提高学生学习英语能力论文
提高学生学习英语的能力初探
学生的学习能力是潜在的。
作为人师，有责任挖掘和开发学生的这种潜能。
怎样使学生由被动学习转化成积极主动地学习是开发这种潜能的关键所在。
学习能力依赖于学习兴趣、学习方法和学习意图的确立。
怎样培养学生的学习兴趣呢？
提高学生的学习能力首先要改变传统的教学方法。
学生长期受老师的控制而被动地学习；一切围绕老师的思维转。
也就是说：学生处于被动的学习状态。
老师甚至包揽了学生的一切。
比如老师教单词和短语；详细地讲解翻译课文、语法、语言点。
老师滔滔讲，学生默默地听，认真地记笔记，学生的课堂活动毫无发展性和创造性。
这样的学生只知道默默地听老师讲，机械的背诵和训练。
如今，学生逐渐会使用新教材，而我们的教法仍然是旧的传统的教法。
传统的教法桎梏了学生的创造力。
所以只有改变传统的教法才能从根本上改变学生的学法培养学生的学习能力。
培养学生的学习能力还应该激发学生的学习兴趣。
因为学习能力的培养关键是要有学习兴趣。
怎样才能激发学生的学习兴趣呢？
1.培养学生积极主动地作好阅读前的思考。
在每次的阅读课上，我给学生五分钟时间去快速阅读，然后就这篇文章进行讨论。
再简单地复述课文。
也可以让学生讲些有关的幽默故事为阅读做铺垫。
这些预备训练能够激发学生的阅读积极性。
现在我们以初
中教材unit13“albert einstein”为例，我们可以激励学生讲一些关于爱因斯坦的故事，让学生自由发言，将一些有关爱因斯坦事。
很多学生会仰慕爱因斯坦的精神。
也有学生崇拜爱因斯坦的简朴而又有意思的人生。
通过对爱因斯坦的讨论，联系到本班，那一位学生具有爱因斯坦的这种精神？我们又能从他身上学到些什么？
我们再以unit17 “life in the future”为例。
我先让学生设想我们的未来生活是个什么样子。
一个学生对他的同伴说：“去另一个星球”我问他为什么，他答到：“因为地球上的能源越来越少，而人口越来越多”另一位学生说：“将来我呆在家里使用电脑去做我想做之事，有机器人为我代劳”其他各组的讨论都很激烈。
学生学习主动性在听力和阅读课上也十分重要。
如果学生能积极主动的学习，那么口语课上学生就能积极主动地使用英语练习口语；阅读课上也能积极地快速地进入阅读状态。
2.培养学生积极主动地完成读后的一系列任务。
以unit13 “albert einstein”为例。
当学生阅读完这一课时，我要求学生在一定的时间复述课文。
学生会尽力做准备。
他们会看课后补充材料，会去改写、背诵、会查阅自己要使用的词或短语。
这无疑中训练并培养了学生积极地阅读习惯。
在初中英语阅读课的教学中，使学生能够读懂简单的文章是教学的主要目的。
怎样引导学生学习课文是十分重要的。
尤其是学习方法的引导。
阅读前要给学生设计一些问题，让学生带着这些问题去阅读。
学生回答有困难的题，可以设计成用“ yes”“no”回
答的题型。
有时也设计一些能开发学生思维的“why”一类的问题让学生思考并试着回答。
如果学生完成任务时有困难，老师要加以引导。
比如，学生第一遍读了“albert einstein”我让学生完成一些在句子中填入单词的题。
或者缩写课文。
当学生完成了这些任务之后，再让学生就有关爱因斯坦的故事进行讨论。
不同的是：在阅读 unit17“life in the future”这篇文章时，我要求学生写出每一段的段落大意。
如果学生有困难，我给他们帮助。
怎样引导学生学会新的语言知识点，那是对学生另一种能力的培养。
我是这样做的：让学生查出在学习中遇到的新单词的意思；自己先找出不懂的新的语言知识点，然后我让学生用这些新词造句。
根据情况，可以口头训练，也可以做笔头训练。
当然，学生查出新词的意思，找出不懂的句子后，不是说老师就马上去讲解，而是要学生认真地逐字逐句地再读，然后学生再不懂的话，老师就有必要讲解。
然后就这些句子复述课文某一句子或某一段落。
这种方法是给予学生必须需要的帮助。
总而言之，无论是学习积极性的培养，还是学生自学能力培养，都离不开老师的正确的引导。
好的教学方法能够挖掘并开发学生的学习潜能。
如何提高学生的英语口语能力论文
如何提高学生的英语口语能力论文然而，在日常教学中我们常常发觉，虽然大部分同学学了许多年英语，但依旧是“哑巴英语”，同学只会写不会说，不会运用所学到的学问进行交际会话，不具备应有的英语交际力量，不适应社会进展的要求。
由此可见，英语口语教学在英语教学中是一个薄弱的环节，普遍存在着诸多问题，主要有以下几个方面的表现。
1.学习动机有调查说明，在我国，一部分同学学习英语是为了借助英语这一语言工具了解国外信息，但更多的则是为了应付考试、升学，为了拿到证书，而很少考虑交际的需要和实际运用力量的培育。
这种状况是我国目前英语口语学习不利的因素之一。
此外，我国现行的高考制度没有包括口语考试，在高考这根指挥棒的影响下，中学考试一般也不进行口语考试，即使有也只作为考查而不加入总分，因此许多人认为练习口语等于铺张时间，不如多花些时间在书面练习上划算，这样就造成了对口语教学的不重视。
2.心理障碍有些同学虚荣心严峻，他们过分注意自我形象，认为英语讲得不精确、不流利会遭到老师的责怪和同学的嘲讽，有损“面子”，说起英语时自信念缺乏。
有些同学口语力量较低，在课堂上不敢开口说英语，生怕犯错。
越是怕犯错，越是不敢开口说英语，口语练习机会削减了，英语口语水平提高就慢，于是同学产生自卑心理。
有些同学不准备升学，狭隘地认为学英语等于在国外学习和工作，而在国内工作和生活是用不上英语的，于是存在一种放弃的心理。
以上种种心理障碍导致中同学不愿主动参加课堂口语练习。
3.语言环境目前我国同学学习英语的环境比较单一，同学的英语学习一般在学校每天45分钟的英语课堂上，同学的听说训练难以在课外得到延长，在校外进行语言交际的机会也就更少了。
大部分学校基本上实施大班教学，一个班50多个同学，老师很难让每个同学都有机会练习英语口语和会话。
同学的口语训练在时间和空间上都受到了很大的制约，这样的语言环境严峻影响了同学的听说力量的进展。
1．4．母语影响有些同学受母语定势思维的影响，不会用英语思维，只能进行一些简洁的会话，不会用英语表达他们的想法、看法和看法等。
学生英语学习能力培养论文
浅析学生英语学习能力的培养如今，走进初中课堂，合作性学习已经成为一种时尚。
所谓“合作性学习”是一种新的教育理念，它强调师生、生生之间的平等性，注意学习的互补性和学生的体验性。
与传统教学相比，它能有效地创设和谐民主的课堂氛围。
为正确有效地把握其精神实质，避免表面化。
形式化的理解其含义，更加扎实有效地开展合作性学习。
本人结合当前的英语教学实践及初中生的年龄特点和心理特征，就如何培养学生的合作性学习能力谈一下自己的看法。
1. 科学分组优化组合合作学习的重要形式是分组，学生间存在着智力、能力、爱好、心理素质等方面的差异。
为了使他们能最大限度地互补学习，我们教师在分组前，要对学生的各个方面进行综合评定，并遵循“组间同质、组内异质、优势互补、力量均衡”的原则建立较为固定的小组。
一般可借助如下方式来进行：a、. 遵循就近原则分组，让学生为自已的小组命名，并造好花名册，张贴于教室的醒目位置。
（注，小组成员以5——6人为宜）。
b、以小组为单位，在每堂英语课上进行对话表演。
c、以“口头表扬”或物质奖励的形式来奖励整体表现优秀的小组，如最佳表演小组、最佳合作小组等。
2. 学习内容要适当时机选择要恰当合作性学习是课堂教学的一种重要形式。
教师要针对教学目标，教材内容，设计出具有层次性的合作内容，利求选择那些有利于产生争论的、有价值的、且个人难以完成的内容。
在一堂课中，不宜安排过多的小组合作学习次数和时间，防止随意性和形式化，即时机选择要恰当：譬如，方法多样时，学生思考、做题出现困难时、意见不统一时，选择的关键性在于提出的部下能否提供合作的契机，是不是值得讨论。
如提出的问题过于简单，讨论将会变为一种形式。
反之，过难，则会挫伤学生学习英语的积极性。
3. 学习形式要丰富多样丰富多样的合作学习有助于激发学生的学习兴趣和积极性。
常用形式如下：a、合作对话：《go for it 》，在教材的设计上，每篇对话之后，往往都紧跟着pairwork ，给学生提供了更多的练习机会。
学生英语学习能力培养论文
小议学生的英语学习能力培养（张家港市第三中学江苏张家港 215600）教师在传授知识的过程中，要注意发展学生的智力，培养学生的能力。
这里所说的能力是多方面的，其中学习能力可以说是学生打开知识宝库的钥匙。
在英语教学中，我们要从多方面培养学生的英语学习能力。
一、培养学生的口语交际能力学习语言的最基本要求是会说。
我认为“开口说”是整个初中英语教学中的关键，是最终体现一个学生的语言能力水平。
风靡一时的李阳疯狂英语，其中的“一口气训练法”强调用“最大声”、“最清晰”、“最快速”的办法反复操练句子或小短文，直至脱口而出。
李阳疯狂英语为何受到欢迎，最主要的是它符合英语的语言特点。
《英语新课标》中指出：“应注重培养学生运用英语进行日常交际的能力”。
造成学生英语口语能力普遍低的原因是多方面的。
由此，如何根据学生的“主体地位”来重新界定英语口语教师的角色地位，是一项具有重要意义的研究课题。
英语教师应该是学生口语表达能力的促进者、学生非智力因素的激发者和学生主动学习的引导者。
1.课堂英语教学是培养学生口语能力的主要途径，应进行大量的语言输入、反复的强化训练，大胆实践以及各种方法训练学生，提高学生的英语口头表达能力。
在教学中，我们还必须克服传统教学中存在的教师“满堂灌、一言堂”的弊端，除了采用直观启发式教学外，还要把电化教学、多媒体教学广泛引入课堂，让学生动手操作，通过生动、活泼、形象的教学形式，在承认学生的个体差异，相信每个学生都有发展潜能的基础上，为每个学生提供理想的教学，提供均等的机会。
2.教学时教师重视“引趣”，激发学生的求知欲，充分提高学生学习兴趣，使之产生进一步学习的需要。
良好的兴趣和情感能使人点燃智慧的火花，兴趣是学习的动力，强制性的学习是不可能持续的，兴趣的培养取决于教师的教学方法和艺术。
懂得在做上教的老师更能激起学生的兴趣。
二、培养学生的预习能力古云：先学后教，不教而教。
“凡是预则立，不预则废。
”学习就象其它所有有计划的活动一样，如果能事先有所预习，那就会提高它的效率和成功几率。
怎样提高农村学生英语学习能力论文
浅谈如何提高农村学生英语学习能力新一轮的课程改革在农村中小学已经全面推开，课改对教育带来的冲击是前所未有的，对于农村中学学生的英语学习更是如此。
面对着板块组合新颖、内容生动有趣、练习设计灵活、口语训练充分、知识背景广博的初中英语教材，农村学生却只能“望书兴叹”。
为了推进新课程改革在农村中小学的顺利进行，让农村学生在尽可能短的时间内学好新教材，使之适应新形式下的英语学习，完成教学大纲规定的教学目标，应重视英语语言知识的学习,注重学生英语学习能力的培养。
一、语言知识的学习，应创设情景，为学生提供交流、创新的平台对于语言知识的学习，不能沿袭老式的“填鸭式”教学模式，不应把学生当成知识的接收机器，只顾一个劲地往里灌，也不管学生能否消化吸收。
新课程标准要求我们转变观念，变被动为主动，让学生成为课堂的主人，成为主动的知识汲取者，在课堂上发挥主观能动性，主动去学习知识和技能。
因此，在教学上就应该树立新的理念，寻求新的方法。
（一）词汇教学上联系比较，开拓创新。
在学习新词汇时，可以让学生不看书，而通过看老师示范表演、实物或画片等自己去猜测生词词义。
