如何提高学生的英语口语能力教学论文
试论提升学生英语口语能力的策略
试论提升学生英语口语能力的策略提升学生英语口语能力一直是英语教学中的重要课题。
英语口语能力的提升不仅可以帮助学生更好地应对日常交流，还能够提高学生的英语综合能力。
在探索提升学生英语口语能力的策略时，我们需要综合考虑教师、学生和学校三方面的因素，从多个角度来制定科学合理的策略。
一、搭建英语口语环境在学生的学习环境中，英语口语环境的渗透是至关重要的。
学校和教师可以通过营造英语角、英语演讲比赛、英语角色扮演等活动来激发学生的英语口语表达兴趣。
在班级中尽量多的使用英语进行教学交流也是提升学生英语口语的有效方法。
学校可以鼓励教师利用英语进行多种形式的课堂活动，以营造出比较浓厚的英语学习氛围。
学校可以开设一些志愿活动，鼓励学生参与英语演讲、英语广播和英语戏剧等活动，激发学生的主动性和参与性，提高学生的口语表达能力。
二、利用多媒体技术在当今信息社会，多媒体技术已经成为了教学的主要手段之一。
学校和教师可以利用多媒体技术，选用一些生动有趣的教学资源，比如英语动画视频、英语歌曲、英语电影等来激发学生的学习兴趣。
通过这些多媒体资源的辅助，可以帮助学生更好地理解和掌握英语口语表达，增加学生对语言的感知和理解，从而提高学生的英语口语表达能力。
三、利用角色扮演在英语口语教学中，角色扮演是一个非常有效的提高学生口语能力的方法。
教师可以利用不同的情景布置一些角色扮演的任务，比如购物、旅行、餐厅用餐等。
在这些情景中，学生需要扮演不同的角色进行对话，这样可以锻炼学生的口语表达能力和语言运用能力。
通过角色扮演，学生可以在轻松愉快的氛围中进行英语口语练习，提高学生的英语口语表达能力。
四、增加口语练习时间英语口语的提升离不开大量的口语练习。
在日常的英语教学中，教师可以利用多种形式增加学生的口语练习时间，比如利用小组讨论、角色演练等形式进行口语练习。
教师还可以布置一些口语练习的作业，鼓励学生在课后进行口语练习，不断提高口语表达的流利度和准确性。
口语能力的培养方法和提高英语作文
口语能力的培养方法和提高英语作文全文共3篇示例，供读者参考篇1Developing and Improving Spoken English SkillsIn today's globalized world, having strong spoken English skills is essential for successful communication and career advancement. However, many people struggle with mastering spoken English, either due to lack of practice, confidence issues, or limited exposure to native speakers. Fortunately, there are several effective methods for developing and improving one's spoken English abilities.First and foremost, regular practice is the key to improving spoken English skills. Engaging in conversations with native speakers or fluent English speakers is one of the best ways to improve pronunciation, vocabulary, and fluency. Joining English-speaking clubs, attending language exchange programs, or hiring a tutor are great ways to practice speaking English regularly. Additionally, watching English movies, TV shows, and listening to English songs can help improve listening skills and internalize the language.Another effective method for enhancing spoken English skills is to incorporate speaking activities into one's daily routine. For example, practicing speaking English with a friend or family member, reciting speeches or presentations, or participating in role-playing exercises can help build confidence and fluency. Moreover, utilizing language-learning apps and online platforms that offer interactive speaking exercises and voice recognition technology can be highly beneficial for improving pronunciation and rhythm.Furthermore, immersing oneself in an English-speaking environment can significantly enhance spoken English skills. Studying or traveling abroad to an English-speaking country provides ample opportunities to practice speaking English in real-life situations, interact with native speakers, and become more culturally competent. Additionally, participating in language immersion programs, volunteering in English-speaking communities, or partaking in language immersion camps can accelerate language learning and boost confidence in speaking English.In addition to practice and immersion, seeking feedback and constructive criticism can greatly aid in improving spoken English skills. Asking for feedback from teachers, peers, orlanguage exchange partners on pronunciation, grammar, and fluency can help identify areas for improvement and facilitate growth. Engaging in language assessments, taking language proficiency exams, or participating in speaking competitions can