如何提高学生英语口语能力论文

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怎样提高学生英语口语能力论文

如何提高学生英语口语能力【摘要】中学英语教学的目的，是培养学生运用英语的听、说、读、写能力。

可由于长期应试教育的痼疾还没根除，语言系统的差异性和缺乏必要的语言环境等原因，在四会能力中，说的能力最难提高。

在长期的英语教学中，有效提高学生口语能力变的越来越重要。

【关键词】英语口语学困生；原因；对策；评价方法新一轮的基础教育课程改革正在蓬勃地开展，新课标强调要发展学生的语言运用能力，始终把听说放在英语教学的首位，而听是基础，说才是教学的关键。

因此，在英语教学中加强英语口语教学已经引起了大家的重视，这不但是当前素质教育的一项要求，也反映了英语教学改革的趋势，更是社会进步的标志。

但是，现阶段的中学生在英语口语表达中却存在着不少问题，是什么原因造成了英语口语学困生呢？一、影响学生英语口语表达的原因1. 缺乏必要的语言环境现在我们的学生是在汉语单一语种的环境中学习英语的，除了每周有限的几节英语课外，很少有接触英语的机会。

若不能充分利用课余时间进行复习巩固，课内学生仅有的一点听说训练如何谈得上学好英语？2. 容纳过多的班级人数众所周知，培养听说能力必须通过大量的反复练习，每个学生都要有足够的听说实践机会。

但就本市而言，绝大多数中学班级容量较大，一般在50人左右，有些甚至达到60人以上。

班级人数过多就难以组织有效的口语训练活动，使学生开口实践的机会少，口语能力自然难以提高。

3. 影响表达的心理因素一些学生性格内向，一些学生因基础较差或先天的发音缺陷而怀疑自己学习语言的能力，一些学生怕说错被同学笑话或教师批评而不敢开口等。

还有一些学生看到别人能用英语流利交流，非常羡慕他们，便给自己订立不切实际的目标，短期内未能达到此目标时，便会急躁气馁，甚至半途而废。

4. 忽视必要的口语操练缺乏词汇量对于练习口语来说是致命的“硬伤”，而不断地依赖于查字典，死记硬背的方法也不可取。

同时，由于升学的压力，很多学生存在“千学万学为了升学，千考万考为了中考”的观念。

如何提高初中生英语口语表达能力论文

浅谈如何提高初中生的英语口语表达能力摘要：当今社会，英语作为一门世界性的通用语言，其触角已布满世界各地。

提高学生的英语口语表达能力，让学生能够使用英语无障碍地交流，是我们进行英语教学的最终目标。

本文主要结合仁爱版初一英语教材，就如何提高初中生的英语的口语能力提出相关方法和策略。

关键词：初中生英语口语；方法策略；仁爱版教材一、提高英语口语表达能力的重要性随着经济全球化的发展，世界正在变成“地球村”，英语作为一种使用范围最为广范的国际语言，在全球的联系与沟通中发挥着越来越重要的作用。

语言的基本功能就是交流和沟通，而英语口语教学在初中阶段的目的就是培养学生的口头表述能力，使学生掌握基本的口语表达技巧，在日常生活中能够熟练地运用英语进行交谈。

由于中西方语言的巨大差异，加上缺少良好的英语语言环境，口语是困扰很多中国学生一大难题。

很多学生不敢开口，不愿开口，不会开口，出现了“哑巴英语”的现象，自然影响了学生口语交际能力的提高，抑制了学生开口说英语的欲望，打击了学生在英语学习过程中的自信心，不利于学生综合素质的提高。

语言的学习要从娃娃抓起，因此提高初学生的英语口语表达能力势在必行。

二、初中生英语口语能力提高难的原因评判一个人英语口语水平的高低主要看以下几个方面：语音语调是否准确，口语的流利的程度，口语是否符合英语的语言习惯，口语的内容是否充实、是否符合逻辑。

