提高英语课堂用语能力论文
英语口语能力论文：加强课堂训练,培养中学生英语口语能力
英语口语能力论文：加强课堂训练,培养中学生英语口语能力一、以听导说，注重“多听”“多讲”中国学生学习外语的两大障碍就是“听”和“说”，许多学生可能只是学习上的“尖子”，但在口语上却是“矮子”。
那么，怎样引导学生成功地学习英语，让学生说一口流利的英语呢？1.转变观念，重视口语训练要指导学生学好口语，一是要帮助学生克服心理障碍，教师要特别注意营造宽松、民主、和谐的课堂气氛来引导学生参与交际，大胆开口；二是要充分挖掘教材中warming-up 和speaking等部分口语教学材料，展开会话、讨论、看图说话、相互问答等形式让学生用英语进行交流，以提高学生的听力和口头表达能力；三是要将听力训练放在首位。
英语的会话主要涉及听、说两方面。
要交流，首先要听懂。
教师要充分利用语言实验室，使用多媒体，组织学生观看英语录像、电影，让学生在听懂、会听、爱听的基础上大胆地开口说英语。
2.营造良好的听说氛围中学生的特点是活泼好动、模仿能力强、记忆力好、听觉灵敏。
针对这一特点，教师在课堂上要坚持用英语教学，由易到难，由简单到复杂。
给学生多听多说的机会，为学生创设良好的听说氛围，并利用语言实验室，使用多媒体，结合电教设备、图片、挂图、实物及面部表情和手势等组织课堂教学，努力营造真实的学习氛围，经过长期训练可以使学生养成用英语思维的良好习惯，培养他们的语感，让学生在潜移默化中得到锻炼，提高口语能力。
二、活化教材，创设各种各样的语言实践活动情景1.“pair work”“group work”和“team work”这种以学生为主“双人”或“小组”活动，要让每个学生都参与。
形式有多种多样：如自主性组合、优生组合、优差生组合、师生组合，使学生与学生、教师与学生充分结合。
增加学生间交流与合作，有助于学生克服胆怯心理和自卑感，大胆开口说英语。
因此，我有意创设与课文相关的问题情境或选择一些学生感兴趣的话题或场景，要求学生围绕教师所给的话题进行语言活动。
英语课堂用语使用方面存在的问题和提升措施
英语课堂用语使用方面存在的问题和提升措施全文共四篇示例，供读者参考第一篇示例：英语课堂用语是学生学习英语的重要工具，但在实际教学中，我们也发现了一些存在的问题，比如学生无法正确运用用语、用语使用不规范等。
针对这些问题，我们可以采取一些措施来提升学生的英语课堂用语使用能力，从而提高英语学习效果。
一、存在的问题1. 学生运用用语不到位。
在英语课堂上，许多学生虽然掌握了一定的英语用语，但在实际运用中却不能流利地表达思想，经常出现断句、词不达意等问题。
2. 用语使用不规范。
一些学生在英语课堂上滥用俚语、口头语等不规范用语，影响了英语学习的正常进行。
3. 缺乏创造性。
许多学生在使用英语用语时缺乏创造性，仅仅局限于课本上的用语，缺乏灵活运用的能力。
二、提升措施1. 强化课堂练习。
在英语课堂上，教师可以设置一些口语练习环节，让学生有机会运用所学的用语，加深理解和记忆。
2. 鼓励学生多练口语。
口语是英语学习的重要部分，学生应该多练习口语，提升用语表达能力，教师可以设置口语练习时间，让学生有充分发挥的机会。
3. 创设情景练习。
利用情景对话、角色扮演等形式，让学生在特定的情景下运用所学的英语用语，培养他们的创造性思维和语言表达能力。
4. 培养正确用语观念。
教师在课堂上应该向学生灌输正确的用语观念，让他们明白何为正确的用语使用，避免滥用不规范用语。
5. 鼓励学生多使用词汇表达。
在英语课堂上，学生应该多使用词汇来表达思想，避免过度依赖短语和句型，培养他们扩展词汇的能力。
提升学生的英语课堂用语使用能力，需要学生和教师共同努力。
学生要多练习口语，积极运用课堂所学，教师要设置相关练习环节，鼓励学生多表达。
只有通过双方的努力，才能有效提高英语课堂用语使用水平，提高英语学习效果。
第二篇示例：英语课堂是学生学习英语的主要场所，而使用适当的课堂用语是教师进行有效教学的关键之一。
在现实环境中，我们也常常面临着一些关于英语课堂用语使用方面存在的问题。
英语课堂如何通过语言互动提高学生语言应用能力论文
英语课堂如何通过语言互动提高学生的语言应用能力摘要：语言是人类心灵互通的桥梁。
对一种语言的学习，最终的目标是能灵活地运用到实际交际当中，能无障碍地表达自己的思想。
如果能在英语课堂教学中，把语言的互动当成一种学习手段和过程，那对于这种语言的掌握将会是事半功倍的效果。
将对如何进行互动这一问题作一探究。
关键词：课堂互动；小组讨论；语言应用英语课堂是英语语言信息输入的窗口，教师在课堂教学中，如何利用好这一窗口，是值得教师去深入探究的。
做好这一功课，是提高学生语言应用能力的前提。
