英语口语能力培养论文
怎样提高初中生英语口语能力论文
浅谈如何提高初中生英语口语能力众所周知，我国过去的英语教学特别注重语法，偏重对学生进行读、写方面的训练，而忽略了学生听、说能力的培养，结果培养了一批又一批能写、会读英语却听不懂、不会说英语的“聋子”与“哑巴”。
为了纠正英语教学的这一偏差，提高学生的英语口语能力，还原英语本身的交际功能，新课标明确要求：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力，初中毕业生应该能用日常生活的各种话题与他人交换信息并陈述自己的意见。
搞好英语口语教学，提高学生的英语口语能力，不仅是现实的需要，也是中考的要求。
那么应如何提高初中生英语口语呢?一、提高自身素质，培养学生训练口语的兴趣。
兴趣是最好的老师，它能唤起学生的好奇心和迫切的求知欲。
古人说：“知之者不如好之者，好之者不如乐之者。
”兴趣爱好比智力技能更能促进学生勤奋学习，它是学好英语的首要条件。
然而，兴趣来自于自信，一定要相信自己有这个能力把问题解决。
有了兴趣，我们就有了激情，我们的思维就更加的活跃，于是我们的记忆就能够加强，这正好是我们学英语所需要的。
因此,教学中采取创设情景、短剧表演、小组对话等多样化的教学方法与丰富多彩的课外活动紧密结合，不断给学生以表达的机会，不断给学生以新的刺激，培养他们在口语表达中产生快感，获得更大成功的愿望，提高他们的兴趣。
初中生模仿能力极强，教师的一言一行会对他们产生潜移默化的影响。
如果一位英语教师自身能说一口标准流利的英语，不但会带给学生美的感受，学生们还会认为这位教师很有才华，从而对他充满敬意甚至去效仿他，所以，英语教师要严格要求自己，努力提升自己的口语素养，做好学生的口语表率，激发学生练习口语的兴趣，带动他们说英语的热情，因此要求教师要有很好的能力素养、有精湛的专业水平和流畅的口语表达能力。
课堂上用英语组织教学，让学生耳濡目染，创设用英语思维的环境，营造用英语交流的气氛。
潜移默化，达到进步的功效。
二、营造和谐的课堂气氛，增强说英语的氛围。
小学生英语口语能力培养[论文]
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探析小学生英语口语能力的培养英语教学是一门语言教学，学习英语的目的在于借助它进行语言交流，这就突出了英语口语表达的重要性。
特别是国家经济迅猛发展、国际交往日益频繁的今天，会说英语，在某种程度上可以作为一种谋生条件或手段。
但对于我们这些规模不、大生源差的乡镇小学来说，外出打工子女多，学生家长文化水平普遍偏低，他们没有多少空于的时间与自己的孩子接触，更不会有空去怎样管理孩子。
就算有多余的时间但又有多少家长有能力对自己的孩子进行有效的教育和辅导呢？由于这样那样的原因致使学困生日渐增多，如果教师不注意研究英语方面的这些困难问题学生的话那么整个班级的学习困难生就会越来越多，究其原因，是缺乏说英语的语言环境，忽略了口语表达的联系。
那么如何培养学生的口语表达能力呢？一、建立和谐、融洽师生关系。
心理学研究表明：人只有在轻松和谐的环境里，思维才表现得最活跃。
反之，在压抑的思想环境里，在禁锢的课堂教学气氛中，很难产生创造性思维。
教师在教学中只有保持情感、认知和发展等方面的和谐，才能构建和谐轻松的课堂，真正促进学生的发展。
作为新一代的小学英语教师，有责任为创建一个融洽、和谐、平等的师生关系而努力，使学生能拥有一个充满着赞赏和尊重的和谐学习环境，使学生能够主动、乐观、和谐的发展，为构建和谐社会做出自已的贡献！教师要重视感情的投入，以自己真诚的爱唤起学生的情感共鸣。
教师要通过自己的言行、表情传递给学生亲切、鼓励、信任、尊重的情感信息，使得学生不怕出错误，敢于开口说英语。
”教师要用“师爱”去赢得学生的亲近和信任，使师生感情双向交流，密切师生关系，形成轻松、愉悦的课堂气氛，从而有效地帮助学生消除心理障碍，克服怕开口说英语的紧张心理，开创敢讲英语、争讲英语、爱讲英语的局面。
所以，首先我们要尊重学生，作风要民主，建立一个平等的师生关系。
这样，学生对老师喜欢，其课堂气氛就会显得活跃，学生的学习兴趣就会油然而生。
二、了解孩子的天性，让学生感受成功小学生是孩子，他们好奇心强，心理、生理不成熟。
如何提高学生英语口语能力论文
浅谈如何提高学生英语口语能力【摘要】由于各种原因，我国英语口语教学状况和收效不容乐观，在实践中，很多学生感到与外国人进行口语交际有困难，表现得非常胆怯甚至无法开口，实际交际能力和课程标准中的要求相差甚远。
笔者经过多年教学实践发现，中学生英语口语实际交际能力低下的原因主要有以下几个方面。
【关键词】英语口语能力训练中学阶段的初一至初二年级是学生口语表达能力进一步提高和发展的重要时期，作为语文教师，在这个时期应注意发展学生的口语表达能力，以适应社会发展的需要。
语言教学的最终目的是让学生能利用所学语言进行沟通交流，而交流的方式可分口头交流和书面交流.从人类学习语言的历程中我们不难发现，口头语言在语言学习中占有很大的比重.人类对语言的第一印象就源于声音，而传达声音则是人类沟通的一种手段.人先是呀呀学语，才再学会书写.人们日常交际用得最多的还是口语，而且良好的口头表达能力能直接或间接地影响到书面的表达能力，所以加强学生口头表达能力的培养是非常有必要的.而初中阶段，在新课程标准中被认为是打好基础的阶段，因此尤为重要.但在初中英语教学中，我们常常听到教师们这样抱怨：”某某学生作业，考试都不错，就是上课不举手，不喜欢发言.”我们也常看到这样的现象：有的学生笔试成绩好，口语却很糟；在交际活动中，有的学生心里想得挺不错，一要口头表达，就抓耳挠腮，表达不完整；还有的学生自由会话时语言流畅，思维敏捷，可一到正式发言就吞吞吐吐，结结巴巴等等.诸如此类的现象俯拾皆是。
“兴趣是最好的老师”。
教师在教学中，特别是在发展初一年级学生的想象、联想思维的作文教学中，在教学生描述事物时，要以学生的生活经验为基础，以具体、形象、生动、有趣的事物为对象。
比如，在组织参观活动中，教师要精心安排活动内容，并在参观以后，有意识地组织他们进行讨论。
假若参观的是某化工厂的车间，可提出这样一些问题：“我最感兴趣的车间”，并积极引导他们进行具体细致地描述，以达到培养和训练他们的口语能力的目的，同时也有利于作文的写作水平（书面表达能力）的提高。
提高大学生英语口语能力的策略论文
提高大学生英语口语能力的策略论文毕业论文（设计）Title The Strategy Of How to Improve CollegeStudents’ Oral English题目提高大学生英语口语能力的策略二级学院：英语学院专业：应用英语班级：08应英11班姓名：洪景媛学号：0303081104指导教师：陈文琴摘要在机遇和挑战并存的21世纪，英语作为一种国际性语言，在国际交流中发挥着举足轻重的作用。
随着我国对外开放的不断深入和加入WTO，举办2008北京奥运会，2010世博会，英语已成为中国与世界沟通的重要途径。
对于现在的大学生来说，英语学习已不仅仅是为了通过四、六级考试，更为重要的是提高英语口语交际能力。
在实际生活中，更多学生学的是“哑巴英语”，而且部分学生英语发音带有浓重的地方口音。
英语广泛影响着我们的生活。
如何提高英语口语，说一口流利和纯正的英语已成了一大问题。
对于就业和升学压力越来越大的大学生来说，具有较高的英语水平无疑会为大学生求职、升学增加一个重要的砝码。
为了改善这种情况，教师在英语教学中应充分发挥其主观能动性，努力提高自己的英语口语对话水平，把培养学生的口语能力作为教学的首要任务。
在提高学生英语口语能力方面，教师的教学方法起着极为重要的作用，英语教师只有掌握了一定的教学技能和提高学生英语口语能力的正确策略，才能真正帮助学生切实提高口语表达能力。
同时学生应积极配合教师，多动脑，多动口，练就一口流利的英语。
