analysis-the-problems-in-oral-english-class-in-china--英语专业毕业论文设计.doc

题 目 Analysis the problems in oral English class in China （1）

作者姓名
指导教师
二级学院 国际语言文化学院
专 业 英 语
学 号

Abstract
With the fast development in the modern society,the importance of English is becoming more and more prominent. Communicative competence is the measure of a language master. The main purpose of language teaching is to communicate with others, so the student’s oral English ability is important.
Cultural differences between English and Chinese language is objective exist. We should have a master of English culture. Because of lack of a certain national culture, students are more likely to go wrong or even make a joke. Therefore, the success of oral English teaching can help the students eliminate the cultural barriers. In the teaching, the teacher masters and improves the basic skills of language to make them understand English country specific language environment.
Faced with the new international situation. Oral English teaching become more important . What’s more, there are many problems in oral English teaching in China. In this paper, through analysis oral English teaching class in China, the author realizes the problems in the oral English teaching. This paper also gives the reasons of oral English teaching class and puts forward the salutation of these problems.There is a contrast of oral English teaching in different ways, so you can take the essence to the dregs.
Key words: oral English class; oral English problems; oral English advantages
摘要
　　随着现代社会的快速发展,英语的重要性越来越突出。交际能力是衡量一个语言大师。语言教学的主要目的是为了与别人交流,因此,学生的英语口语能力是很重要的。
　　英汉语言文化的差异是客观存在的。具备一定的英国国家文化有利于对口语的理解，弥补语言上的一些不足，缺乏一定国家文化，单凭用自己的思维就很可能出错，甚至闹出笑话。因此，英语口语教学是否成功，在某种意义上是能否帮助学生消除文化障碍。在教学境中，老师提高基本语言技能，使得学生了解英国特定的文化环境。
　　对新的国际形势，英语口语教学变得越来越重要。更重要的是,中国在英语口语教学中有许多问题。本文通过分析中国英语口语教学课堂,作者意识到英语口语教学中存在的问题。本文也给口语教学存在问题的原因,并提出解决问题的方法。在不同的方式有一个英语口语教学的对比,所以人们可以取其精华去其糟粕。

关键词：英语口语课堂；英语口语问题；英语口语的优点
Contents
Introduction 1
Chapter One 3
Literature Review 3
1.1 The definition of oral English 3

1.2 Class mode 4
1.3 Teaching method 8
1.4 The features of oral English teaching class 8
Chapter Two 9
Being lack in opportunity of listening and speaking English 9
2.1 The students’ psychological barriers 9
2.2 Teaching contents from real life 9
2.3 The single oral English teaching model 10
2.4 The attitude to the errors in oral English class 11
2.5 The lockstep in oral English class 11
Chapter Three 13
The reasons of oral English problems 13
3.1 The poor basic knowledge 13
Teachers and students focus on vocabulary, grammar ,reading translation and written examination. So oral English is poor. 13
3.2 The weaken learning motivation 13
3.3 Being lack in oral English training atmosphere 13
3.4 The malpractices of exam-oriented education 14
3.5 Being lack in learning oral English environment 15
Chapter Four 16
The solutions of problems 16
4.1 Emphasis on classroom teaching 16
4.2 Make everyone speak who dare to speak 16
4.3 The targeted training 17
4.4 Interesting context teaching 18
Chapter Five 20
The advantages of oral English class 20
5.1 Organizing classroom 20
5.2 The overall arrangements for the teaching 21
5.3 The features of oral English teaching class 21
5.4 Classroom interaction activities 21
Conclusion 22
Bibliography 24

IV

Introduction
There are four aspects in teaching English listening, such as listen,speaking, reading and writing. Speaking is the most important part. How to improve oral English teaching? With the fast economical development, English becomes more and more important. In China, because the traditional teaching style stresses the ability of “passing” different kinds of written examination. Many teachers and students ignore the practice of oral English. Topics and contents are edited They are not related to Chinese life and society closely.
Chinese English speaking teachers don’t live in a vivid language environment, so oral English is not easy for Chinese teachers and students . Oral English teaching likes all the other language skills involving four factors: teaching method, teaching content, learners and teachers. This paper states the practical oral English teaching and points out the problems of the teaching styles in Chinese oral English class. This paper also puts forward the solutions of oral English problems. This paper also shows the advantages and in oral English class.
Oral English class is for students not only to make students master daily spoken English, but also to understand language and culture meaning. It is more important to promote the development of students’ ability and improve students’ability .
In the end, it concludes some effective oral English requires and teaching methods. There are five parts of this paper. Part one is the teaching methods, part two is the problems of oral English teaching class, part three is the reasons of the situation in oral English teaching class, part four is the solutions of the problems in oral English teaching class, the last part is the effective methods in oral English class. The effective methods in oral English class should be implicated in practice.

