativetoChomsky?slinguisticcompetence.Besideslinguisticcompetence,communicativecompetencealsoincludesarangeofothersociolinguisticandconversationalskillsthatenablethespeakerto“knowwhentospeak,whennot,andastowhattotalkaboutwithwhom,when,where,inwhatmanner”2.2TherequirementofEnglishspeakingabilitiesforEnglishmajors[6]SyllabusofEnglishMajorsinCollegesandUniversitiesrequirestudentsto[7]achievethesegoalsinEnglishoralexpression:(a)EnglishmajorsaresupposedtomastertheEnglishlanguage.Theycanexpresstheirideasmoreclearly,compensateforbreakdownsincommunicationduetolimitingconditionsintheactualcommunicationsituationinoneormoreoftheotherareasofcommunicativecompetence(b)Englishmajorsarecapableofenhancingtheeffectivenessofcommunicationondifferentoccasionswithdifferentpeopleandusingappropriateformsoflanguagetoreflectthedifferentcommunicativefunctions;(c)EnglishmajorsareabletoestablishtheconfidenceinspeakingEnglishwithenthusiasmandinterest;(d)EnglishmajorsshouldcombineaccuracywithfluencyintheEnglishoralexpression.3.Survey3.1ThesurveyofcurrentstatusofSpokenEnglishEnglishmajorstudentscomparedtothenon-professionalEnglishlanguagelearnersinlistening,speaking,reading,writingandtranslationofvariouscapacitiesupwithamuchhigherlevel,theyshouldnotonlyhaveanordinarylanguagecommunicativecompetence,butalsoshouldhavetouserelatively,correctly[8]appropriateandeffectiveoralEnglishlanguagecommunicationability.TothevastmajorityofEnglishlearners,eventheyspendyearsoftimeinEnglish中国最大的论文知识平台www.lwxiezuo.comlearning,theoralabilityisstillthemostdifficulttogrip.Therefore,thisarticlehasdoneapreliminaryinvestigationandstudy.1)Objectiveofthesurvey.InordertofindthecurrentstatusofspokenEnglish,100EnglishmajorstudentsofseniorandjuniorinZhejiangUniversityofScienceandTechnologywereinvestigated.2)Themethodsofsurvey.Thesurveywasconductedbyaskingstudentstoanswerthequestionnaires.Researcherson15,16,and17Mar.2009threedays,100volumesissued,andatotalof87validquestionnairesweretakenback.3)Thetoolofsurvey.[9]Inthisstudy,thesurveytoolisaquestionnaireatotalofelevenquestions,inwhichthefirstaremultiple-choicequestionsandthenexteightareindividual-choicequestions.Andthelastoneisanopenquestion,abouttherecommendationsofthecurrentteachingandlearningoforalEnglish.3.2TheresultsandanalysisofsurveyTable1-1Noiteiteiteitepercentagpercentagpercentagpercentag.mmmmeeee1*A83.90%B3.30%C2.30%D11.50%2*A81.60%B59.80%C43.70%D33.30%3A24.10%B59.80%C6.90%D9.20%4A1.10%B3.40%C96.50%D/5A5.70%B87.40%C6.90%D/6A3.40%B77%C19.60%D/7A11.50%B26.40%C62.10%D/8A0%B46%C54%D/9A13.80%B46%C40.20%D/10A19%B35%C28%D18%WhatadvicewillyougivetothecurrentEnglishspeakinglearningmethods?1)toestablishgoodlanguagesurroundings2)Studentsshouldtalkwithforeignteachersandstudentsinitiatively3)toimprovetheindividualcomprehensivequalityofEnglishlanguage11中国最大的论文知识平台www.lwxiezuo.com4)Teachersshouldencouragethestudentstospeaknottodiscouragethemwhiletheyarespeaking.5)todevelopagoodcommandofEnglishlearninghabits*MultinomialChoiceAstotheTable1-1,thedatatellustheobviousproblemsinoralEnglishteachingandlearning.Andbigpercentagesshowthatweshouldfindwaystosolvetheproblemsimmediately.Because,ifwedon?tfacetheproblemsmoreandmoreEnglishmajorstudentswouldsufferfromthecurrentoralEnglishsystemandwewillgointoaviciouscircle.Astothequestionswecananalyzetheseproblems:1)Thevastmajorityofstudentslackself-confidenceandrealizethatthemosturgentabilitytoimproveisspeakingability.2)MoststudentsthinkthatusualpracticeandlanguageenvironmentarethetopthingsrelatedtotheimprovementoforalEnglishstudy.Onlyafewofthemthinkthatclassroomlearningisdirectlyrelatedtoit