在课堂语言输入这一部分，教师的具体操作简单的可以概括为“实用”和“反复”。
其实在实际教学中，教师应尽量做到比较轻松自然地引入当天所授的日常用语。
教学生养成每天用英语说一句话的好习惯，每天引入一个新的句型，每天都有新鲜的血液输入，形成一个良性的学习周期。
这就是一种语言对学生有效且有规律的输入方式。
另一个很重要的方法就是“反复”。
我们说学习就是反复的过程。
一句话反复说十遍不一定变成自己的话，但是反复说一百遍，就会变成学生自己的话，他们能脱口而出。
每天教师只需补充一句新鲜的内容，并能引导学生很实用的运用出来，学生的语言运用能力便能稳步提高。
对于学生，最好的老师是“兴趣”。
那么一节课的时间，怎样把师生之间和学生之间的互动融入他们的“兴趣”当中去，这是他们最后能成功地运用语言的关键。
互动分为师生互动和学生的小组互动。
我们先讲师生互动，这个环节重要的是要找到能引起学生兴趣的有效话题。
教师应深入挖掘教材，创设情境。
采用各种交际性游戏。
例如，创设一个虚拟的情境，给予教师一个新的角色，与学生进行口语互动，学生会把教师当成一个新鲜的角色，而愿意去进行交流。
另外，教师在运用语言上，尽量运用以往输入的语言，反复运用，加大学生对以前语言信息的运用频率，并能启发学生开口去表达思想。
另外一种互动就是学生之间的小组互动，这是一节课最精彩的部分。
把学生分成若干小组，围在一起。
培养学生英语课堂语言运用能力浅谈
培养学生英语课堂语言运用能力浅谈随着英语在全球范围内的重要性不断提升，越来越多的学生开始学习英语。
而在学习英语的过程中，语言运用能力的培养显得尤为重要。
学生若能够较好地运用英语进行交流、表达自己的观点和思想，不仅能够提高他们的英语学习兴趣，也能够更好地应对未来的学习和工作挑战。
如何在英语课堂中有效地培养学生的语言运用能力成为当前英语教学中的重要课题。
要培养学生的英语课堂语言运用能力，就需要注重课堂教学的互动性。
传统的英语课堂教学往往是老师一言堂式的授课，学生只是被动地接受知识和信息。
而要培养学生的语言运用能力，就要倡导师生互动，让学生有更多的机会运用英语进行口语交流。
在课堂上，鼓励学生用英语提出问题、分享意见、进行辩论，让他们在实际交流中不断地提高语言运用能力。
老师也应该充当起引导者和激励者的角色，给予学生足够的支持和鼓励，让他们敢于开口，敢于表达。
英语课堂中要注重语言运用能力的培养，就需要注重多种教学手段的运用。
除了传统的课堂教学方式，还可以结合多媒体教学、小组讨论、角色扮演等教学手段。
可以通过一些英语角色扮演的活动让学生在模拟场景中运用英语进行交流；可以利用多媒体教学手段引导学生进行实地英语实践，比如通过视频、音频等让学生进行听说练习。
这样可以增加学生的学习趣味，提升他们的学习积极性，也从而增强他们的语言运用能力。
要培养学生的英语课堂语言运用能力，就需要在课堂教学内容上下功夫。
要紧密结合学生的实际需求，注重培养学生在实际生活中能够用英语进行交流的能力。
在教学内容上，可以增加一些适合学生年龄和兴趣的话题，如校园生活、家庭生活、文化交流等，让学生更好地理解并运用英语进行交流。
也可以通过一些生活化的英语教学内容激发学生学习英语的热情，比如通过英语歌曲、电影、小说等多种形式，让学生在潜移默化中提高英语语言运用能力。
要培养学生的英语语言运用能力，就需要重视课外练习与实践。
英语学习不仅仅局限在课堂教学中，学生还需要在课外有更多的机会练习和实践。
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。
提高英语专业水平 灵活运用课堂教学用语论文
提高英语专业水平灵活运用课堂教学用语教师的课堂教学用语是英语课堂教学的重要内容，也是衡量英语课堂教学效果的主要标准之一。
同一份教案不同的教师上课的课堂效果大相径庭，究其原因是教师英语专业能力存在很大差异。
教育学理论认为，教师的语言能力，尤其是课堂组织教学中使用的语言能力，将在很大程度上决定教师课堂教学效果。
英语教师在课堂上正确使用英语组织课堂教学，可以帮助教师营造英语语言环境和真实交流的氛围，培养学生的语感。
我们的学生是在汉语环境中学习英语，大量的语言输入是通过阅读书面语进行的。
新课标要求老师创造丰富的语言环境，对大部分学生来说，通过听的方面得到语言输入又主要来自于课堂，也就是教师必须保证在课堂进行大量的英语输入。
所以英语教师英语课堂教学用语的数量与质量对学生有着直接的影响。
作为一名教师，我们必须重视课堂教学用语的使用，提高运用课堂教学用语的艺术，充分发挥它在英语教学中的积极作用，从而使教学取得更大成效。
因此，我们应做到以下几点。