此外，还可以学习一些英语的构词法知识，并在学习过程中适时地比较、归纳。
比如后缀-less(没有，无，含否定意义)，care(n.小心)—careless(adj.粗心的)，end(n.结束)—endless(adj.无止境的)……。
根据这一特点，学生可在阅读理解等实际运用中猜测生词词义。
在已学词汇的基础上，横向联系扩展，引导求异思维。
如学习vegetable时，可以让学生总结出在日常生活中常见的蔬菜名称。
在学习不规则动词的词形变化中，可以归纳出以下类型：a-a-a 型：fit-fit-fit,put-put-put, cost-cost-cost;a-b-b型：sit-sat-sat;meet-met-met,find-found-found;i-a-u型:sing-sang-sung,ring-rang-rung,begin-began-begunow-ew-own型:know-knew-known,blow-blew-blown,grow-grew-grown学生可通过比较归纳把不同类型的词汇变化掌握得更好。
优化英语教学过程,全面提高学生英语学习能力论文
优化英语教学过程,全面提高学生的英语学习能力摘要：英语难学，成绩提不高。
很多学生和老师都有这样的认为。
特别是高中学生到了高二、高三时，很多同学放弃了这门学科。
归根结底，是学生没有掌握学习英语的方法，没有学习英语学科的能力。
根据多年的教学实践，我认为通过优化英语教学过程，来提高教育教学质量是一个切实可行的好方法。
只有学生掌握了方法，具备了学习的能力，英语水平才能提高，故而也才能达到教学目的。
关键词：优化心理素质愉快教育学习方法英语难学，成绩提不高。
很多学生和老师都有这样的认为。
特别是高中学生到了高二、高三时，很多同学放弃了这门学科。
归根结底，是学生没有掌握学习英语的方法，没有学习英语学科的能力。
根据多年的教学实践，我认为通过优化英语教学过程，来提高教育教学质量是一个切实可行的好方法。
只有学生掌握了方法，具备了学习的能力，英语水平才能提高，故而也才能达到教学目的。
一、转变教育思想，更新教育观念。
用什么思想办教育，就有什么样的的教育，用什么思想指导教育改革，就有什么样的教育改革。
要“减负”，教师必须转变教育只为升学服务的观点，树立教育为提高国民素质，为社会主义现代化服务的观战转变以考试分数为评价学生唯一标准的观点，树立学生综合素质提高，个性特长充分发展的观点。
思想观念更新了，有利于教学方法，提高教学质量和效益。
培养学生良好的心理素质。
前段时间，新闻报刊里刊登了一则令人震惊的新闻：一个高中生竟拿刀砍死了对他过于严格要求的妈妈。
我认为发生如此恶劣的行为，一方面由于这个高中生学习中压力太大，导致心理失常，另一方面是因为心理素质差，承受能力差。
所以我我针对现在中学生的心理的特点，利用英语口语“it doesn matter”、“try again”、“no problrm”等引导他们要正确对待挫折和失败，明白失败是成功之母。
培养学生学习兴趣。
兴趣是人们积极探究事物的认识倾向，是产生动机的前提条件。
兴趣对英语学科尤其重要。
如何提高中学生的英语口语能力论文
如何提高中学生的英语口语能力论文如何提高中学生的英语口语能力论文摘要：随着英语在国际上的地位越来越重要, 英语口语交际能力和英语口语学习的地位也随之水涨船高。
近年来, 我国在英语教育上进行了很大的变革和发展, 提高了教学质量, 但是中学英语的口语教育仍然在教学过程中存在很多问题和阻碍, 没有得到应有的重视。
关键词：中学英语教学; 中学生; 口语能力培养;一.中学英语教学中学生口语能力提高存在的困难(一) 学习英语的环境不够理想学习语言是人类的本能, 因为人类需要交流, 现在人类对语言的学习已经逐渐习惯了上文提到的规律, 但是却忽略了英语学习也应该遵循规律。
国内学习英语的情况和顺序存在很大的问题, 在我们还不知道怎么读的时候却已经开始学习语法和拼写, 而且我们对英语的使用也仅仅局限于课堂上那几句公式化的句子。
这种违背语言学习规律的方法一定会给我们的英语学习带来很大的障碍和困难, 比如容易遗忘语法, 英语的运用不灵活, 重音和停顿带有明显的地方特色以及单词的拼写不准确。
发音也仅仅局限在常用的单词, 对句子的朗读和使用就更加有问题, 整个句子的语调无法掌握, 不知道该在哪停顿和断句。
中学生学习英语的时候没有他们学习母语的环境, 而且在他们已经习惯于汉语的结构和语法后, 学习英语难免会受到汉语的影响, 同时解除英语的机会也只有学校安排的英语课, 在课外还是继续使用汉语交流, 没有英语学习的气氛, 也不能得到有效的使用和巩固, 英语考试还是更注重书面英语的笔试方式, 这就导致了中学生在英语口语的学习和使用上困难重重。
中学对英语口语的教育采用的是“填鸭式”的传统语法翻译的方法, 听力测试对学生口语的提升十分有限, 这种英语的教学方式无异于“哑巴英语”, 重点仍然集中在书面英语和笔试上, 实际运用能力得不到很好的锻炼, 不能和外国友人进行流畅的交流。
这种现象发生的原因来源于学生背单词的时候采用的方式不对, 他们记的不是单词的读音而是单词的字母是如何排列, 每天使用的都是书面英语而不是口语英语, 我们不难发现在中学中可能学生们的阅读能力都比较好, 但是一旦转移到口语时就力不从心, 这种方式很难让英语学习得到很好的效果。
提高大学生英语学习能力论文
提高大学生英语学习能力策略的探讨【摘要】我国大学生对于英语学习存在着很多的问题，许多学生因为自身英语能力较低，这就使大学生形成对英语学习的无所谓态度。
如何改变这一现状，并且提高大学生的英语水平，掌握合理有效的学习方法，并且提高英语学习的效率是极其重要的。
本文通过对大学生学习英语的现状分析，对大学生英语学习的策略进行了深入的探讨。
【关键词】英语学习策略现状方法1.前言英语是全球第一大语言，也是全球通用语言，并且国际间无论是经济上的来往，还是各国文化上的学习，都需要用英语进行交流沟通，因此，英语的学习就显得尤为重要。
由于全球经济一体化，使得全球的交流日益频繁，要求大学生不断的提高自身的英语学习能力，并且不断的加强英语的运用能力，所以，在大学英语的学习当中，大学生掌握合理并且有效的英语学习的策略是非常必要的。
2.英语学习策略的具体内涵运用合理有效的英语学习策略，能够在很大程度上提高英语学习能力。
什么是学习策略呢?学习策略指的是学生学习过程中常用的学习技巧。
英语学习策略是学生在英语学习的过程中，为了加强英语学习的效率，所采用的有效的学习方法。
英语学习策略包含学生对英语学习的调节控制以及为提高英语能力所运用的措施两项内容，这两项英语学习策略是相辅相成、缺一不可的。
学习策略并不是单一的，它是各种各样的，不同的人有着不同的学习策略。
如果掌握适合自己的学习策略，就能够科学有效的提高学习的效率，因此，研究合适的学习策略对英语的学习是至关重要的。
3.大学生学习过程中策略上的现状采取积极有效的学习策略能够在短时间内提高学生的学习效率，并且对学生的学习成绩也会有大幅度的提升。
然而，现在大部分的学生没有采取有效的学习策略，学习方法比较贫乏，很多学生在教师的传统模式的教导下，机械的采取死记硬背的学习方式，没有适合自己的学习策略，而且采用机械性质的学习方法比较累，学生从来没有意识到自己所运用的学习方法是否有效、是否适合自己，没有根据自己的学习特点来选择或者制定有效的学习策略。
如何提高学生英语综合能力论文
如何提高学生的英语综合能力摘要：我们的英语教学，应该着眼于学生的未来，着眼于学生的综合能力，而不是仅仅盯着考试成绩。
为了提高学生的英语综合能力，提高他们的未来竞争力，本文从口语教学和语篇教学两个层面论述了如何提高英语综合能力。
关键词：教学法；口语教学；语篇教学中图分类号：g623.31随着国际交流的日益密切，英语越来越成为提高竞争力的一个交流工具，那么作为一名英语教师，更应该看清这样一个动向，要从学生的长远的利益开考虑，而不是仅仅为了眼前的考试，本篇论文着重从口语教学和语篇教学两个方面谈谈如何提高学生的英语综合能力。
一. 把提高口语能力作为英语教学的重点及方向的确立依据。
每一门课程在备课和组织课堂程序应紧紧围绕教学的重点和方向来开展。
这个重点除了教材本身的知识重点之外，更重要的应考虑我学生的特点，及长远的发展。
英语对于大部分学生来说，首先应该是能用英语实现最基本的“交流用途”，而决不是仅仅是考试。
我们传统的教学培养了一批又一批的哑巴英语者，为他们以后的发展，带来了很不利的影响，比如在大学里的四六级英语考试，听力绊倒了很多学生，在雅思考试中，口语考试也阻碍了很多学生出国深造的脚步。
因此，在英语教学中必须以下的方法注重口语能力的提高。
1. 用交际或讨论法开展课堂热身前奏基于提高口语能力思考，在组织课堂教学时，第一个环节通常是组织课前讨论。
讨论的主题可以结合课文内容展开，可以通过问答法，在老师问题的引导下，学生会尝试用英语表达自己学英语的方法。
讨论之后，老师加以总结，并提出新的问题，以启发学生进一步思考，借此也导入了新课。
课前讨论主要的目的是给学生创造机会来张口，提高口语表达能力，同时，使学生快速把思维转变到英语方面。
2.浸泡式学习方法我们都知道学习语言的最好方法就是浸泡式方法，把学生置身于一个英语的环境中，其效果不言而喻是好的。
我们没有能力把校园都变成一个说英语的环境，但是我们可以通过我们的努力，在课堂中创造说英语的氛围。
how to improve students’ oral english ability 如何提高学生的英语口语能力大学论文
How to Improve Students’ Oral English Ability1. IntroductionWith China‟ entry into the WTO and successful bid for the Olympic Games in 2008, Chinese people will inevitably have much more contacts with people all over the world. Therefore, there is clearly a need for learners to speak and interact in various situations through English. As we all know, ever since, or even before the opening-up policy and the reform of China, Chinese students have studied English language for a considerable long time, and great achievements for teaching and learning English have been seen everywhere in schools, but for some reason or another, the oral English ability of the Chinese students is always an inferiority to their other abilities and skills. From many teachers‟ p ractice, we have discovered that