.Therearetworeasons,thefirstoneisthattheythinkclassroomlearningistoolimitedandtheycan?timprovemuchinit.Andthesecondoneisthattheoldmethodsofclassroomlearningaretoohardtochangeandbeusefultothem.3)ThereisabigmajorityofthestudentsthinkthatgoodEnglishisrelatedtogoodjobs.AccordingtotheSurveyReportoftheRequirementofUsingEnglishintheEmploymentMarket,Englishabilityhasbeenacommonrequirementinemployment.4)BecausestudentshavelesssenseofrequirementsintheSyllabusofEnglishmajorstheydon?tknowwhattheywilllearnandhowtheywilldevelop.ThedirectionoftheEnglishmajors?developmentisunclear.Afterfouryears?learningandtrainingthestudentsstillcan?treachthegoalofteachingandlearning.4(ProblemsofcultivatingEnglishspeakingabilitiesofEnglishmajorsEnglishmajorstudentscomparedtothenon-professionalEnglishlanguagelearnersinlistening,speaking,reading,writingandtranslationofvariouscapacities中国最大的论文知识平台www.lwxiezuo.comupwithamuchhigherlevel,theyshouldnotonlyhaveanordinarylanguagecommunicativecompetence,butalsoshouldhavetouserelatively,correctly[10]appropriateandeffectiveoralEnglishlanguagecommunicationability.ThedevelopmentofideationwillhelpEnglishmajorstudentstoimprovetheircomprehensivequality.Accordingtothesurveywehavemade.TheauthorhasdiscoveredfourmainproblemsinoralEnglishteachingandlearning.TheproblemshavebeentheblockinthedevelopmentofEnglishspeakingability.4.1ProblemsinthecurriculumsettingThroughthedatainthesurveywefoundthatthecurrentEnglishspeakingcurriculumplanningneedstobeimprovedimmediately.Abigrangeofthestudentsthinkthattheyareunsatisfiedwiththeplanning.4.1.1ThelimitedoralEnglishcoursesWefindthatoralEnglishclassesatthefoundationstagearearranged2periodsaweek.Itisverydifficulttogivetheopportunitytoallthe30studentswhocanfullypracticetheiroralEnglish,forthetimeassignedtoeachstudentisonly4minutesaweek.Fromthefifthtotheeighthsemester,someschoolsdonothavethenativespeakingteachers,sointhehigh-gradeEnglishteaching,thestageoforalEnglishcapacity-buildinghasbecomeablank.Whenthestudentsareintheadvancedlevel,theyevendon?thavetheopportunitytospeakEnglisheitherinsideoroutsideschool.ThatmakesthemunfamiliarwithEnglishspeakinglanguage.Ontheotherhand,theEnglishmajorcoursesincludeadvancedEnglish,Englishtranslation,Englishculturecommunication,Englishreading,writingandlisteningandsoon.Thesekindsofcoursestakeuplargeproportionsontheirowncharacteristicsandtheyalsooccupylargepercentageonthestudent?scurriculum.However,oralpracticeispaidlessattentiontoinclass.AlthoughallthecoursesareaboutEnglish,andthetextbooksarewritteninEnglish,theteachersofthesecoursesdonotrealizetheyhavethedutytohelpthestudentscultivategoodoralEnglishabilitysothattheydesignlittleoralpracticeintheircourses.4.1.2TheproblemsabouttheteachingmaterialandevaluationsystemTheEnglishmajorsdon?thavethescientificsystemoforalEnglishteachingmaterialorevaluationsystem.Eachforeignteachergiveslessonstostudentsbasically中国最大的论文知识平台www.lwxiezuo.comaccordingtotheirownideas.Andtheuniversitydoesnotgivethemaveryclearrequirement,whiletheforeignteachers?awarenesstostudents?currentlevelisnotclearenough.Therefore,thedesignofclassissometimesblindinacertaindegree.Oralclassisagreatdegreeoffreedom,andsometimesevenalittlebitarbitrary.We[11]knowthatEnglishisnotarbitrary.Manyregularexpressionshavetheirownway,sowemusthaveasystemoralEnglishteachingmaterial.Theuniversityhasn?tenhancedthecommunicationwithforeignteachers,strengthenedthemanagementoforalEnglishclassesorestablishedascientificstandardizedevaluationsystem.EnglishcourseevaluationisanimportantpartinEnglishcourse.Scientificevaluationsystemistoachieveanimportantguaranteeforcurriculumgoals.Englishcoursesshouldbebasedontheevaluationoftheobjectivesofcurriculumstandardsandrequirements,theimplementationofthewholeprocessofteachingandtheresultsofaneffectivemonitoringwouldbesuccessfullyachieved.4.2LackofdiversificationmeansinEnglishLanguageTeachingEnglishspeakingcoursesaredifferentfromtheBasicEnglish,readingandother[12]curriculums.Itisa“communicationtool”tostudynotthe“knowledge”.ThemeansofEnglishspeakingteachingmustbreakthetraditionalfocusongrammarteaching,insteadofsubject-orientedbodysystemofperfectmodel,andmakethestudentsina“naturallanguagelearningenvironment”.Fromeasytodigestive,stepby[13]step,emphasisshouldbelaidonspokenlanguagetraining.TheteachersshouldusenewteachingmethodstoimprovetheoralEnglishlevelofstudents.However,readerscanseefromthesurveythat54ofthe87Englishmajorstudentsaredissatisfiedwithit,andtherestaresatisfied.Thatistosaymorethanhalfofthemaredissatisfiedwiththecurrentteachingmethods.Sincethecurrentteachingmethodscan?tmeettherequirementsofmostofstudents,theyshouldbeimprovedimmediately.Theforeignteachershavedifferentprofessionalqualityofteaching.Iftheteachersisnotprofessionalenough,theoralEnglishclassisnotasefficiencyaspossible.Onlyhigh-qualityforeign-languageteacherscancultivatehigh-qualitystudents.Oralteachingisahighlypracticalcourse,whichrequiresflexibilityinteachingmethodsandteachingartskills.1)Thecontentinclassisnotcompactenough,theinstructionaldesignistoo中国最大的论文知识平台www.lwxiezuo.comsimple,manystudentsdonothavethesenseofachievement,intermsoflanguageknowledgetheyharvestless.2)Thereisnoserializationofthedesignofteaching,eachclassofthecontentoftheseisisolatedandhavelittlecontactwitheachother.3)Theforeignteachershavetoolittlesenseofthestudent?sknowledgelevel,itleadtotheteachingcontenthaslittleconnectedwiththestudentscognitivelevel.4)Sometimes,theteachingcontentisthesameinbothfreshmenandsophomore.Theteachersdonotmeetthetwogradesstudents?cognitivelevel.4.3TraditionalCultureandLearnerAnxietyWhathindersstudentsfromspeakinginclassismostlynottheteacher,notthe[14]studentsthemselvesbuttheteachingmethodunderthetraditionalculture.Generallyspeaking,Chinesestudentstendtoconsidertheirteachersthemainsourceoflearning,which,toagreatextent,resultsfromthephilosophicalfoundationforeducationinChinalaidbyConfucius,oneofthegreatestthinkersinancient[15]China.Eventoday,noonecandenyhisunparalleledcontributiontoChineseeducation.ManyofhiswisesayingsandmaximsstillgovernthebehavioroflearnersinChina.[16]TakeTEFLforexample,studentsarestillaccustomedtoaclassroomsituationdominatedbyateacher-centered,book-centered,grammar-translationmethodandanemphasisonrotelearning.Mostoftheinteractionintheclassroomisfromtheteachertothestudents,itisonlyaone-wayinformationconveyingoractivityguiding.Thereislittlestudentinitiativeand,ifanyatall,littlestudent-studentinteraction.Teacherswhoarekeenonspoon-feedingtheirstudentsgenerallyreceivehigherappreciationthanteacherswhoarenotbecausetestresultswouldbelinkedtoteachers?bonus.Studentsarelikelytoassociategamesandcommunicativeactivitiesinclasswithentertainmentexclusivelyandaccordingly,areskepticaloftheiruseaslearning[17]tools.Soanyattemptfromteacherforinteractionssuchasgames,role-plays,talk-basedcommunicationactivities,i.e.pair/group/teamwork,risksresistanceorevenresentmentareforthesestudents.Chineseculture,teachersareviewedasknowledgeholders.Ifteachersdonotdisplaytheirknowledgeinlectures,oriftheyplaygameswithstudentsoraskstudentstorole-playinclass,thenstudentsthinkthattheirEnglishteachersarenotdoingtheirjob!中国最大的论文知识平台www.lwxiezuo.com4.4Problemsofstudentsintheimprove