关键词：英语学习；英语口语；学习方法；英语思维；学习兴趣Abstract21st century is a century of opportunities and challenge, English plays an important role in international communication as an international language. With the constant deepening of China's opening up policy and joined the WTO, hosting the 2008 Beijing Olympic Games, World Expo 2010, English has become an important way to communicate with the world.Nowadays, for university students, learning English is not just only to pass the CET4 and CET6, it is more important to improve the oral English communication skills. In real life, most students learn "dumb English", and some students’ pronunce English with a strong local accent.English influence our lives widely. How to improve our spoken English to be fluent and native becomes a big problem. To improve this situation, English teachers should give all their efforts to their initiative, striving to improve their English level of dialogue. What is more, the students’ spoken language ability should be the primary task of teaching. At the same time, students must cooperate with the teachers actively, using their brains and mouths more to gain fluent English.Key words: English learning; spoken English; learning methods; English thinking; interestTable of Contents摘要 .......................................................................................................................... Abstract (I)1 Introduction (1)2 The Significance of Oral English (1)2.1 English generally impacts our life (1)2.2 English generally impacts our production (1)3 The Present Situation of College Students’ Oral English Learning.2 3.1 The present situation (2)3.1.1 Lack of a good English environment (2)3.1.2 Lack of diligence (2)3.1.3 Lack of a good way (3)3.2 College students’ problems in oral English learning (3)4 The Ways to Learn Oral English Well (3)4.1 Through English movies (3)4.2 Practice English with friends (4)4.3 Retelling the texts (4)4.4 Expand vocabulary (4)4.5 Learn how to use the idioms (5)4.6 Listening in English classroom (5)5 Conclusion (7)Bibliography (8)1IntroductionWhat is language for? Some people seem to think it is for practicing grammar rules and learning lists of words,longer the words the better. That’s wrong. Language is f or the exchange of ideas, for communication.Use all your senses to learn English. You must hear English, read English, touc h English, smell English, and taste English. Feel English with your heart. Immerse y ourself in this language. Begin to think in English.Nowadays, most people know English is very useful. As an international language English is an important tool to communicate with different people in different countries. With developing of the modern society, and the improvement of transportation and communication tools, the world has become a global village in the 21st Century. There is no doubt that English is one of the world's most widely used languages. People use a language in one of three ways: as a native language, as a second language, or as a foreign language. People study oral English so as to make oral communications, so this order of importance of oral English study should be followed: Fluency, Accuracy, and Appropriateness. That is to say, we have to pay more attention to practical communicating ability instead of only laying emphasis on the grammatical correctness. Paying more attention to phrases and small words as one major shortcoming of Chinese English (especially Chinese oral English) is that Chinese students tend to use big words in their oral language, but the idiomatic oral English is abundant with short, active and vivid phrases. And most of such phrases are made of small words. Oral English has its own features, but it is closely combined with other aspects of English, for example, writing and reading may make oral English precise and accurate.I have not so many chances to practice my oral English in my class so that I should create the environment of learning English by myself. Sometimes I read a novel, after the read I will make a dialogue, although it is really weird. Certainly, I am not crazy about doing that. It is only at some spare time or boring time that I will practice what I mentioned above. I do not belong to that kind of person who is not taking others' opinion into consideration, so I won't speak out in English when