the majority of students, equipped with large vocabulary and adequate grammatical knowledge, still cannot communicate appropriately and fluently with native English speakers or non-native English speakers. Therefore, how can we help students enhance their oral English ability to a higher degree? In which way can we achieve a better effectiveness in oral English course for students?In modern society English teaching in China usually starts in the junior middle school; in many large cities it begins in the upper elementary school, even earlier in the nursery. However, even the most diligent students with the most responsible teachers often can‟t achieve correct pronunciation, stress and intonation, let alone the ability to speak and understand English in their life and things. Why is the situation that serious? That is because: first, most teachers in the classroom use their mother tongue to explain grammar and vocabulary in the text and then translate the whole text in Chinese; second, the students are asked to spend a lot of time listening to detailed explanations of the structure of language in the text, and engaging in dull and de-contextualized pattern drills. Most of them are rather passive in their study and having been used to being fed with various kinds of language knowledge, and few of them have ever had an opportunity to practice oral English. Furthermore, most of the students know little about western cultures. English language learning in Chinese environment becomes a rather daunting and tedious task. This kind of teaching method is very useful for passing written exams and translation work, but in a long run it is less useful for students to speak it in daily life. The old-fashioned translation and grammar-rule methods are extremely wasteful and inefficient, for students are actually encouraged to make mistakes: they are asked to perform skills before they are adequately prepared. Teachers who use such methods unwittingly create the very problems they seek to avoid. At some point in the course their students inevitably become incapable of going on: they have to go back. They have become remedial students and teachers are faced with the problem of remedying what has been incorrectly learnt. No approach could be more ineffective, wasteful and inefficient.In order to know better about the condition of oral English abilities using by school students, the writer performed an investigation on that. The survey was carried out in a middle school. All together 60 students answered the questions and all the questionnaires were taken back successfully.Table: self-evaluation of the strongest and poorest English skillsstrongest among the four aspects and 30% of them evaluate their skills, and speaking and writing are considered as productive skills. Students don‟t have an optimistic attitude towards their productive skills. And it reflects the teaching focus is still put on reading ability.From the questionnaire, we can draw conclusions as follows:First, students should pay more attention to their oral English ability. A majority of them have a poor speaking ability. They must recognize that spoken English is essential for communication.Second, students have a strong ability of reading. So the teaching focus should be put on speaking ability.Above all, teachers are required not only to help students become efficient readers but also to improve their oral English ability. So the first step is to get some ideas about how students study it and find put the problems they meet.2. Deficiencies in the Students‟ Oral English Learning2.1 Problems on the Teachers2.1.1 Teachers‟ Lack of StrategiesWith the growing importance of English as an international language of communication, English teaching, esp. oral English teaching has drawn more and more attention from the society. But for many years in China, most middle school student desire to go to the university. So in many classroom courses most teachers emphasize wholly on the students‟ reading and writing ability, lots of students cannot even achieve correct pronunciation, stress and intonation, let alone express themselves clearly and fluently in English after spending three years in English classroom. “Deaf and mute English” has become the popular phenomenon in China‟s English language teaching. The traditional teacher-centered, examination-oriented, grammar-based, vocabulary- based classroom teaching and learning can be seen everywhere in China. Teachers are very skillful in explaining grammar rules, sentence structures and words in details, while the students are very passive in taking down notes and memorizing what their teachers ask them to recite. Few opportunities have been given to thestudents for meaningful practice. As a result, students are clear with the usage of grammar rules and words isolatingly, but are weak in