2

Chapter One
Literature Review
From the paper of Wen Qiufang, oral English teaching has been one of the difficulties in English teaching in our country. From two aspects: firstly, the higher the grade of students more don't like to practice oral English; secondly, the students' oral become poor and poor with the grade increased. Although all kinds of spoken language teaching material appear constantly, schools also continuously strengthen oral training and encourage students to practice spoken English. But it seems there is still no any good methods.
From the paper of Zhu Jingjing, in traditional teaching, due to the influence of the tests and the entrance examination, teachers tend to pay much attention to students' written language ability, reading ability training, but teachers ignore the cultivation of student's oral communication ability. To change the current adverse situation of students oral English, there is an oral expression situation and platform for the students. Practical teaching should be combined with school research is suitable for the teaching of oral communication and is easy to be popularized in the district.
1.1 The definition of oral English
Cultural differences between English and Chinese language is objective exist. We have master of English culture. It is helpful for us to understand the meaning. Because of lack of a certain national culture, students are more likely to go wrong and even make a joke. Therefore, the success of oral English teaching can help the students eliminate the cultural barriers in the teaching. The teacher masters and improves the basic skills of language to make them understand English country specific language environment. There are some specific cultural matrix and the characteristic of the cultural differences between English and Chinese, such as cultural concept. Only in this way can bridge the cultural gap to improvise in communication, achieve the goal of communication.
1.2 Class mode
A large number of students are in a class, they have less opportunities to practice. Classes in ordinary schools, there are quite a number of more than 30 people. It is difficult for everyone to practice oral English during 45 minutes. Therefore, teachers also only give up the original plan and pay attention to explain grammar and the memory of word.
For example, there are 60 people in one class, each class arranges for 2 hours, so there is only 10 minutes for students to do oral English practice. Each time is up to three people to practice. According to the calculation, it is less than 2 times for everyone of the oral practice chance once a semester. What’s more, most of the classes are more than 60 people, so the situation is more serious.
Case: Miss Jian
　　 Step Ⅰ Greeting
　　 Free talk: How are you!
　　 Hello， nice to meet you!
　　..
　　 StepⅡ Presentation
　　 T: Look at my coat!
　　 Ss: It’s nice!
　　 T: Look at my blouse.
　　 Ss: It’s pretty!
　　 T: Look at his shirt / T-shirt!
　　 Ss: It’s smart!
　　 T: Look at her dress!
　　 Ss: It’s nice!
　　 Say a chant: Coat, coat, this is a coat!
　　 T: Look at my coat. This is a yellow coat! A yellow coat! Who can say like this? A coat.
　　Ss: A red coat, a green coat, a brown coat, my coat, his coat...
　　T: Look at these words: coat, boat, goat.
　　Ss try to read.
　　T: Today a nice girl is here, look!
　　Ss: Hi, Nancy, nice to meet you!
　　Nancy: Nice to meet you, too. Look at my skirt / blouse.
　　Ss: Its nice! It’s pretty!
　　Nancy: Thank you!
　　Chant: Skirt, skirt, this is a skirt!
　　　　4.T: Look at his shirt! Look at her blouse!
　　Ss: It’s nice. It’s smart!
　　 Let the students work in pairs like this, use the clothes on their desks.

　　T: This is a skirt that’s a jacket. (repeats several times, let the students know the meaning)

　　Step Ⅲ Play a guessing game
　　Teacher takes out a big bag, let the students guess what’s in the bag.
　　T: What’s in the bag?
　　S: It’s a...
　　T: Look, this is a sweater.
　　Chant: Sweater, sweater, that’s a sweater.
　　Step Ⅳ Work in pairs
　　Teacher gives the students a model, then asks them to practice in pairs. (use the clothes on their desks)
　　T: This is a... That’s a...
　　Step Ⅴ Chant
　　Coat, coat, this is a coat.
　　Jacket, jacket, that’s a jacket.
　　Skirt, skirt, this is a skirt.
　　Sweater, sweater, this is a sweater.
　　Step Ⅵ Play a game: What’s missing
　　Teacher shows eight pictures (about coat, skirt, sweater, jacket, T-shirt, shirt, blouse, dress) on the screen, then makes one of the clothes disappear.
　　T: What’s missing?
　　Ss: A coat or sweater?