一课堂用语要准确得体教师的教学用语要选择合乎英语习惯的说法，注意语言的规范性，语音语调正确，养成良好表达习惯。
教师要时时注意自己的语音语调正确和规范，并要养成良好的说话习惯，发音要清晰响亮，力求自然、流畅，这样可以帮助学生形成地道的英语观念，减少汉语对学习英语的影响。
如果一位教师英语口语说得流利、发音准确。
每位学生就会爱听，也会跟着模仿。
而现在我们的课堂不符合英语习惯的错误普遍存在，甚至在课堂上讲汉语不用英语、半中半英、中式英语或自己创造语言。
要避免这些错误我们应该课前备好课，包括要说的每一句口语并熟练记忆，逐渐养成英语表达思想的习惯。
二课堂用语要生动活泼语言的表达应该丰富多彩。
语言乏味不利于调动学生的积极性，更不利于学生语言的学习。
例如对学生的表现做肯定的评价不要反复用“good”也可以说“that’s it.”“that’s right”“exactly！”“ good job！”“ super！”等。
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.。
【英语教学论文】重视英语课堂用语,提高英语教学效率
重视英语课堂用语，提高英语教学效率一、引言跟随新课改的步伐，农村英语教师在课堂上也要尽量用英语组织教学，营造一种良好的语言环境。
教学实践过程中，英语教师究竟做得怎样？据调查统计，大部分的学生认为，教师课堂上能全部或大部分用英语组织教学，虽然有的听不懂，但课堂上的英语气氛明显变浓了。
而且很多英语教师不仅口语流利，体态语言也运用得好。
但另一方面，笔者在平时的教研活动听课过程中，我们也发现了四个较普遍的问题。
对于这些问题，我们不可忽视，值得中学英语教师注意。
二、英语教师课堂用语存在的问题1、课堂用语不规范，说话错误多教师的教学语言是学生学习的样板，要想培养学生正确使用语言的良好习惯，教师首先应当给学生作出榜样，英语教师尤应如此。
可惜课堂上，我们经常听到下面这些不规范的语言：（1）词序不对：Canyoutellmewhendidthestorybegin?Canyouguesswhatdoesitmean?正确的说法：Canyoutellmewhenthestorybegan?Canyouguesswhatitmeans?（2）词形不准：Let'sseethetwosentence.Onemorestudents.Classbegin.正确的说法：Let'sseethetwosentences.Onemorestudent.Classbegins.（3）用词不当：Canyoumakeasentenceabout“makesure”?I'dlikesomeofthestudentstocometothefront.Howiseverythingaboutyou?正确的说法：Canyoumakeasentencewith“makesure”?I'dlikesomeofyoutocometothefront.Howiseverythingwithyou?（4）搭配不全：Payattentionthedifference.Whenshallwediscuss?正确的说法：Payattentiontothedifference.Whenshallwediscussit?（5）语态不通：Theletter“a”pronounces.正确的说法：Theletter“a”ispronounced.以上列举的各类错误，或许有些只是因为教师说话过快，而出现的种种口误。
浅谈英语课堂用语的使用
浅谈英语课堂用语的使用在全球化日益加深的背景下，英语作为全球通用语言的重要性日益凸显。
英语课堂教学不仅要注重语言技能的传授，还需要培养学生的跨文化意识。
多媒体手段因其具有的互动性、趣味性和直观性等特点，被广泛应用于英语课堂教学中。
本研究旨在探讨使用多媒体手段进行文化教学对英语课堂教学效果的影响，以期为提高英语教学质量提供参考。
在过去的研究中，已有许多学者对英语课堂教学中多媒体手段的应用进行了探讨。
这些研究主要集中在以下几个方面：多媒体手段在英语课堂教学中的优势、应用策略以及影响学生的学习效果等。
尽管已有研究取得了一定的成果，但仍存在以下不足：对多媒体手段在英语课堂教学中进行文化教学的研究不足，缺乏深入分析其教学效果的实证研究。
本研究采用定量和定性相结合的研究方法。
选取两个班级作为实验组和控制组，分别进行多媒体手段和文化教学的英语课堂教学。
然后，通过问卷调查和课堂观察收集数据，对实验组和对照组的学习成绩和态度进行对比分析。
经过一个学期的实验教学，发现使用多媒体手段进行文化教学的实验组学生在学习成绩和态度方面均表现出较大的提升。