also provide valuable feedback and motivate continuous learning.Lastly, maintaining a positive attitude, setting realistic goals, and staying motivated are crucial for developing and improving spoken English skills. Celebrating small victories, tracking progress, and rewarding oneself for accomplishments can boost confidence and reinforce learning. Additionally, staying consistent, patient, and persistent in practicing spoken English will yield long-term benefits and enable mastery of the language.In conclusion, developing and improving spoken English skills require dedication, practice, and perseverance. By incorporating regular practice, immersion, feedback, and motivation into one's language learning journey, individuals can enhance their spoken English abilities, communicate effectively, and achieve success in various personal and professional endeavors. Remember, practice makes perfect, and with determination and effort, mastering spoken English is within reach.篇2Title: Methods to Develop and Improve Oral English SkillsIntroduction:Oral English skills are essential in today's globalized world as it enables effective communication with people from different cultures and backgrounds. Developing and improving oral English skills is important for success in both academic and professional settings. In this article, we will discuss some effective methods to cultivate and enhance one's oral English abilities.1. Practice Speaking RegularlyThe key to improving oral English skills is consistent practice. One should make a conscious effort to speak English as frequently as possible. This can be achieved by seeking out opportunities to converse in English with native speakers, friends, or classmates. Additionally, practicing speaking aloud by reading texts, watching English movies, and engaging in group discussions can also help improve fluency and pronunciation.2. Join Conversation Clubs or Language Exchange ProgramsJoining conversation clubs or language exchange programs can provide an excellent platform to practice speaking English with others who are also looking to improve their language skills. These meetings offer a supportive environment where participants can engage in conversations on various topics, exchange ideas, and receive constructive feedback from peers.3. Engage in Role-Playing ActivitiesRole-playing activities are a fun and interactive way to enhance oral English skills. By assuming different roles and scenarios, one can improve vocabulary, grammar, and conversational skills. Role-playing also helps develop confidence in speaking English in real-life situations and improves fluency in expressing ideas and opinions.4. Attend Public Speaking Workshops or Toastmasters MeetingsPublic speaking workshops or Toastmasters meetings provide opportunities to hone oral presentation skills and overcome stage fright. These platforms offer a safe space to practice speaking in front of an audience, receive feedback, and work on improving speaking skills such as voice modulation, body language, and speech delivery.5. Listen to English Podcasts and Radio ShowsListening to English podcasts and radio shows is an effective way to improve listening comprehension and spoken English. By regularly tuning in to English media, one can familiarize themselves with different accents, vocabulary, and idiomatic expressions. This