there are many people around me just for practicing.At pressure time, reading wonderful novels and some beautiful expressions, sentences structures, and learn from people’s different views toward life is a good method , sometimes reading some not-so-well-written articles not only because we can try our best to find the mistakes which are made in the article. At the same time, we also can make sure that we won't make the same mistakes in the future, alsobecause we can gain some very particular viewpoints toward the society and diverse experience of people’s life.Color words contain a lot of deep meanings, implies a different ethnic feelings. If we take into account the impact of cultural differences, we will have a better understanding of the implicit meaning of color words. The significance of this thesis is to enable us have a proper way to face with the color words, in order to enhance communication skills and avoid conflict of different cultures.2The Significance of Oral EnglishMaybe people don’t know other languages, but it is said that English has become the language of international trade and transport. If you know English, you can travel all around the world. Many people traveling from one country to another use English to talk with others. A lot of ships on the oceans call for help by radio in it. According to the recent report, about 60 percent of the world's radio broad casts and 70 percent of the world's mail use English. At international sports meets, English is the language most commonly used and the most widely used. With the ability of listening, speaking, reading and writing, speaking is the most practical and useful method which one tends to be the weakest one of the majority of English learners. Because the time is limited, learning English at school, either to the students or to other social groups, the improvement of oral English is close-linked to daily life. Apart from theoretical knowledge, English learners should put emphasis on the oral training under the lead of the system. The social need of English language professionals increase greatly. Therefore, how to improve oral English seems to be a big problem that learners need to address.2.1English generally impacts our lifeWith the developing of society, we can see the English words everywhere. Whenever we go there are a lot of billboards are wrote in English. Foe example, we can see the toilet in public which wrote in English use “WC”. In the street, some clothes’ brands wrote by “Nike” “Adidas” and so on. There also have so many shops’ name like “KFC” “XXX Hotel”. With the launch Expo, more and more foreigners come to China, people learn English so that they can express their friendly. So it is very important for us to lean Oral English well. We can talk with foreigners and introduce Chinese history for them.2.2English generally impacts our productionNowadays, a lot of factories produce the goods to seal to the foreign country. They must ask some people who understand the English to search the people in the foreign country want to import their goods. Just like foreign tread. People not do the business in their own country any more. It is a good way to expand their business. And at the same time they can earn the both win.3The Present Situation of College S tudents’ Oral English LearningAs we all know, there are four skills in English study, namely, listening, speaking, reading and writing. And they are so closely related to one another. Now most of the students do better in reading and writing English than in listening and speaking. They can read and write, but most of them have some troubles to communicate. They can hardly express themselves with their own words. The purpose of school English teaching is to improve the students with these four skills. Large vocabulary and good grammar are the base