具体来说，实验组学生的平均成绩比对照组高出10%，且对英语文化和跨文化交流的兴趣明显增加。
这可能是因为多媒体手段能够通过生动有趣的图片、视频和互动游戏等方式，将抽象的文化知识具体化、形象化，从而帮助学生更好地理解和接受这些知识。
然而，这一研究结果也可能受到其他因素的影响，如实验对象的差异、教师的教学方法等，因此需要进一步的研究加以验证。
本研究通过实证研究发现，在英语课堂教学中使用多媒体手段进行文化教学能够有效提高学生的学习成绩和态度。
这表明多媒体手段在英语文化教学中具有较大的潜力和优势。
然而，本研究仍存在一定的限制，如样本数量较少、实验时间较短等，因此需要进一步的研究加以验证和完善。
未来的研究方向可以包括：探讨多媒体手段在不同类型的英语课程中进行文化教学的效果比较；深入研究多媒体手段在培养跨文化意识方面的作用；针对不同水平的学生开展个性化教学等。
初中英语教学论文 如何提高学生英语口语交际能力
如何提高学生英语口语交际能力随着新课改的实施，英语教师开始思考和改变以往教学中存在的问题。
以前，为了让学生在高考中取得好成绩，老师都只注重提高学生的听、读、写和语法知识的能力，而语言教学的最终目标是培养学生以书面或口头方式进行交流的能力。
《普通高中英语课程标准(实验)》指出，语言技能是语言运用能力的重要组成部分。
语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。
听和读是理解的技能，说和写是表达的技能。
这四种技能在语言学习和交际中相辅相成、相互促进。
学生应通过大量的专项训练和综合性的语言实践活动，形成综合语言运用能力，为真实的语言交际打好基础。
中学英语教师应从《普通高中英语课程标准(实验)》的要求出发，充分认识口语能力培养的重要性，调动学生的积极性，使学生在口语和书面两方面都具备一定的实际应用能力。
因此，在英语教学中，教师应该重视培养和提高学生的英语口语交际能力。
一、英语口语教学现状。
教学过程中发现，大多数学生不愿用英语表达。
即使站起来说，也会说的得很小声。
1.受中小学阶段接受的英语教育的影响，很多学生嘴里讲出来的英语带有很重的地方口音，这样的学生即使语法掌握得很扎实，词汇量也很丰富，但由于方言发音的影响，严重影响了英语口语的交流。
2.在课堂上，师生间的关系往往过于僵硬，教师的定位只在传授书面知识，并且课堂上绝大部分时间都在进行传授知识这项活动，那么就会使课堂教学变成其独角戏。
有的老师在口语课上剥夺了学生练习交际能力的权力，使得学生对英语的兴趣不断下降。
3.听力限制。
练习口语时，最重要的是听力理解能力强。
的确，如果听力理解能力不强，那么无论一个人掌握的词汇量有多大，都无法与别人正常交流。
4.有很多学生由于缺乏信心而羞于开口，其最大障碍来自于自身的心理因素，他们因羞怯、焦虑甚至恐惧等心理障碍，而不敢开口说英语。
尽管这部分学生很渴望有锻炼的机会，但由于缺乏自信心，形成了“哑巴英语”，造成英语课堂学习气氛沉闷。
如何做好学生英语口语能力训练论文
如何做好学生英语口语能力的训练英语作为一种语言，口语教学非常重要。
所以英语教学的初级阶段应当以听说训练为主。
新课程标准也明确提出，教学应”培养在口头和书面上初步运用英语进行交际的能力”。
下面我就如何提高学生口语能力的训练谈几点自己的看法。
一、端正教学指导思想义务教育中的英语教育并非单纯着眼于为考学做预备，而是着眼于未来公民初步的英语实用能力，包括基本的口头表达能力。
英语教学的一个重要任务是让学生开口说。
课堂是学生学习英语的主环境，在一些农村及偏远地区，课堂则是学生学习英语的唯一语言环境。
教师应以满腔的热情，采用新颖多样的教学手段，创设生动活泼的教学情境，营造轻松愉快的课堂气氛，让学生敢于开口，乐于开口。
这是我们培养农村学生英语口语能力的重要方法，也可以说是唯一有效的方法。
二、采取有针对性的教学手段⒈消除畏难情绪。
孔子说过：”知之者不如好知者，好知者不如乐知者。
”学生一旦对英语学习产生了兴趣，就会自觉克服学习困难，主动地参与英语活动，并从中获得乐趣。
但在一部分农村及偏远地区，经过小学阶段四年英语的学习，有一部分学生对英语产生了一定的畏难情绪。
这种情况给教学造成了一定困难。
但是，学生们对初中生活特有的向往，又让这些学习”暂困生”对新阶段的学习充满了期待、充满了渴望。
教师应把握好学生这种美好的情感，课前做好充分准备，课上利用朗读、游戏、对话等形式组织好课堂教学，消除学生的畏难情绪，为听、说训练创设特定的气氛。
平时注重把轻松愉快的气氛引入英语课堂教学，促使学生在有张有弛的环境中学习，这样学生在听、说训练时就有了一种轻松舒适的感觉，消除了学习的乏味感。
同时再辅之以图片、图表、实物等，以此来增强听、说训练的趣味性。