using then in real communication, which is deviated far away from the goal of learning English.So far, most Chinese students learn English from their teachers in the classroom. That is to say, the teachers and the classroom play a very important role in the process of English teaching-and-learning. So in order to change the present situation of learning English in school, the teachers must apply some effective teaching strategies into their classroom in order to encourage the students to talk.Here are some useful strategies the teachers can use in the classroom:Advice-offering teaching strategy: which means, teachers don‟t criticize students‟ incomplete, awkward or even incorrect answers, but give good advice while they are speaking.Discussion teaching strategy: which means to ask some students to talk a topic in or after class to foster the personality of challenge and adventure and precise thinking.Question-asking teaching strategy: which is inevitable and frequently used by teachers in the process of teaching.Above all, t he major reason why the students‟ oral English ability is poor is because the language teachers lack teaching strategies. If teachers can use at least one or two strategies noted above, the students‟ oral English ability would be improved a lot.2.1.2 Teacher-centered ClassroomWe all know that teacher-centered activities used to dominate most of the class time in the oral English teaching and learning class. During the whole class, the teachers occupied most of the class time who did most of the work for their students: the students followed whatever the teachers read, copied whatever the teachers write, and recited whatever they were required to. This put the students in a very passive condition and they were not given any chance to perform orally what they had learnt from their teachers and the textbook in the class. So the teachers just focused on what they should teach according to the school curriculum without paying attention to the needs of the students. As a result, the students could only remember whatever the teacher said in the class, but couldn‟t use them properly in real conditions.2.1.3 Teachers‟ Roughly Tuned TalkRoughly tuned talk is language, which the teacher exposes to the students, and the students can more or less understand even though it is above their own productive level. The students cannot receive sufficient input since they do not live in English-speaking environment and most of them attend schools where English is taught as a curricular subject. So the teacher is a major source of roughly tuned input. The English teacher should provide a large amount of roughly-tuned information for the students according to the content of teaching in order to enlarge the amount ofinput, e.g. when teaching the text about shopping, the teacher should supplement some more words the students need in their daily life except the words in the text. Such as microwave ovens, VCD machines, digital cameras, tennis shoes, MP3 players, CD players, micro radios, mini-discs, computers, etc. When teaching the lesson about Christmas. E.g. how to decorate the Christmas tree, how to get ready for Christmas, who is Jesus Christ and who is Santa Claus. The supplementary language and cultural knowledge will make the class more interesting and lively. But it is worth pointing out that roughly tuned talk can only be presented at slightly beyond the students‟ current level and cannot lead to the students‟ frustration.2.2 Problems on the Students ThemselvesThe students and the teacher are two very important factors in the organizer. The teaching cannot success without their great efforts and the problems cannot arouse from one side. So the students also have some problems need to be solved. Here I just list two problems:2. 2. 1 Students‟ Lack of MotivationMany factors need to be taken into account, when we consider the qualities of a good learner, such as attitude, motivation, personality, anxiety, empathy and confidence. Among these, motivation is a decisive factor that cannot be neglected in English learning.Motivation is divided into two parts: extrinsic motivation and intrinsic motivation. Extrinsic motivation concerns factors from the external influences, such as, pressure, encouragement, rewards, teachers and parents, the learning atmosphere and punishment, etc, whi le intrinsic motivation refers to one‟s positive attitude, desire for learning, interest.In my opinion, most of the students are lacking in intrinsic motivation to speak their oral English because ever since the reform in China, Chinese students have learned English for a considerably long time, and great achievements can be seen everywhere in consequence. But for a long time, under the pressure of entering university examination, school students only take English as one of the major subjects for