of the necessary phonetics. But this is not the final purpose. The final purpose is to let students be able to use the language freely.Chinese students study English from primary school, some even from the kinder-garden. Through middle school to university, teachers and students have paid enormous painstaking care, but English teaching just cultivates the students who are suitable to take the exam and written English. At present, the phenomenon of “deaf English, dumb English” is still serious, there are still many university students whose oral English is poor although they have passed CET-4 or CET-6. Some are poor in sp eaking, some in listening, while some in both. They can’t express themselves fluently and they do not know how to.3.1The present situation3.1.1Lack of a good English environmentFor the impatient learners who would like to build Rome over night. Find a native language environment and live in such surroundings for two or three years and your English will naturally improve. But how can this be possible for the mass of learners who have absolutely no such access? Without any question, English environment is very important for the students to learn foreign language, but most Chinese students lack such good environment. They are learning English in a Chinese environment. At the same time, the English that we have learnt is traditional English, but native English speakers, they say Idiomatic English is in their daily life.3.1.2Lack of diligenceSome students don’t like learn English because some of them are not have a good foundation. So they don’t want to listen to the teacher in the class. A lot of English teachers are no t lively when they talk to their students so that they can’t attract them successfully. Of course, the most important reason is that the students are not work heard enough. Some time, they always pick flaws from their teachers, but never find their own mis takes. When they can’t finish the homework they complain their teacher,, they think the homework is so heard that they can’t finishit. They always complain the English words are so long that they can’t remember them.3.1.3Lack of a good wayStudents learn Eng lish in the class and follow the teachers’ methods to learn. It is not enough. We should find a way that is fit for us. Everyone has his own opinion and others’ are not suitable for you necessarily. There are so many ways to lean English well that you can choose some of them which are fit for you.3.2College students’ problems in oral English learningStudents are afraid of speaking out. Everybody hopes he can speak fluently English. But they are afraid of making mistakes when they speak English and being laughed at by the other people. Therefore they have no courage to speak. We need overcome our fear and speak loudly. Don’t worry about the mistakes. Some students repeat single sentences and cannot be process of leaving oral English. For example, if someone be asked: “How are you?” most of students, even some college students will answer: “Fine. Thank you. And you?” In fact, there are many ways to answer this question, just like: “Terrific”, “Good”, “Not bad” and so on. So try to express one meaning in various ways.As a student who has learned English so many years, we have lost a lot of time to remember the words seriously. We just learn them and use them and then we forget them. It is not that they don't know how to use the word to express but they have no idea about which word should be chosen to make their expressions more profound sometimes. The reason is that so many words we have learned and so many means the worlds have. It is self-evident that the process of picking up the ideal word will take some time and another topic will appear, in the other side and certainly the perfect word you choose has no chance of presenting itself. At