exposure helps in building a natural flow of speech and enhances communication skills.6. Engage in Debates and Discussion GroupsParticipating in debates and discussion groups challenges one to think critically, articulate arguments, and defend opinions in English. Debates encourage active listening, improve reasoning skills, and foster the ability to communicate persuasively. This form of interactive engagement is beneficial in developing oral English proficiency and building confidence in expressing ideas.7. Seek Feedback and CorrectionSeeking feedback and correction from teachers, language tutors, or language exchange partners is essential for improving oral English skills. Constructive feedback helps in identifying areas of improvement, clarifies doubts, and guides one in correcting pronunciation, grammar errors, and other languagemistakes. Actively incorporating feedback into practice sessions enhances speaking skills and fosters continuous growth.Conclusion:Developing and improving oral English skills requires consistent effort, practice, and dedication. By incorporating a combination of the aforementioned methods, individuals can enhance their fluency, pronunciation, vocabulary, and confidence in speaking English. Cultivating strong oral English abilities not only enhances communication skills but also opens doors to academic, professional, and personal growth opportunities in the global arena. Remember, practice makes perfect, so keep speaking and striving for excellence in oral English proficiency.篇3Developing and Improving Spoken English SkillsSpoken English is a crucial skill for anyone looking to communicate effectively in the global arena. Whether you are a student, a professional, or just someone who wants to improve their communication skills, honing your spoken English abilities can greatly benefit you in countless ways. In this article, we willexplore various methods and strategies for developing and improving your spoken English skills.1. Practice RegularlyOne of the most effective ways to improve your spoken English skills is to practice regularly. This could involve engaging in daily conversations with native speakers, participating in language exchange programs, or simply speaking to yourself in English. By making an effort to speak English on a regular basis, you can gradually improve your fluency and confidence.2. Listen to Native SpeakersListening to native speakers is a great way to improve your spoken English skills. By listening to how words are pronounced, how sentences are structured, and how phrases are used in context, you can improve your own pronunciation, fluency, and vocabulary. There are many resources available for listening to native speakers, such as podcasts, radio shows, and audiobooks.3. Expand Your VocabularyExpanding your vocabulary is essential for improving your spoken English skills. By learning new words and phrases, you can express yourself more clearly and effectively in conversations. One way to expand your vocabulary is to read books,newspapers, and articles in English. You can also use flashcards, vocabulary apps, and online resources to learn new words and phrases.4. Join Language Clubs or GroupsJoining language clubs or groups is a great way to improve your spoken English skills. By interacting with other English learners and practicing speaking