The Problems and Counter-measures on Spoken English Teaching in High School

高中英语口语教学的问题与对策

The Problems and Counter-measures on

Spoken English Teaching in High School

Contents

Abstract (1)

Key Words (1)

I. Introduction (2)

II. Literature Review (3)

III. Problems and Countermeasures on Spoken English Teaching in High School (4)

1.Problems in spoken English teaching (4)

2.Countermeasures on spoken English teaching (6)

3.Classroom activities (9)

1)Di s c u s s i o n (9)

2) Speeches (10)

3) Dialogues and role-plays (10)

IV. Conclusion (11)

References (12)

Abstract:As an important expressing method, speaking embodies the speaker‟s expressing and communicative abilities through language.Nowadays in the international

communications and competitions, personnel with high ability of spoken English

have more and more important position. However, for a long period, many high

schools have ignored spoken English in their teachings as fettered by the idea of

education for test. Consequently, most students' spoken English levels are quite low.

As a result, we should take effective measures to enhance the training of spoken

English, improving the overall qualities of the students, and then strengthen their

ability to adopt and take charge of the society.This paper points out the problems

preventing the high school students from improving their spoken English and

suggests some countermeasures to solve these problems.

Key Words: spoken English teaching; problems; countermeasures

摘要: 口语作为一种主要的表达方式，体现表达者利用语言表达思想，进行交流的能力。在当今国际交往和竞争中, 具有较高英语口语能力的人才日显重要。然而, 长期以来, 由于受应

试教育思想的束缚, 许多高中在英语教学中相当程度上忽视了英语口语教学, 导致学生大

多口语水平低, 故应采取切实有效措施, 大力加强对高中生英语口语能力的培养, 促进其

全面素质的提高, 增强其适应和驾驭社会的能力。这篇论文指出阻碍高中学生提高英语口

语的问题，同时提出一些解决问题的对策。

关键词：英语口语教学；问题；对策

I. Introduction

English teaching in China is usually affected by politics. Before 1976 English teaching was put at a second position in schools, the priority in English language teaching was given to reading and writing, then listening and speaking. During the Great Cultural Revolution, English teachers were criticized for talking foreign nonsense and asked to work in the countryside and in factories. But now English speaking is focused on by more and more people. The syllabus for foreign language (English) teaching made by the Chinese Education Commission has emphasized that priority should be given to English speaking and listening. Some English teachers have changed their traditional teaching method to the communicative teaching method. At the same time, many schools have run o lot of short-term and part-time English conversation classes for the people who are eager to improve their speaking skill in order to meet the urgent need of today‟ society.

English，as an extensively used international language，has already become the No.l language in the world. With the development of economy in our country, each field is opening to the outside world widely with quick speed. We need to absorb more advanced technology from the developed world. Now, it‟s really hard to imagine what will happen if we don‟t grasp the speaking skills of the English language. In the past years, speaking was not thought to be as important as the other language skills in English teaching. Reading and writing are always put in the first place. As a result，the schools trained many "deaf persons" and "dumb persons".

Oral and written are formed by using the four skills: listening, speaking, reading and writing. Listening and speaking forms the oral circulation which is by far the most widely adopted approach by human beings with the characteristics of faster speed, transient existence and convenient application. Reading and writing forms the written circulation that is more enduring and preserving. To ask someone something, with the development of modern communication system, you only need a few seconds. But to write a letter and get the answer may take you a couple of days.

A teacher‟s role in teaching English as a foreign language is to provide the students with comfortable circumstance. He or she should be a director rather than an explainer. Quiet classroom produce few attempts at speaking a language. One student‟s speaking to the teacher produces a quiet classroom and progress for one student only. Twenty-five students speaking