this rate, the process of picking up the ideal word will repeat all the time. After one round of conversation, you seldom get the chance to practice oral English.4The Ways to Learn Oral English Well4.1Through English moviesMany famous lingual masters put forward that watching original movies is the best way to learn diomatic English. The master who made a deep study of Chinese-English/ translation and the literature of British and U.S mentioned that in order to strengthen the abilities of speaking and listening, he often stays at home watching original movies. The literature who served as professor of foreign languages at Taiwan University, in his diary he wrote that he got a great deal by watching original movies. Their experiences have showed that watching original movies is the most lively and efficient approach to improve oral English.But how can the masters improve their oral English though movies? The principles of selecting a suitable film for learning are very important. The movie materials’ selection is significant in English learning. There are also many different kinds of films, like comedy, tragedy, science fiction, thriller, documentary, etc. Although there are various kinds of movies, not everyone can be adopted as learning material, and what kind of films is suitable for learning is the key question for learners. Selecting a suitable film is very important for a learner to improve our oral English. However, some modern campus films, love story films, comedy films are good choice, because movies must be quite close to the modern society, so it is the key of choosing movies. When watching this kind of films, you should pay your attention to the films on what, who, where, when, how, why questions on the film.Certainly, there are different levels of students’ proficiency in college. Generally, according to their level of proficiency of English, students can be divided into three groups: elementary, intermediate, advanced. According to their level, students can choose the films that suit for them. They study spoken English so as to make oral communications, so this order of importance of oral English study should be followed: Fluency, accuracy, and appropriateness. That is to say, we have to pay more attention to practical communicating ability instead of only laying emphasis on the grammatical correctness.4.2Practice English with friendsRecently I find some partners practicing oral English together and English corner is a good place where we may exchange English study experience. If English partners are not easy to get, then we have to create an English environment ourselves by speaking English to ourselves. They will come up with your problems when you make the mistakes. And if you can’t understand it you al so can ask them for help.4.3Retelling the textsRetelling the texts is very helpful for improving oral English. It is also can improve students' ability of oral expression. We can do some reading before we have the class, listen carefully and do some marks at the same time. Then we can have a try to repeat the story after the class. We must remember repeat it clearly, confidence and fluency.4.4Expand vocabularyNowadays quite a lot of students still memorize English vocabulary by combing letters, even by marking Chinese pronunciation, which emphasis on spelling isolated letters. Obviously it is useless, also have endless disadvantages. For example, we will reducing passion, killing enthusiasm, etc. As a result, more and more students begin hating English. That is to say, difficulties in memorizing English vocabulary become the biggest barrier in English learning.According to this, since vocabulary is a symbol of the gift of tongues, it is necessary for English learners to grasp the general procedures of memorizing English vocabulary in order to enlarge