entering the university, thus they overlook the real goal for learning a foreign language. In order to become a university student, both teachers and students are busy doing a lot of everyday examinations. They have no time, no energy, no environment and even no motivation and interest to practice their oral English. They depend too much on the teacher. They pay too much attention to the examinations, or to getting teachers‟ and parents‟ praise, to avoiding failures or losing face. Many students don‟t know the other use of learning a language. That is why they just follow the teachers‟ directions without their own goal.According to this view, motivation involves the interest and maintenance of curiosity. Therefore, for these students, the major role of the teacher is to arouse and maintain their curiosity and interest, which can push them to get involved in the classroom interaction.2.2.2 Students‟ Shyness and Negative Self-imageA prominent characteristic of some English learners is shyness and negative self-image. These students seldom initiate a conversation or discussion with the teacher or other students, because they don‟t like to take risks, which is crucial to rapid progress in language learning. According to Goffman, it seems that one of their major concer ns for them is not to lose face in class, either the “positive face”, that is “their need to be appreciated by others”, or, the “negative face”, that is, “their freedom from interference by others”. For them, not being able to continue speaking fluently is a threat to one‟s positive face, but asking for help may be viewed as a threat to one‟s negative face. Shyness deprives students of their opportunities to practice speaking English in class. Furthermore, it leads to increased inhibition. Thus students tend to obtain less input and to make less effective use of the input they do obtain. Shyness and inhibition do have a negative effect on improving oral English ability. For these students, if the teacher is too eager to push them into classroom interaction when they are not ready yet, they will be even shyer and refuse to participate in class activities. What‟s worse, some students will be on guard against the teacher. So the teacher should instill “willingness to communication” into students step by step, help them to realize they can get more if they open their mouths and encourage them to express themselves without being frustrated by the mistakes they make.In some cases, some students are not successful in language learning due to their negative self-image. Once a student forms a certain self-image of himself, he will act upon it just as if it were true. For example, if he conceives himself to be a “failure language learner”, he will lose confidence in himself, and he will find some way to fail, in spite of all his good intentions. And his failure will further strengthen his negative self-image. Thus, he is involved in a various cycle. The students with unsuccessful self-image are passive and difficult to inspire. Therefore, the teacher should shoulder the responsibility of helping build up their self-confidence and form passive self-image. If the teacher could change these students‟ self-image, their attitude toward the language learning would change accordingly. They will become active in classroom, even if they have difficulty expressing their ideas, they won‟t give up and will try again.2.2.3 Students‟ Lack of StrategiesLearning strategies are the specific procedures that learners use with individual learning tasks. When confronted with a classroom-learning task, students can choose several different ways of completing the task. Each of these choices or strategies offers particular advantages or disadvantages, and the use of an appropriate learning strategy can enhance success with the learning task. Therefore, an important aspect of teaching is to promote learners‟ awareness and control of effective learning strategies and discourage the use of ineffective one.Oxford defines learning strategies as “specific actions used by the learners to make learning easier, faster, more enjoyable, more self-directed, and moretransferable to new situations.” She suggests that language-learning strategies have the following features:a. They contribute to the main goal, oral English ability.b. They allow learners to become more self-directed.c. They involve many aspects of the learner, not just the cognitive.d. They support learning both directly and indirectly.e. They are specific actions taken by the learner.f. They are often conscious.She also suggests that there are three major styles of strategies used by learners, which can contribute directly or indirectly to language learning. The first style is memory strategies, which help students to store and retrieve information including creating mental linkages (for example, placing