，这样学生才敢于开口、乐于开口，听说能力才有可能得到锻炼和提高。
⒉注意朗读技巧的训练。
培养语句重音、节奏、音变、连读以及语调均属于朗读技巧的范畴。
教师在课堂上应注意有意识地按课本要求去传授这方面的知识，加强训练学生这方面的技巧。
培养学生说英语的能力论文
培养学生说英语的能力论文培养学生说英语的能力论文在科学技术飞速发展的今天，人类思想的交流日益频敏。
而语言是思想交流的载体，其重要性日益彰显。
英语是我国对外开放和交往的重要工具之一，在英语教学中，尽管课堂教学改革不断推进，教师们的教学理念和教学行为发生了相应的改变，但仍存在着严重的“聋哑”现象。
如何培养学生说英语的能力，改变目前尴尬的“聋哑”现象，成为广大英语教师亟须研究的一个课题。
众所周知，英语教学的目的在于让学生掌握一定的英语知识，并通过听、说、读、写、演的训练来实现知识向能力的转化。
也就是说，英语教学的根本目的在于培养学生语言运用的能力，而学生英语运用能力往往体现在口头上，即“说”英语的能力，所以培养学生说英语的能力成为英语教学中的重点。
一、培养学生说出英语的情感美国的心理学家罗杰斯认为，人的情感活动是心理过程的动力与基础。
因此，在课堂上要创设良好的人际关系的心理气氛，创造一种接受性心理的气氛。
接受性的课堂心理气氛是一种比教学技能更为重要的教学因素。
在教学过程中教师不仅要向学生输入知识信息，也要输入情感信息，引起学生的共鸣。
学生体会到教师对自己的尊重、信任、爱护，从而激发他们努力学习的动机。
师生间在情绪方面的积极的双向反馈，会极大地促进学生的学习及非智力因素发展。
因此，情感的动力因素对我们的教学有着很大的影响作用。
由于学生学习英语时受母语的影响，说英语怕出错，爱面子，怕别人笑话，不敢张口说英语，产生一种焦虑的情绪。
所以在学生刚学英语时，教师就应采取各种措施鼓励学生说英语，有意识的培养学生学习英语的兴趣和学习的积极态度，逐步树立学生学习英语的信心。
多鼓励，少批评，特别是对后进生要采取特殊的教学方法，鼓励他们多用英语交际，不要怕说错，帮助学生减少顾虑，克服羞愧的心理。
如我在英语教学时，课堂上让学生回答问题，表演对话，读单词时尽量不提名，让学生自愿去做，有时也或者横排或者竖排进行，使同学们都有说英语的机会。
英语教学中学生语用能力培养论文
英语教学中学生语用能力的培养根据最新教改精神，现行英语教材着重语言实际运用的教学。
因此，在教学中，注重学生语用能力的培养十分重要。
教师在教学中要加强对学生语用能力的培养，笔者认为要处理好以下几个关系：一、正确认识语言形式和语言功能之间的关系语言作为交际工具，有双重性，即形式和功能。
一方面语言在形式上有一定的规律性、稳定性，并且可以脱离语境单独进行分析和解释。
如：“the police man is coming．”是由一词按一定语法规则组织而成的句子，其意义也相对稳定，表示“一警察正朝说话人处走来。
”另一方面，语言又具有可变性，是变化不定的话语，在不同的交际环境中体现为不同的语言功能，即表现不同的交际意义。
如：can l help you?在不同交际情景中，其意义就不同。
语言形式和语言功能(即语言的结构体系和语言在使用中的表意作用)是语言的两个不同方面，它们既有联系又有区别。
作为交际工具，从理论上讲，当我们有话要说时，应当实话实说。
这样，容易表达自己的意思，也容易被他人理解。
例如，在作报告或学术讲座时，因为说话内容纯属情报信息，所以我们运用的语言手段应直接表达思想内容。
然而，在大多数语言环境中，闲谈的内容往往不是直接就是间接与说话双方利益有关，说话的目的不是为指令某人做事，就是为使听者改变或接受某种观点。
在现实生活中，由于人的地位、文化、身份等因素也要求我们注意表达方式。
因此，语言形式和功能之间存在多重性的关系。
换句话说，在语言交际中，同一语言，在不同环境可以有不同的语言形式来表达，如：the window is open．这一语言形式，在不同的交际环境中至少有几种不同的语言表意：(1)陈述“窗户开着”这一事实。
(2)提醒听者离开时，关上窗户。
(3)责备听者未关窗。
(4)暗示室内温度低，请听者关上窗。
