農(nóng)村地區(qū)中學(xué)生英語口語學(xué)習(xí)策略

張陽

【摘要】英語口語的教與學(xué)一直是英語教學(xué)中的薄弱環(huán)節(jié)，尤其是在目前農(nóng)村中學(xué)英語口語教學(xué)中，學(xué)生的參與積極性較低，如何提高中學(xué)英語口語課堂教學(xué)顯得尤為重要。本文探討了農(nóng)村地區(qū)中學(xué)生學(xué)習(xí)英語口語的現(xiàn)狀及存在的問題，并且提出了解決問題的辦法及提高口語學(xué)習(xí)的策略。

【關(guān)鍵詞】農(nóng)村地區(qū) 中學(xué)生 口語學(xué)習(xí)

At present， the new round of basic education reform has started and the frontline English teachers， especially the ones in rural schools， are facing a lot of new challenge from the perspectives of professional consciousness， knowledge and capability. Viewing our domestic English teaching， we find that the rural English teaching has been not optimistic. Therefore， in order to improve the English level of the whole nation， it is crucial to pay more attention to the English teaching in the rural.

1. The Status of Oral English in Rural Areas

In the rural schools， on the one hand， there are a lot of English teachers who are switched to be an English teacher and have not been systematically trained. They even cannot speak fluent English with correct pronunciation， tone and speech rate. The teachers， who occupy the students time of oral English practicing by making effort to speed up their teaching process to fulfill the task of entrance high school and giving much exercise to the students， emphasize the grammar most. On the other hand， in some areas which are extremely undeveloped， the people speak only their dialect when communicating， so the students can only speak the English with local accent. Many middle school students cannot read， speak and understand English and cannot communicate with others in English after several years English learning. Whats more， some students are introverted and inarticulate， so they are not brave enough to express themselves in public. Even if sometimes they have to speak in public， they are too shy and nervous to make a complete and logically-correct presentation.

2. Learning Strategies of Middle School Students Oral English

2.1 To Improve the English Teachers Ability

In a sense， the oral English level of English teachers determine that of students， as the teachers discourse has the exemplary role of using target language on one hand， and on the other hand， it is also the important way for students to input language. （Palmer， 2007：117） The introduction of foreign English teachers is an effective way to improve students oral English level in many urban schools， while rural middle school students try their best to learn English， and they are eager to gain experience of foreigners， so it is a great encouragement to them even if they have only one chance to communicate with foreign teachers face to face， and this will also greatly promote their interest in oral English training.

2.2 To Improve English Classroom Teaching

In the class， the active and extroverted students will improve their oral English level obviously by speaking bravely. The introverted students are afraid of the critics and laugh from the others， so their oral English will stay in low level. To deal with this situation， the teacher should create a released and harmony class environment for the introverted students and give more praises than critics. In the English classroom teaching， the speech game， pass password， short textbook drama performance， play and say， team story relay， and other activities are all the lively and vivid ways of oral English training， and they can make students willing to speak and enjoy the joy of learning English from the oral English training.

2.3 The Support of Government and Educational Department

The governmental and local education departments should first conduct the investigations of the reality， and then work out the practical training plans for the rural teachers， increase the training strength of the training and improve the knowledge level， the cultural quality and teaching ability， especially the oral expressing ability and class organizing ability of the English class of the rural faculty. The local education department should increase the urban-rural English teaching exchange activities， build proper exchange mechanism for the urban and rural English teachers and achieve the balanced arrangement of the good faculty between the urban and rural schools.

References：

[1]Kramsch Claire.Context and Language Teaching.Shanghai Foreign Language ?Education Press.2000：189.

[2]Palmer H E.The scientific study and teaching of languages.London Oxford University Press.2007：117.

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[4]王篤勤.英語教學(xué)策略論[M].外語教學(xué)與研究出版社，2002： 265.

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