new words into a context), applying images and sound (for example, representing sounds in memory), reviewing well (for example, structured reviewing) and employing action (for example, using physical response or sensation).The second is cognitive strategies. These include practicing (for example, using formulas and patterns), receiving and sending messages (for example, focusing on the main idea of a message), analyzing and reasoning (for example, analyzing expressions) , creating structure for input and output ( for example , taking notes ) .The third is social strategies. These refer to the activities that learners use in an attempt to increase their exposure to the language, such as, asking questions (for example, asking for clarification or verification), cooperating with others (for example, cooperating with proficient users of the new language) and empathizing with others (for example, developing cultural understanding)Study of successful and unsuccessful learners shows that people who succeed in learning have developed a range of strategies form which they are able to select those that are most appropriate for a particular problem, to adapt level of success. Obviously, to improve the students‟ oral En glish ability, at least we should teach the students to use certain strategies in the classroom learning.2.3 Other Negative Factors2.3.1 Large Number of Students in One ClassroomBesides the teachers‟ focus on the entry examination, large number of stud ents in one classroom is another obstacle to hinder the students from practicing oral English well. The ultimate goal of most English language classes would be enable the students can speak fluently in oral English in class, they will communicate effectively outside the classroom. In order to reach this goal, the students need a lot of time and opportunities to practice in the class, and if with a group of 15-20motivated students, you can easily work towards that goal, but today in many language classes, the largenumber of students (often over 60, or even reach 80) in one class makes this goal; to be very difficult or impossible to reach, and the teachers‟ have no power to change the situation.2.3.4 Time LimitationTime limitation is another problem in gai ning and developing the students‟ oral English ability. According to the junior school English course syllabus, the students only have 45 hours English classes, with heavy tasks such as language points, grammar rules, sentence structures, words, and heavier tasks such as homework, test papers, and compositions to finish after class. Time is really insufficient both in and outside the class. So they have no time to practice their oral English.2.3.3 Focus on Some Kinds of ExaminationOral English ability in most schools has been neglected because English is learned in order to pass all kinds of examinations and oral text is not a must in the national exams. So under the pressure and the challenge of entry examination, most language teachers have to focus on the examination. The teachers and students focus too much on reading and writing, and too little on speaking and listening. What‟s more, up to now, there is not a way found to test learners‟ reading ability to use English orally. Thus they have no motivation, no interests, and no time to do that. Thus they overlook, or even give up their trying of developing the students‟ oral English ability.2.3.4 Cultural ProblemsCulture is a mental construct, a conceptual network that evolves within a group to provide a manageable organization of reality. It will involve ideas, beliefs, customs, and skills and so forth, so it is inevitable to language. It is absolutely necessary for the language teacher to introduce cultural knowledge of the target language to students to let them learn more about the tradition and cultural background as well as linguistic features. Only in this way can students‟ oral English ability be really enhanced and can they express their ideas more idiomatically and appropriately. True cultural understanding means an appreciation of basically different attitudes and values, which are reflected in things people do. Therefore, every time the textbook or the teacher mentions a word or describes or refers to something that the Chinese student does not understand culturally or misunderstands because its cultural content differ from his native patterns, there is immediate need to deal with the cultural difference involved. In the process of teaching or learning oral English, understanding cultural contents is much more important.3. Suggestions for Improving and Developing the Students‟ Oral English Ability3.1 Teachers‟ Roles in the Oral English LearningThough it is ultimately up to the learners, whether they participate willingly, reluctantly, or not at all and though whether or not an activity is experienced