our English vocabulary efficiently. Thus, we have to raise our awareness of the importance of memorizing vocabulary.So it is necessary for English learners to grasp the general procedures of memorizing English vocabulary in order to enlarge our English vocabulary efficiently. We have a number of choices for encountering new vocabulary. We may find out new vocabulary, either by way of parenthesis or by design. And after coming across and identifying new vocabulary, we usually do not consciously make efforts to recognize them, we may guess or analyze the meanings of the vocabulary through any morphological elements that we have seen before, and associate or create an image of the new vocabulary from sound or form. However, as human beings, our capacity of memory is limited. What is more, our time to memorize vocabulary is limited as well. That is to say, we cannot memorize all the vocabulary that we come across. As a result, we ought to have a selection before we memorize them. Thus, we can classify vocabulary into three levels, and then memorize them according to different situations and demands.4.5Learn how to use the idiomsThe idiom is not easy to learn, easy to understand the confusion . People can properly use English idioms when we communicate with foreigners, they will immediately feel warm and love to communicate with you. So, maybe you know idioms each word, but put them together, you do not know what the meanings of them are.4.6Listening in English classroomHow to improve listening comprehension in a simulative setting has always been a problem which challenged English teachers. Teaching in target language, of course, is the most direct way. In so many ways teachers become the language model for students to learn from. They have to ensure that in class students are given enough authentic materials and practical chances. There are many factors affecting students’ listening comprehension. Listening comprehension is a complicated processing. “Interest is the best teacher”. First of all, teacher should arouse the students’interest in English listening, create an active atmosphere for students. Of course students’ oral English will improve at the same time when we having listening.5ConclusionAs English becomes more and more important in our daily life, oral English is the key to communicate with people who come from different countries. So it is quite important to learn oral English well .People who live in the earth can go to theplace which they can arrive at. With the development of economic, people between different countries communicate widely. English has became the most populous and useful language. But for different people, they use different ways to learn the English. The present situation is difficult. Some of them can’t improve oral English because of cowardly fear, they worried that they will speak wrong. So give yourself some confidence and don’t be shy, please take it easy. Sometimes we should create a good environment for ourselves. Take the better ways to learn Oral English from our friends. Practice English everywhere. When we speak to people, we also can get some valuable experience from them. If you can stick to use this method and do it by you interest, I believe that not before long, the lever of your spoken English will certainly be improved. Generally speaking, English is much more important than any other language. It has become the global language. As a matter of fact, there are more than ten countries speak English, for example, Canada, Australia, England and so on. They’re all developed countries. They lead the world’s development. It’s the main reason that English can make so great effort. I f we don’t have enough English knowledge, we would fall behind others. So we should spend much time on learning English.Whatever your specific goal in English learning may be, please speak out, persistence is always the ultimate key to reaching success. Conquer your loneliness! Conquer your shyness! Conquer your laziness! If you persist long enough you will win!Bibliography[1] Niu, Daosheng. English And China [M ].