同样，要求听者关上窗这一语言功能，据不同的语境和不同的说话对象，也可以有以下几种形式：1．close the window，please2．1 want you to close the window3．will you close the window?4．can you close the window?5．would you be so kind as to close the window?6．it’s cold here，is n’t it?7．why not close the window?8．what／how about closing the window?9．would you mind closing the window?10．don’t you think it’s cold here?这样看来，在英语教学过程中，要有效地培养学生的语用能力，使他们在不同场合、不同对象中，能正确、恰当地运用英语进行交际，既要使学生懂得语言的形式结构，又要使他们学会如何在实际运用中发挥这些语言形式。
高中英语教学论文10篇完美版
高中英语教学论文10篇完美版引言本文旨在介绍十篇高中英语教学论文的完美版，这些论文涵盖了多个主题，旨在提供丰富多样的教学方法和策略，以帮助教师提高教学质量。
论文一：利用多媒体技术改善英语听说能力这篇论文探讨了如何利用多媒体技术来增强学生的英语听说能力。
论文提出了一些有效的教学策略和方法，例如使用影片、音频和互动游戏等多媒体资源。
论文二：运用情境教学法提高高中生的英语写作能力该论文研究了使用情境教学法来提高高中生英语写作能力的有效性。
论文介绍了一些实用的教学活动和案例，以帮助学生在真实场景中进行写作训练。
论文三：文化教育在高中英语课堂中的应用这篇论文讨论了文化教育在高中英语课堂中的重要性和应用。
论文介绍了一些培养学生跨文化交流能力的教学方法和实践经验。
论文四：提高高中英语听力理解的策略总结该论文总结了一些有效的策略，可帮助教师提高高中生的英语听力理解能力。
论文探讨了词汇研究、语调训练和听力材料选择等方面的教学策略。
论文五：游戏教学法在高中英语课堂中的应用这篇论文研究了游戏教学法在高中英语课堂中的应用。
论文介绍了一些以游戏为基础的教学活动和案例，以提高学生的英语研究兴趣和参与度。
论文六：利用小组探究研究提高高中英语口语表达能力该论文探讨了如何利用小组探究研究来提高高中生的英语口语表达能力。
论文介绍了小组合作研究的重要性，以及一些可行的活动和方法。
论文七：分享课堂故事以提高学生的听说能力这篇论文提到了通过分享课堂故事来提高学生的英语听说能力。
论文介绍了如何运用故事教学法和相关教学活动，激发学生的研究兴趣和提高语言表达能力。
论文八：使用影片剪辑提高高中生的英语听力水平该论文研究了使用影片剪辑来提高高中生英语听力水平的有效性。
论文介绍了如何选择合适的影片剪辑、设计相关听力任务，并给出了实施建议。
论文九：创意写作在高中英语课堂中的应用这篇论文探讨了创意写作在高中英语课堂中的应用。
论文介绍了一些创意写作的活动和方法，鼓励学生发挥想象力，提高写作质量。
谈如何提高学生英语的运用能力论文
谈如何提⾼学⽣英语的运⽤能⼒论⽂谈如何提⾼学⽣英语的运⽤能⼒论⽂ 当代，论⽂常⽤来指进⾏各个学术领域的研究和描述学术研究成果的⽂章，简称之为论⽂。
下⾯是⼩编整理的谈如何提⾼学⽣英语的运⽤能⼒论⽂，⼀起来看看吧。
谈如何提⾼学⽣英语的运⽤能⼒论⽂篇1 对于我们来说，英语是⼀门实践性很强的学科，它包括听、说、读。
写的不断操练。
语⾔信息的整合及输出输⼊过程。
学⽣必须⾝⼊真正呢个的语⾔环境中，去感知、分析、理解、操练。
不断地模拟交际，最后到真实的交际，以达到真正的掌握、运⽤英语，因此，强化、优化课堂教学结构，吩咐课后组织运⽤的能⼒⾄关重要，这样必须靠发挥学⽣的主观能动性，激发他们的学习兴趣，使学⽣变负担为乐趣，顺理成章⽂成英语的学习。
⼀、努⼒创设英语会话环境，有话学习氛围 充分⾃如地运⽤英语，语⾔环境是⾮常重要的，要激发学⽣的学习兴趣，就⼀定要给学⽣创设⼀个学英语⽤英语的环境，那么怎样创设呢？⾸先，教师应号召⾎红⾊呢个在室内设置英语墙报，英⽂标语，英语画刊等。
在课外，开办“英语⾓”，强化对各种物品的英语名称的识记，以此来强化⽤英语的外语氛围，努⼒创设软环境，利⽤课堂挂图，投影⽚等创设情景，⽤英语看图说话，⽤英语扮演⾓⾊，⽤英语搞抢答案，⽤英语进⾏思维和想象，最⼤限度地创设会话环境，使学⽣学习英语有⼀种⾃我追求，⾃我完善，⾃我提⾼的兴趣和动⼒。
⼆、强化课堂教学⽅法，增强语⾔的实践性 第⼀、建⽴融洽的师⽣关系，创建有效的学习氛围。
罗杰斯说：“成功的教育有赖于⼀种真诚的理解和信任的师⽣关系，有赖于⼀种和谐安全的课堂⽓氛。
”在英语课堂教学过程中，教师创设轻松和谐的课堂教学⽓氛可以让学⽣陈胜良好的⼼理效应，使学⽣处于积极的情感状态，引导学⽣产⽣良好的⼼理效应，使学⽣处于积极的情感状态，引导学⽣主动⽽愉快地学习。
⾯对学⽣英语程度参差不齐，教师要尊重学⽣的想法，不要挫伤他的积极性。