an activity communicatively by the students depends on the attitudes each individualparticipant adopts as learners, the role of the teacher can‟t be ignored as far as the nature of the oral participation is concerned. Because teachers can provide the necessary conditions, that is, they can arrange for native speakers to visit the class, they can create access to the target language milieu, or they can offer other opportunities for language use. In the most general terms, he is, as in any other classrooms, to provide the best conditions for language learning.The role of the teacher in the most general terms is a means to an end; it is an instrument to see that learning takes place. But actually language teachers have their specific roles to play at different stages of the learning process.a. The presentation stage, the teacher as an informantAt this stage, the teacher‟s main job is to serve as a kind of informant. He knows the language; he selects the new material to be learnt and presents it in such a way as to make its meaning as clear as possible. The students listen and try to understand. They do little talking, perhaps, though they are by no means passive. At this point, then, the teacher holds the stage, as it is. It is, unfortunately, a role that teachers sometimes prolong unduly in their lessons, so that the students do not get enough time to practice the language themselves.b. The practice stage, the teacher as a conductorAt this stage, it is the turn of the students to do most of the talking while the teacher‟s main function is to provide them with the maximum amount of practice, which must at the same time be both meaningful and memorable. The teacher‟s role is now radically different from that at the presentation stage: He does the minimum amount of talking himself. He becomes more like the skilful conductor of an orchestra, drawing the music out of the performers, giving each a chance to participate.c. The production stage, the teacher as a guideIt is a pity that many teachers often ignore this stage. They feel that they have done their job well if they have presented the new material effectively and given their students adequate, though perhaps controlled practice in it. All the same, no real learning can be assumed to have taken place until the students are able to use the language for themselves. At any level of attainment they need to be given regular and frequent opportunities to use the language freely, even if they sometimes make mistakes as a result. It is not that mistakes do not matter, but rather that free expression matters much more, and the greatest mistake the teacher can make is to hold this student back. For it is through these opportunities to use the language as they wish, to try to express their own ideas, that the students become aware that they learn something useful to them, and are encouraged to go on learning—— perhaps the most vital factor of all in keeping learning alive. In providing the students with activities for free expression and in discreetly watching over them as they carry them out, the teacher takes on the role of guide and adviser.3.2 Teachers‟ Responsibilities3.2.1 The Teacher Should Have Good Knowledge of Certain LanguageIn the classroom, students may ask many questions on the language and beyond the language. A teacher must improve his language level constantly so as to meet the demands of the students and the society.The objective of language teaching is not only to let students master the language expressions, but also to let them understand the connotations of each language unit, especially the differences between the two countries so as to improve students‟ cultural awareness and competence in cross-cultural communication. All these requirea language teacher to have more knowledge in the language field.3.2.2 The Teacher Should Provide Proper Condition for Students‟ Learning and Stimulating Students‟ Interest in Learning“Motivation” says Jeremy Harmer, “is some kind of internal drive that encourages somebody to pursue a course of action. If we perceive a goal and that goal is sufficiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal ”(Harmer, 1983). Teachers who want to be successful in teac hing should have this quotation in mind when planning lessons to encourage themselves and their students.The first thing is to find out what students‟ interests are and what motivate them to choose English as a second language to study .We can still encourage them to learn English if we offer them attractive goals and if they are aware they are improving their English. The teacher must provide the proper conditions for learning and must stimulate the students‟ interest in learning. It is important that the students know from the very beginning what the teacher wants them to achieve by the end of the course. The teacher and