北京:中国科学社会出版社,2001.[2] Su, Xiulin. English Movie and English Study [A].福建省外国语文学会2002年会论文集[C ], 2002.[3] Ye, Huajing. English Reading Skills and Practice [M]. 上海:高等教育出版,2002.[4] Zhou,Chan. Comprehensive English Movie Scripts (Book1, Book2)[M].广州:中国广州经济出版社，2001.[5] 包延军. 无障碍大学英语阅读理解[M].北京:国际文化出版社,2002.[6] 邓炎昌,刘润清. 语言与文化[M ]. 北京:外语教学与研究出版社, 2004.[7] 杜学增. 学习的英语方法和技能[M].北京:外语教学与研究出版社,1996.[8] 克拉姆契.语言与文化[M ]. 上海:上海外语教育出版社, 2000[9]利特尔伍德.外语与第二语言学习[M ].武汉：外语教学与研究出版社,2000.[10]饶成康.谈英语影视教学[J]. 四川：四川教育学院学报, 2003.。
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。
初中英语教学中口语能力培养论文
刍议初中英语教学中口语能力的培养口语能力是英语教学中的重要内容，也是衡量学生英语水平的重要指标。
恰当运用英语进行自由流畅的表达是英语学习的目标，更是学生英语能力的重要体现。
因此，英语教学中强化英语口语能力的教学，不仅可以激活学生英语表达思维和语言感知能力，更可培养学生运用语言、学以致用的本领。
本文根据我的教学实践，和同行探讨初中英语教学中口语能力的培养。
一、强化听力，引导以听带说，提高表达能力语言类学科“听”和“说”是学习的前提和基础，特别是英语学科，没有足够的“听”，学生缺少必要的语汇和语感的输入，是不可能学好英语的。
因此在平常的教学中，无论是课内还是课外，教师都应该创造机会，让每一个学生尽可能地接触各种“听”的材料，比如英语原声电影、课文的录音、英语歌曲等，让学生在“听”和“看”的过程中，跟着模仿或者反复诵读，使学生养成良好的发音习惯，语法知识和语汇量同时得到大幅提升。
如在教学七年级上册第一单元“this is me”时，为了激发同学们敞开胸怀，运用英语尽情表达和介绍自己的热情，我在教学中通过播放音乐“auld lang syne”来营造一种亲切友好的气氛，从而激发他们相互了解和表达自我的愿望。
在乐曲播放完毕后，我结合课文内容，要求各位同学以“meeting my new friends”为题，自由表达，在此过程中，特别注意口语中的关联词语、核心词汇等的运用。
此外，针对日常生活中经常用到的一些口语表达，我特地将学生分成若干小组，针对课文内容，让学生模仿“how old is mille？”“what does simon do after school？”“what is amy good at？”等问题再相互提问，不断提高他们的口语能力。
二、用好教材，培养学生的语言交流，创设交际情境相对以往的教材体系，牛津英语注重“话题、任务”的主题。
因此，教材内容的选取应紧密结合社会生活和学生实际。
在平时的教学中，教师应该充分研究教材，挖掘教材本身隐含的语言交流资源，让学生有充分表达的机会。
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.。
小学英语精美论文-怎样提高学生的英语口语能力_通用版
小学英语精美论文-怎样提高学生的英语口语能力_通用版自我设置语言环境学习一种语言，需要在自己大脑里建立这种语言的意识，用这种语言思考和表达，而不是用中文思考，再转换成外文。
自我设置一种语言环境，就是自我充当由自己设定的语言环境中的某一角色，有声地完成其语言任务。
比如，假定要召开一个英语演讲会，自己是演讲会的主持人，那么就应该设想如何约稿、如何布置会尝大会主席该如何致词等，让自己进入这一角色，有声地完成整个过程。
每个人可以根据自己的需要有目的地选择〝环境主题和角色〞。
在这样一种口语环境下使用外语，有如音乐家在演奏时见到音符就出声，拳击手见对方的破绽就出击，反应必须及时到位，要求的是一种〝技能〞，而不仅是〝知识〞，要求一定程度的〝熟练〞，而不仅是〝知道〞。
这就需要我们在日常生活中经常地、有针对性地对自己进行这样的思维和训练。
要在自己的大脑中建立起外语语境，需要一个阶段用一定的强度、用相当的数量对自己的大脑施以相当的〝强制〞来进行。
过了这个阶段，才是对新建立的语言体系进行补充，使其日臻完整。
单靠平平常常的积累很难达到这个境界。
过好口语三关发音关：有的音发得不准确，主要是口形和部位不到位。
如ｔｈ［］［δ］是英语的一个特殊发音，许多人把它读作［ｓ］，自认为比较接近了，其实是错了。
甚至有的中国老师这样教：〝读这个音本应该将舌头伸出来，但不伸出来也可以，外国人也能听懂。
〞这不是在教学生〝中国式英语吗？〞如果自己发音不准，就很难分辨别人发音的正确与否。
过发音关必须严格要求，一丝不苟地去练，只想顺顺当当听其自然，常常最后学到的只是模棱两可的声音，谈不上正确。
句型关：句型是在自己脑海中建立外语语境的重要一环。
掌握句型的要求是不但在大脑〝贮存〞足够的句型，而且要在使用时灵活〝调取〞。
英语中有许多与特定场景、气氛等相应的特定句型。
用这些句型可以表达建议、请求、命令、安慰、指责、兴奋、愤怒等不同要求和情感。
这类句型一般都很短，大都是简单句，却能表达出各种情形下的各种说法。
如何提高学生英语口语水平论文
浅谈如何提高学生的英语口语水平“听、说、读、写、译”是英语学习中的五要素，位于五要素之二的“说”——口语却是大多数英语学习者学习的薄弱环节。
“哑巴英语”成了过去多数人无法挣脱的现象：初中毕业生无法回答简单的“what’s your name?”、“how old are you?”；大学生在请求帮助的外国友人面前无言以对；通过英语六级考试的大学毕业生到国外留学无法与外国人沟通等等。
这对于一个英语学习者的将来学习是非常不利的，作为一名英语老师应该改变传统的教学方法，促进学生的全面发展。
一、营造语言环境教师们知道一个小孩之所以能学会说话，主要是因为他置身于一个语言环境中，每天他都能听到来自周围许多人所说的话。
而他本人也不断地进行模仿，渐渐地由能发出单音到多个音节以致能表达自己的需求，这就说明了语言环境的重要性。
为了给学生创造语言环境，教师在上课时采用英语来组织教学，用英语来解释英语。
尽可能避免用汉语上英语的现象，不再把所有的文章或对话都翻译成汉语，只有在必要的时候才适当运用母语。
这样一来，学生便可以有更多的机会听说英语，从而为英语口语的提高创造了条件。
二、培养学生讲英语习惯在课堂上，为了让学生练好各种句型，教师要创设语言环境，注意情景对话，不孤立教学单词，努力培养学生讲英语的良好习惯。
（１）进行多种训练。
在对学生句型训练时，每学一个句型，都必须通过重复、模仿、替换、转换、扩展等多种训练，达到熟练程度，为培养学生讲英语的习惯奠定基矗起先应从很容易的句子着手。
如：“sit down，please”、“good morning，miss li”、“how are you?”。
然后进行扮演角色的对话。
教师用清晰的语言介绍给学生们，并告诉这种新结构的意义及语法的形式。
（２）做重复交流活动。
练完句型，如果学生们达到了理解的程度，教师应按照上下文逐渐地创造一些交流活动，如介绍情景活动：“去商店买东西”（go shopping），让一位学生扮演售货员，让另一位扮演顾客，“can i help you?”“how much are……”让两位学生利用日常交际用语去演或实习买卖东西这一活动。
口语能力的英语议论文作文