经常⽤⿎励表扬的语⾔，如：Well done，Good job，Outstanding performance，You are improuing 等，恰如其分地运⽤语⾔艺术，语⾔教学在很⼤程度上依赖于学⽣与教师之间的团结、合作、相互⽀持的⼈际关系，⽽这种关系时刻都受到彼此情感的影响，恰当合理地使⽤语⾔有助于沟通情感，增进友谊和相互尊重，还可以创建⼀种和谐的语⾔活动氛围，让学⽣愉快地沉浸在英语的氛围中。
学生英语语感的培养论文
学生英语语感的培养论文英语语感是指英语的掌握程度无限接近母语水平，可灵活的使用流利的、纯正的英语表达所思所想，形成本能的、条件反射式的思维方式，让语言回归于实际生活应用。
下面是小编精心整理的学生英语语感的培养论文，希望对你有帮助！学生英语语感的培养论文篇1摘要：本文从夯实基础、创设英语语境、增大学生的积累量、了解中西方文化差异四个方面阐述了如何培养学生的英语语感，目的在于提高学生的英语综合能力。
关键词：英语语感；培养；教学法进入21世纪，社会日益信息化，经济全球化，这使得作为重要信息载体的英语成为人类生活各个领域中使用最广泛的语言，而要提高学生的英语水平，英语语感起着非常重要的作用。
语感就是人们对语言的领悟能力，是语言训练到熟能生巧的表现。
语感是一种看不见，摸不到的东西，但它确实存在着，并在英语的学习中起着积极的作用。
有效的培养语感，会加速语感的早日形成和优化。
下面笔者从几个方面谈谈如何培养中学生的英语语感。
一、夯实基础是英语语感的前提1.语音教学，渗透语感。
英语与其它任何一门语言一样，都有着自己独特的语音和语调，如果我们细心感受就会发现它有一种韵律美。
在教学中，元音有长短音，所以读起来要有抑和扬的反差，而辅音连缀和爆破使辅音连读时会失爆，所以一定要读得一泻而下，要使学生听起来感到流畅和潇洒。
重音、多音节的单词有重读音节，有时还有一个次重读音节，这样就显出了抑扬和强弱。
英语的句子也一样：动词、名词、形容词、副词、数词等实词通常要重读，其它的虚词如冠词、介词、代词等一般要轻读，这样句子的节奏就读出来了。
所以教师在语音训练时一定要富有节奏地，有声有色地朗读，学生就会自然而然地形成一种英语语感。
2.词汇教学，深化语感。
单词是英语学习的基础。
掌握了单词，才有可能准确地表达个人在交际时的真实想法。
所以单词的教学是培养语感的关键所在。
首先，教师要认真地讲解每一个单词，并让学生对单词有一个整体的认知，当然我们可以利用一切可以利用的资源，如声音、图像、肢体语言等使学生对单词的学习简单化，从而达到快速、深刻地记忆单词。
小学英语教学论文- 论小学英语课堂教学用语的恰当使用l通用版
小学英语教学论文- 论小学英语课堂教学用语的恰当使用l通用版论小学英语课堂教学用语的恰当使用摘要：巧妙、灵活地使用课堂教学用语有利于提高小学生学习英语的效率。
本文论述了无声课堂教学用语和有声课堂教学用语的恰当使用问题。
关键词：无声课堂教学用语；有声课堂教学用语；恰当使用在当代小学英语课堂教学中，无声课堂教学用语和有声课堂教学用语的运用在整个英语教与学的过程中是紧密联系在一起的，都发挥着不可低估的作用。
一、无声课堂教学用语的恰当使用所谓无声课堂教学用语，是一种以人的面部表情、手势动作、身体姿势、目光交流等传递信息的一种非语言交流。
它在小学英语教学中起着非常重要的作用。
（一）目光交流爱默生曾说，“人的眼睛和舌头说的话一样多。
” 课堂上教师的目光相当重要，在课堂上艺术地用好眼睛，有利于辅助教学，提高教学效果。
课堂上可以发现这样一个现象：有经验的教师讲课不是对着学生的耳朵讲话，而是对着学生的眼睛说话。
教师不妨运用自己的眼睛去传递和捕捉信息，表达自己的思想内涵和感情，并学着去洞察、审视学生的眼神，检查自己的教学效果。
当学生表现佳时，教师的目光是赞许的，当他们的表现欠佳时，教师的目光可以是严厉的；提问时教师可以给他们投去鼓励的、期待的目光。
相反，教师也可以及时从学生的眼神中看出他内心的疑问、态度以及新知识的掌握情况。
（二）手势语小学生年龄比较小，生性活泼，不适合枯燥单调的教学。
在课堂上使用手势语可使教学变得生动、活泼和明了。
当然，手势语也是要用得简练、适当、自然、协调。
认识到这点之后，在单词教学中就可以很好地利用这个方法。
例如，牛津英语5B Unit2主要学习关于疾病的单词，如果机械地教学这些单词，小学生会学得比较痛苦，掌握也比较困难。
于是，在新授“toothache ”这个单词时，可以用手托住腮并做出痛苦状，学生就会立刻明白这个单词的意思，而且注意力也立刻被吸引过来了，纷纷模仿练习。
在这种形象真切的情境下，他们就能轻轻松松地掌握这个单词。
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提高英语课堂用语能力论文