students together must have the same goal and work toward its accomplishment.3.2.3 The Teacher Should Build a Good Relationship with StudentsAll the students prefer good relationship between students and the teacher. Good teacher-student relationship can promote classroom interaction and classroom communication. It can bring into full play the initiative of students. So the teacher should exchange with the students after class, asking for advisable suggestions to the oral English class. Once the students establish agreeable relationship with the teacher, they will show great enthusiasm and give full cooperation in class.3.2.4 The Teacher Should Help Students Establish Their Confidence in ClassBecause oral English is spontaneous and natural, only confident students will respond actively and participate enthusiastically. So the teacher should take every opportunity to give encouragement and praise to students who are making a real effort and not just to those who are most successful, because teacher‟s praise and encouragement will enable the students to be more confident and more active in class3.2.5 The Teacher Should Create a Good Classroom AtmosphereAll the students hope the teacher can create a warm and friendly classroom atmosphere under which learning can better take place. In a light, warm and friendly classroom atmosphere, the students will feel more relaxed, because they feel they are in such a natural environment that participation in the classroom interaction is just like involvement in everyday communication with their classmates or the teacher. And whatever promotes students‟ participation in a relaxed and enthusiastic atmosphere will advance the classroom interaction that is essential to successful language learning, especially for oral English improving. For interaction, there must be a warm, light and friendly atmosphere, which gives a sense of security and encourages active participation. So the students can be expected to speak more in class. Otherwise, students will be troubled by uneasiness, anxiety, inhibition and frustration, so they only contribute very little in the classroom interaction.3.3 Good Students‟ Character istics in the Oral English LearningMany factors need to be taken into account when considering the qualities of good learners. For example, what are their backgrounds and their past learning experiences? Why is one teaching method appropriate for student A but not for student B? Because each student brings a unique personality to the classroom, it is often difficult to assess the factors involved. However, there are still some characteristics they usually have:A willingness to listen: good learners listen to the English that is being used, soaking it up with eagerness and its intelligence.A willingness to experiment: good learners are not afraid to …have a go‟. They are prepared to take risks, to try things out and see how it works, of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.A wiliness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, good teachers frequently incite students to ask if they don‟t understand something or if they meet any difficulties in language learning.A willingness to think about how to learn: good learners bring or invent their own study skills when they come to lesson (and/or when they study on their own). They think about the best ways to improve their communicative ability. For example, they read books on cultural background, they listen to listening materials from different English accents and they try to talk with English-native speaker actively and so on.A willingness to accept correction: good learners are prepared to be corrected if it helps them. They are able to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constrictive criticism than castigating them for being wrong. Giving feedback involves praising students for things they do well, and offering them the ability to do things better where they are less successful.。
提升学生自主学习英语能力策略论文
浅谈提升学生自主学习英语能力的策略摘要在高中英语教学中，教师运用正确的指导方法，把教学的”舞台”让给学生，促使学生主动学习英语，增加英语知识的吸收，提高英语学习的技能这是教育改革的需要，也是社会发展的根本需要。
关键词自主学习培养舞台（一）教学观念需要改变要把”舞台”让给学生，首先要改变师生的教学观念。
长期的应试教育使得学生过分依赖教师、依赖课本，并以考试为最终目的，从而丧失了把握英语学习的机会，禁锢了学生的自主发展。
首先要使学生明确，学习英语的目的是为了能使用这中语言来进行信息交流。
其次，语言作为各类信息的载体，充斥着大量的社会知识，自然知识和人文知识，学生在学习语言的同时，必须丰富各种知识，以满足语言运用的需要。
总之，要使学生明确他们面临的是更加开放、发达的未来社会，语言知识与语言能力是相辅相成的、互为促进的道理。
同时，教师要帮助学生提高英语成绩，用事实来说服学生。
（二）提高心理素质缺乏信心、胆怯、意志不坚强、缺少兴趣是阻碍学生英语课中实施自主学习的障碍，尤其是缺乏自信和胆怯，这也是如何开发非智力因素的问题。
消除学生课堂自主学习的心理障碍从以下几个方面着手：1、尽可能给学生创造成功的机会。
问题的设计、学生进行学习活动的难度应符合学生的实际水平，以免挫伤学生的信心，从而达到消除学生学习活动的心理障碍，2、尽可能分层教学。
学生的学习的程度参差不齐，对于不同程度的学生，可以给予不同程度学习活动，如对话和课文的学习，最终目的是语言运用。
对于语言能力差的学生来说，要适当背诵原文，应该向他们强调”背诵”指的是反复朗读，直到脱口而出，从而达到了增加语言量，加强语感的目的。
基础扎实、语言丰富的学生，他们有能力对材料归纳、整理、重新组合。
自主学习要面向全体学生，避免挫伤部分学生的积极性。
3、尽量使用评价效应。
要使每个学生都能积极进行自主学习，教师就应处理好学生的评价问题。
高中学生日趋成熟，希望自己能给周围同学好印象，然而他们还不能应付情绪的波折，易产生挫折感，因此，教师在评价的过程中要以肯定与鼓励为主。