　　Step Ⅶ Consolidation: A clothes shop

　　T: This is a clothes shop, boys and girls, come with me, lets go in. (asks two students to join)
　　T: Look at this yellow coat!
　　Ss: It’s nice!
　　T: Look at that black shirt!
　　Ss: It’s smart!
　　...
　　2.Ask the students to act it out.
　　Step Ⅷ Homework.
In China, they take the teacher as the center in the oral English class. They don’t make students take part in the language learning, everyone does not play a role in the class. Without the direct participation , students don’t have a good master of language learning and language skills in actual application.
1.3 Teaching method
In China, they take the teacher as the center and emphasize the teachers’ information to students, ignoring the feeling of students which result that students fall asleep in class. No matter how the teachers give students much information, they can’t accept actually. In foreign language teaching, we require all of teachers use the foreign language. Because only in this way can they create a good language environment to students. But they don’t notice the whole class is for students to practice.
1.4 The features of oral English teaching class
The whole English teaching is simple, decent, humor and strong logicality. According to the different teaching situation, teachers are likely to choose body language to teach. Teachers speak in rhythm and encourage students to speak, students will not afraid to make mistakes. To make mistakes is the first step to improve your English.
Chapter Two
Being lack in opportunity of listening and speaking English
2.1 The students’ psychological barriers
Middle school students is a special group in adolescence.Their psychological stay in native and mature stage of development.The independent consciousness is not strong. They also lack of definite view. If people around you don't speak English, the students will do not practice spoken English.
Combined with more than a decade in mother tongue. Chinese is treated as the only language to communicate with others, people have formed a certain habits of thinking.
In addition, the students have a strong self-esteem. But oral English foundation is quite weak, they are always afraid of being laughed at and ashamed to speak ,so they often lose their confidence and inferiority in oral communication. These psychological barriers has brought great difficulties to students they also affect the improvement of middle school students' oral English level seriously.
2.2 Teaching contents from real life
We now use the new target English teaching materials for language teaching pattern. Such as, topic, communication function and the language structure form a set of progressive life learning program. After all, there is a gap between urban and rural areas, so it is difficult to reconcile. In fact, some of the topics are far from rural life, such as rural students in the teaching material milkshakes, salad, etc. No ideas of these topics, they are always thinking of western traffic rules in Chinese way. Don't understand Chinese and western cultural differences, they learn knowledge cannot be used in their daily life, so all the English will lose market.
2.3 The single oral English teaching model
According to the survey, most students want to improve spoken English language skills.Skills occupy 55 percent and listed No.1. However, high school oral English teaching mode in the import is listening to the tape. Gradually, students will lose interest in English conversation.
Many teachers think the value and function of high school English dialogue teaching is insufficient. In some degree, they regard oral English class as reading class. They think highly of knowledge and reading, but they ignore training and the cultivation of student's oral communication ability. Students always regard listening course as oral English class. Listening comprehension and oral communication emphasis on language input and understanding and ignore the output and use of language.
Students don’t make hard efforts and hard work to make progress. Teachers also don’t create English language situation and atmosphere. For example, a blackboard, a book, a piece of chalk in a class.
2.4 The attitude to the errors in oral English class
In China, they point out the students’ language errors, it is not sentence structure. When students say something wrong, teacher only give them a right answer. Sometimes teachers criticize them. For a long dare to speak English in class. Because they are afraid of making mistakes.
For example, a teacher an old experienced professor taught a senior English reading class. When she give the explanations of article to students, she quoted Shakespeare, she explained the meaning of sentence is “fell” is “foul” (bad or dirty). In fact, the adjective in Shakespeare’s article is “cruel”. An old experienced professor show the wrong word and tell the teacher the reasons. Maybe students don’t realize she speak the wrong word, because no one pointed out the mistake to her.
2.5 The lockstep in oral English class
Lockstep is the