in a supportive environment, you can build your confidence and fluency. Language clubs and groups often offer opportunities to engage in conversations, debates, and discussions on various topics, which can help you improve your speaking skills.5. Watch English Movies and TV ShowsWatching English movies and TV shows is a fun and effective way to improve your spoken English skills. By listening to how characters speak and how they interact with each other, you can learn new expressions, idioms, and colloquialisms. You can also improve your pronunciation and intonation by mimicking the speech patterns of native speakers.6. Engage in Role-Playing ActivitiesEngaging in role-playing activities is a creative and interactive way to improve your spoken English skills. Bypretending to be someone else in a specific scenario, you can practice using different types of language and expressions. Role-playing activities can help you develop your conversational skills, build your confidence, and overcome any communication barriers.7. Take Online Speaking CoursesTaking online speaking courses is a convenient and effective way to improve your spoken English skills. There are many online platforms and programs that offer courses specifically designed to help you enhance your speaking abilities. These courses often include interactive exercises, speaking tasks, and feedback from instructors, which can help you track your progress and improve your skills.In conclusion, developing and improving your spoken English skills requires dedication, practice, and patience. By incorporating the methods and strategies mentioned above into your language learning routine, you can enhance your fluency, confidence, and communication skills. Remember to set realistic goals, stay motivated, and embrace opportunities to speak English whenever possible. With time and effort, you can become a proficient and confident speaker of English.。
浅析巧妙利用课堂提高学生的英语口语能力论文
浅析巧妙利用课堂提高学生的英语口语能力论文浅析巧妙利用课堂提高学生的英语口语能力论文英语新课程标准强调学生能在日常人际交往中有效地使用语言进行表述和得体运用英语的能力、用英语获取和处理信息的能力。
然而，由于种种原因，在现实中高中英语教学离标准要求还有较大的距离，许多学生在学了多年的英语之后，往往还是“金口”难开，认为自己说不了、怕说错，造成口语表达能力差，甚至成为英语“哑巴”。
针对这种情况，本人在下文中结合自己在教学实践中取得较好效果的一些尝试，就如何利用英语课堂教学提高高中生英语口语能力的教学策略谈谈自己的一些初步认识。
一、创设适当的会话情境，营造良好的课堂气氛，优化学生心理素质，引导学生主动交际在教学过程中，要极力营造民主、宽松、和谐的课堂气氛，培养学生的学习兴趣，加强兴趣教学，激发他们学习的主动性和自觉性，到达事半功倍的效果。
如说到常用口语“Thank you very much”时可利用其汉语谐音（鲜油喂给马吃），增添幽默感，怎么“鲜油喂给马吃”？“我都需要吃”呢。
学生在哄堂大笑中一下子就激发了学习口语的兴趣。
又如教SEFC Module 5 Unit 5“First Aid”时，我假装扭伤了脚进入教室，刚开始，学生都充满了好奇，之后就热切地关心起老师，问：“Mr Xie，what’s wrong with you？”我指着脚说：“My ankle sprained when I was getting up the stairs。
It hurts now。
”我做出一脸痛苦状，接着问：“Could you give me some advice？What should I do？”学生就踊跃地各抒己见。
有的说：“Sorry，I really don’t know what to do。
”有的说：“You’d better go to see the doctor immediately。
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。
初中英语教学优秀论文3篇
初中英语教学优秀论文3篇
论文1：提高初中英语教学质量的有效策略
这篇论文探讨了提高初中英语教学质量的有效策略。
作者首先分析了初中英语教学存在的问题，如学生研究动力不足、教材内容单一等。
接着，作者提出了一些行之有效的策略，包括鼓励互动式研究、提供个性化辅导等。
最后，作者通过实践案例证明了这些策略的有效性。
论文2：提高初中英语口语能力的教学方法研究
本文旨在研究提高初中学生英语口语能力的教学方法。
作者通过对现有教学方法的分析和评估，提出了一种以情景教学为基础的方法。
该方法通过创造真实的语境，促使学生主动参与口语表达。
实证研究表明，该方法可以有效提高学生的口语能力。
论文3：初中英语课堂互动教学的实施策略
这篇论文介绍了初中英语课堂互动教学的实施策略。
作者提出了一套可行的策略，包括采用小组活动、引入多媒体资源等。
通过实际教学案例的分析，作者证明了这些策略能够激发学生的研究兴趣，提高课堂互动效果。
以上是三篇关于初中英语教学的优秀论文的简要介绍，希望对您有所帮助。
如需详细内容，请查阅相关文献。
提升学生的英语口语交流能力三篇
提升学生的英语口语交流能力三篇《篇一》提升学生的英语口语交流能力是一项重要的任务，为了达到这个目标，我制定了一个详细的工作计划。