【摘要】进行中职英语课堂教学时，任课教师一定须遵循“用英语口语组织教学”这一原则，来准确、恰当并灵活自如地使用口语给学生营造外语学习情境。
【关键词】课堂用语课堂教学提高
1. 教师用语与课堂教学
随着中职英语新版教材的普遍使用和教学改革的不断深入，中职英语课堂教学的面貌发生了很大的变化。
使用英语进行教学组织已是一种必然状态，之前的汉语充斥课堂的情况已一去不复返了。
而处于这种情况时，怎样科学并有效地应用英语的课堂教学用语成了中职英语教师所不得不面临的一个难题。
面对英语基础较差的中职生，教师应该多用一些简单的词汇和易懂的句型，并根据学生英语水平的不同调整语速和停顿时间。
这样，可以帮助学生克服理解和表达困难，以利于师生间更好地进行交流。
2. 课堂用语的特点
2.1语音
教师经常使用夸大的发音，或延长停顿，或放慢速度。
教师一般在发元音时较为清晰，而为了更好地传达信息，较少发辅音连缀，如look at 等。
2.2词汇
教师使用的课堂用语多为基本词汇，很少用非正式的口语体、缩略式和不定代词，如说“Are you all here？”，而不会说“All here？”
2.3句法
教师用语中短句多、从句少。
教师多用现在时，句子结构完整规范，信息传送频率比正常语速要慢一些，如：Let me introduce myself. My name is ... and I will teach you English this year.
2.4语篇
教师用语的语篇特点是大量使用第一人称，重复较多，如：I don’t think we have learned this expression before. OK. I will tell you the meaning of this expression ...
英语教师的课堂教学用语于内容上也应该是比较丰富的，有开场白如（Good morning / afternoon，everyone！Class begins！）、提问语（Do you understand？Who can answer this question？）、演示语（Look at the blackboard. This is ...）、反馈语（Good job，Excellent ...）和结束语（Goodbye，everyone！）等。
为了达到与学生交际的目的，教师用语往往简单易懂，词语选用要考虑学生的实际语言水平，所以复杂的时态、句型、书面语、歧义词句等都应尽量避免使用。
根据课堂观察，教师用语的数量受到上课形式的影响，在听说课或会话练习时，教师用语就会多些。
此外，教师的性格也会影响其课堂用语的多少。
在以学生作为中心的新的教学理念的引导之下，中职外语教师使用的教学用语也有很大改变。
最大的变化是大量的课堂命令式语言改成了建议式语言，以显示师生的平等关系，如将“Turn to the next page.”改成“Let’s move on to the next page.”等。
中职生通常英语学习的基础较差，教师课堂用语使用恰当与否，会给他们进行实际学习的兴趣、和主观能动性及学习能力、效率方面产生比较大的影响。
而教师教学用语的水平高低常常直接制约学生的学习效率，甚至能够决定课堂教学的成败。
3. 提高课堂用语质量
第一，拥有熟练且准确的口语能力属于提升英语课堂教学用语效用的关键保障。
因此，作为教师必须要有流利的口语，语音、语调、用词、用句必须要准确，并能恰到好处地运用到教学用语之中。
除此之外，中职英语教师也要不断增强自己的整体专业素养。
中职外语教师的专业素养通常包括英语语言水平和与之相关的某些文化知识，还包括进行教学的实际能力以及进行教学科研的能力等，也就是说，英语教师必须功在平时，时刻注意学习和研究，并重视对教学实践的体验和知识、技能的积累。
其次，教师还要积极地参加校本科研活动，虚心向有经验的老教师学习，多听课，听好课，互相观摩和点评同行的课堂用语。
教师也应该多去参加有关英语口语与课堂教学的学习来增强自己的课堂教学的能力。
除了进行持续学习，教师口语能力的增强需要进行有效的自学。
在信息技术发达的今天，英语教师可以利用互联网、电视、收录机等进行自我培训。
4. 结语
概而言之，进行中职英语课堂教学时，任课教师一定须遵循“用英语口语组织教学”这一原则，来准确、恰当并灵活自如地使用口语给学生营造外语学习情境。
因为它不但属于英语教学中非常关键的内容，
更成为促进中职生使用英语进行学习和思索的行之有效的方法。
从事外语教学的教师，必须正确使用课堂用语，并充分发挥出其在英语教学中的积极作用，进而让英语课堂的教学水平得以提升。
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