口语能力的英语议论文作文Speaking ability is an essential skill in English communication. It allows individuals to express their thoughts, ideas, and opinions effectively. The ability to speak fluently and confidently in English can open up a world of opportunities, both personally and professionally.When it comes to speaking, pronunciation plays acrucial role. Pronouncing words correctly ensures that the listener can understand what you are saying. It is important to pay attention to the sounds and intonation patterns of English words. Practicing pronunciation regularly can help improve speaking skills and make communication more effective.In addition to pronunciation, vocabulary is another key aspect of speaking ability. Having a wide range of vocabulary allows individuals to express themselves more precisely and accurately. Learning new words and phrases and using them in everyday conversations can help expandvocabulary and enhance speaking skills.Grammar is also an important factor in speaking ability. Using correct grammar structures ensures that the messageis conveyed clearly and accurately. Understanding the rules of grammar and practicing them in speaking exercises can help improve grammar skills and make communication more effective.Furthermore, confidence plays a vital role in speaking ability. Being confident in speaking English allows individuals to express themselves freely and without hesitation. Confidence can be built through practice and exposure to different speaking situations. Engaging in conversations with native English speakers or joining language exchange programs can help boost confidence in speaking.Moreover, fluency is an essential aspect of speaking ability. Speaking fluently means being able to express oneself smoothly and without pauses or hesitations. Fluency can be developed through regular practice and exposure tospoken English. Engaging in conversations, listening to English podcasts, and watching English movies or TV shows can help improve fluency in speaking.In conclusion, speaking ability is a crucial skill in English communication. Pronunciation, vocabulary, grammar, confidence, and fluency all contribute to effective speaking. By continuously practicing and exposing oneself to different speaking situations, individuals can enhance their speaking skills and become more confident and fluent in English communication.。
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浅谈英语口语能力的培养
随着人们对于英语口语重要性认识的逐渐加深，英语听说能力日渐的成为人们评价英语能力和水平的关键因素。
如何使学生掌握一定的口语交际技巧，养成与口语交流相关的良好习惯，在生活中又如何能清昕而流利地表达出自己所要表达的意思，我在实践教学中摸索出以下的心得体会。
一、要解决口语问题，要抓住问题的根源
在英语教学中，我们老师们大都习惯于播放随课的听力磁带。
这样的效果在于很好的解决了学生在学习中“听”的能力，学生在听磁带的过程中逐渐了解单词的发音等等。
但是，由于注重听的能力方面的培养，学生在潜意识中更注重对听力的重视，而忽略了对口语能力的表达。
随着课本朗朗上口，离开课本，默默无言。
在实际教学中，老师们在课堂上滔滔不绝，可学生们积极响应者寥寥寥无人。
班里面的英语互动交流，一潭死水。
即使有学生响应，站起来也找不到合适的表达单词，词不达意，往往引得学生们哄堂大笑。
有的同学也到是乐意站起来发言，可在课堂上表达起来反而不如课下聊天那么流利顺畅。
这些现象的出现，其实都是因为我们对第二语言的环境的陌生所导致的结果。
摒弃“默片英语时代”这一关，就必须追根刨底寻找到问题的根源。
1.学生不愿开口，胆子不大，特别是在公众场合，更是哑口无言。
2.哑巴英语存在，心里想到，也想过说，但却说不出来。
3.说到是可以说，但大多都是简单的单词蹦出，无法串联成流畅的对话。
4.词汇量有限，说出来英语漏洞百出，听起来词不达意。
5.心理作用，开口第一关太在意别人的看法，反而在交流时显得手足无措。
针对这些现象，我将解决的具体办法分析如下。
首先创造口语交流的环境
要学生在听力磁带的影响下，捧起课本大声朗读，这样的好处可以让学生在听的过程中，学会眼到，听到，口到，从而在逐渐熟悉单词的过程中，将错误的发音降到最低的程度。
虽然，仅仅依赖教材中的几篇课文是远远不能提高学生的口语能力的，但这个至少是基础中的基础。
基础有了，这就需要学生学会尝试课外阅读，带本词典，倾听有声的课外物读，了解与课文相关的书籍文章，不断的丰富自己的词汇量。
然后做出简单的口语复述，由简单到复杂，有一词到一句，有一句到一段，聚少成多，逐渐的突破口语表达的心理障碍。
再次，老师要学会培养和鼓励
学生要开口表达，离不开老师的培养和鼓励，我们要走近学生，更要深入的了解学生，要调动学生的兴趣；就必须了解他们关心的是什么，进行英语口语交流，就可选择学生们最感兴趣的内容。
比如很多男生喜欢篮球，那么我们不妨就美国职业篮球联赛的内容进
行交流，让学生们讲一讲，自己喜欢的明星，这些明星有什么值得喜欢的地方？如果可以，就在班上进行一次演讲，将篮球明星的故事进行简单而清晰的进行一遍。
又比如大家都喜欢的电影《功夫熊猫》，我们也可以在班里面进行原声播放。
在播放的过程中，让学生们记下里面的对白对话，然后在播放后进行情节复述，讨论对流，由于情节内容都贴近学生生活，反而更能激发学生”说”的兴趣。
一句话，一段话，只要老师能够恰如其分的培养和鼓励到位，学生们终究会放下心理担子，走进口语交流的世界中去。
第三，情景还原，联系实际
通过联系学生的生活实际，让学生们在课堂上进行情景还原，激发学生思维和口头表达能力。
例如，我们在班上发起生日活动，对本月过生日的同学进行口语祝福。
但有一个前提，你不能同别的同学的祝福相同，必须有所花样。
这就逼迫学生自己去寻找祝福的短语，同时为了避免类同，又不得不多寻找点祝福短评和句子，或长或短，或多或少，学生们的话匣子一打开，口语交流也就水到渠成。
或者，在班中搞一次小小的话剧表演，三四个人进行表演，台上台下同学，共同出谋划策，在热热闹闹的气氛中将口语交流进行到底。
总之，对于口语教学。
一要让学生建立自信，尽量展示他们的才华，从而激发兴趣和积极性。
二要坚持交际训练，合理安排，词、句、段，逐步训练，而且要坚持长期训练，三要联系生活，学会随时使用，随口而来，这样的情况下，口语又有何难呢。