这个计划将分为几个阶段，每个阶段都有具体的工作内容和目标。
工作内容主要包括：1.分析学生的英语口语水平，了解他们在口语交流中存在的困难和问题。
2.设计适合学生水平的口语训练课程和活动。
3.组织学生参与各种口语交流活动，他们练习和提高的机会。
4.对学生的口语交流能力进行评估和反馈，帮助他们发现自己的不足之处并加以改进。
5.定期与学生进行沟通，了解他们的学习进展和需求，及时调整教学方法和内容。
6.第一阶段：了解学生的英语口语水平，分析他们在口语交流中的困难和问题。
这个阶段将进行问卷调查和口语测试，收集学生的基本信息和口语表现。
7.第二阶段：根据学生的水平设计适合的口语训练课程和活动。
这个阶段将制定教学计划和活动方案，准备教学材料和资源。
8.第三阶段：组织学生参与各种口语交流活动，他们练习和提高的机会。
这个阶段将进行课堂口语练习、小组讨论、角色扮演等活动，让学生在实际交流中提高口语能力。
9.第四阶段：对学生进行口语交流能力的评估和反馈，帮助他们发现自己的不足之处并加以改进。
这个阶段将进行口语测试和评价，给予学生具体的反馈和建议。
10.第五阶段：定期与学生进行沟通，了解他们的学习进展和需求，及时调整教学方法和内容。
这个阶段将通过会议、邮件等方式与学生保持联系，解答他们的疑问和问题。
工作的设想：通过这个工作计划，我希望能够提升学生的英语口语交流能力，让他们能够更加自信地用英语进行沟通和交流。
我也希望他们能够通过这个训练提高自己的语言表达能力和思维能力，增强自信心和沟通能力。
1.第一周：进行问卷调查和口语测试，收集学生的基本信息和口语表现。
2.第二周：制定教学计划和活动方案，准备教学材料和资源。
3.第三周：开始课堂口语练习，组织学生进行小组讨论和角色扮演等活动。
4.第四周：进行口语测试和评价，给予学生具体的反馈和建议。
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.。
浅淡如何提高小学生英语口语水平 毕业论文
浅淡如何提高小学生英语口语水平毕业论文提高小学生英语口语水平的方法有很多，下面将探讨几种常见的方法。
一、帮助小学生建立英语环境首先，小学生的英语口语水平的提高离不开英语环境的营造。
教师可以从以下几方面入手，帮助学生建立英语环境：1. 在英语课上使用全英文授课，以增强学生英语语感；2. 引导学生在学校用英语交流，鼓励他们用英语和同学、老师交流；3. 鼓励学生在家里和父母、兄弟姐妹用英语交流，使学生接触更多的英语语言环境；4. 鼓励学生在课外时间多看英语电影、英语动画片，借助电脑、平板电视等工具营造英语语言环境。
二、重视学习语音和发音；英语口语水平的提高对学习语音和发音的重视很高。
如果学生在发音方面做得不好，口语水平肯定不会很好。
以下是几个小学生提高英语口语发音的方法：1. 听录音或音频，模仿英语老师或外国口音的人发音；2. 练习各种语音，如元音、辅音等；3. 练习单词，还要注重单词的发音和拼写；4. 通过游戏、唱歌等形式，练习口齿运动，使口腔肌肉更加灵活。
三、培养小学生的英语思维和表达能力英语口语水平的提高还需要培养小学生的英语思维和表达能力。
以下是几个方法：1. 鼓励学生多练习英语口语表达，组织小组讨论、角色扮演等活动，锻炼学生的英语口语表达能力；2. 教授学生如何描述人、事、物等，不断提高他们的英语思维能力；3. 将与学生所学相关的英语文化知识、实践技巧融入教学，这有助于学生更好地理解英语语言背后的文化内涵和用法。
四、灵活使用教育技术工具在教学英语口语方面，教育技术工具也是非常重要的，可以提高小学生练习英语口语的积极性和效果。
以下是几个常见的教育技术工具：1. 电子白板：可以展示图片、文字、音频等多重形式，使小学生更好地掌握英语知识；2. 录音设备或软件：可以帮助小学生能够自我纠正发音错误，进一步提高英语口语水平；3. 互动游戏：我们可以通过互动游戏的形式，让学生在游戏中练习英语口语、发音等技能；4. 在线教学平台：在线教学平台可以提供更广泛的英语学习资源和互动教学，使学生更好地练习英语口语和交流能力。
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如何提高学生的英语口语能力
一、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。
二、过好口语三关
1、发音关：
发音的正确清晰，是口语的第一关。
生活在中文环境里的人，要准确掌握一门外语的发音，需要经过一个刻意追求的过程。
学发音要
有一个阶段狠劲地注意口形和部位。
不妨“勉强”一些，“夸大”一些，像京剧道白那样“过分”地咬准。
正确的发音习惯之后，会逐渐变得自然。
我们听外国人说中国话，只会对他们的发音准确而惊叹，而不会对他们不像中国人那样省力而认为不好。
没有经过刻意准确的阶段就追求“自然”，这样发出的音只是一种不三不四，大体上有点像，却谈不上正确的声音。
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。
2、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。
要做到口语流利，就必须熟悉并掌握各种特定条件下的特定句型，形成对特定场景作出快速的语言反应能力。
掌握句型的方法是背诵和即席发言。
学习外语的人一定要背诵好
文章、好句子，一条好句子可以创造出许多好句子。
背诵五十条句子，你的口语会好起来；再背五十条句子，你的口语会上一个台阶；如果再继续背诵五十条句子，你的口语会进入一个新的境界。
不是要求学生细微地捉摸、详尽地分析每一课每一句，而是要求背诵到滚瓜烂熟的程度。
其实并不是完全背诵，常常背到了一定的课数就在脑海中形成了外语的语境，建立了语感。
熟读是说的前题，只要读得通畅，才会说得流利。
古话说，“熟读唐诗三百首，不会作诗也会吟”，就是这个道理。
熟练句型的第二个方法是即席讲话。
讲话的题目应稍为广一点，不要老是“Ｍｙｆａｍｉｌｙ”“Ｍｙｓｃｈｏｏｌ”。
比如谈论北京的话题，有的同学只说一句“北京是中国的首都”，下面就不知要谈些什么。
实际上，有许多话题可以谈论。
例如：北京的历史、气候、大学、公园、交通、街道、建筑以及现代化建设等方面，还可以将话题引入自己感兴趣的体育比赛、电视剧、文艺或小说中去谈论一番。
有的学生自尊心较强，害怕出错，不敢张嘴。
即席讲话就是要求学生克服自卑与羞怯，大胆张口，在轻松愉快的气氛中用英语进行交谈，将所学句型用于谈话当中，将话题引入自己所熟悉的话题和表达法中。
3、词汇关：
提高口语能力的第三关是“词汇”。
词汇量是解决表达“好不好”的关键。
在掌握句型的基础上扩大词汇才有意义。
在扩大词汇方面，需要记一些常用词、急用词。
按使用频率、使用范围，大约５０００
左右的词汇就足以进行日常口语交流了。
口语体不同于书面体，口语体中所常用的词汇，大都拼写简单，发音流畅，多是小词、简单词、常用词。
有一些“万能词”，像ｇｏ，ｍａｋｅ，ｄｏ等，这些词在口语中的用法非常活跃，表达生动活泼，简明扼要，内涵异常丰富。
掌握十来个这类词，就能套用各种句型，轻松自如地进行口语交流了。
因此，教师要尽量用一些小词、短句和教过的英语教英语、解释难句和课文意思。
学生用学过的英语学英语，听得清楚，理解得准确，这样学生运用英语的实际能力必将有所提高。
三、其它途径
提高学生的口语能力除以上谈到的几点外，还有许多颇见成效的方法。
例如：组织课外英语演讲会、英语歌曲比赛、英语故事会、英语角、英语诗歌朗诵会等各种形式的活动。
这些活动大大刺激了学生的求知欲，提高了学生学习英语的兴趣，拓展了英语视野。
聘用外籍教师来校讲学、授课，更是提高学生口语能力的大好时机。
外国人讲英语语音、语调比较地道，谈话轻松、自然。
经常与外国人一起聊天，口语能力将会有很大提高。