要做好这几点对于初中生来说具有非常大的挑战性，由此导致初中生英语口语能力差的原因主要有以下几点：1.中西方语言的巨大差异。

汉语和英语都各有各的结构体系，在字词、句子、语法等方面存在着较大的差异。

中国学生长期习惯于汉语的语言环境，特别是初中生尚处于英语学习的初级阶段，对英语学习的适用性和接受能力有待提高。

2.学生的词汇量有限。

词汇是口语的基础，学生只有在掌握了大量的词汇和句型等知识后，才能将所学到的知识应用到口语实践中，并流利地表达出来。

然而很多学生词汇量较少，遇到想说的话却表达不出来，从而丧失了说的欲望。

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。

如何提高学生英语口语表达能力论文

谈如何提高学生的英语口语表达能力摘要：本文从引导学生感知、加强发音训练、创设语言情境和开展口语表达课外活动四个方面谈如何提高学生的口语表达能力。

关键词：高中英语；口语表达；提高新课程标准对学生的语音学习做出了明确的要求：在与他人交际时要能使用恰当的语调、语气以及节奏来表达自己的情感和目的。

这就要求学生具备一定的语言表达能力，以便更好地应用英语。

但是，由于高中语音教学与高考的联系并不大，很多教师忽视语音教学的重要性，认为只要提高学生的英语语言技巧，学生的语音自然也能得到很好的提升。

甚至有些教师认为学生如果在语音方面存在不足，不会对学生的英语学习造成影响。

这些错误的观点使得教师在教学时忽视英语语音教学，学生很多时候只会背单词、念课文，根本不会灵活运用英语，语言表达能力始终得不到有效提升。

因此，要想改变这种现状，教师首先应从思想上重视口语教学，要精心设计口语教学的各个环节，全面提高学生的英语口语能力。

一、引导学生感知，培养“听”的能力感知活动，顾名思义，就是指教师引导学生通过听觉、视觉等感知器官来确认和分辨不同的语音，这对提高学生的听力具有重要作用。

感知活动的形式很多，教师可以利用英语单词拼写形式的相似性让学生一对一地感知单词字母在排列上的不同。

例如，在高中英语教学模块一wordlist 2时，教师可以把c和s开头的单词单独罗列出来：can，cash；skin，skip；slam，slim。

教师可以随便拼读其中的一个单词，然后让学生进行辨析，巩固学生知识的同时还可以提高学生辨析单词语音的能力。

教师还可以依照单词的语言特点，把几个单词以不同的顺序朗读出来，然后让学生进行排序，促使学生熟练掌握每个单词语音技巧。

正确地感知语音是学生进行听力理解的重要前提，引导学生感知单词的语音，可以帮助学生更好地确认和分辨单词语音的不同，培养学生“听”的能力，为学生更好地进行英语听力理解、提高口语表达能力夯实基础。

二、加强发音训练，提高学生“说”的能力发音训练的目的在于帮助学生读准单词、说好句子，让学生掌握语调、语气的发音技巧，提高学生“说”的能力。

如何提高学生的英语口语能力论文

如何提高学生的英语口语能力论文如何提高学生的英语口语能力论文现阶段我国经济飞速发展，对外开放程度不断扩大，国际交流日益频繁，英语作为国际性语言，使用范围迅速扩大。

英语交际能力的培养已受到广泛的关注，成为当前英语教学的重要任务。

中学英语新大纲也提出了“发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力”。

这是教学观念的大转变，更注重对语言的运用，也是适应时代的必然抉择。

然而，在日常教学中我们经常发现，虽然大部分学生学了很多年英语，但依然是“哑巴英语”，学生只会写不会说，不会运用所学到的知识进行交际会话，不具备应有的英语交际能力，不适应社会发展的要求。

由此可见，英语口语教学在英语教学中是一个薄弱的环节，普遍存在着诸多问题，主要有以下几个方面的表现。

1.学习动机有调查表明，在我国，一部分学生学习英语是为了借助英语这一语言工具了解国外信息，但更多的则是为了应付考试、升学，为了拿到证书，而很少考虑交际的需要和实际运用能力的培养。

这种状况是我国目前英语口语学习不利的因素之一。

此外，我国现行的高考制度没有包括口语考试，在高考这根指挥棒的影响下，中学考试一般也不进行口语考试，即使有也只作为考查而不加入总分，因此很多人认为练习口语等于浪费时间，不如多花些时间在书面练习上划算，这样就造成了对口语教学的不重视。

2.心理障碍有些学生虚荣心严重，他们过分注重自我形象，认为英语讲得不准确、不流利会遭到老师的责备和同学的嘲笑，有损“面子”，说起英语时自信心不足。

有些学生口语能力较低，在课堂上不敢开口说英语，生怕犯错。

越是怕犯错，越是不敢开口说英语，口语练习机会减少了，英语口语水平提高就慢，于是学生产生自卑心理。

有些学生不打算升学，狭隘地认为学英语等于在国外学习和工作，而在国内工作和生活是用不上英语的，于是存在一种放弃的心理。

以上种种心理障碍导致中学生不愿积极参与课堂口语练习。

3.语言环境目前我国学生学习英语的环境比较单一，学生的英语学习一般在学校每天45分钟的英语课堂上，学生的听说训练难以在课外得到延伸，在校外进行语言交际的机会也就更少了。

提高学生英语口语能力技巧[论文]

提高学生英语口语能力技巧探究英语作为一门有声语言，成为中国中学生的第一外语。

在实践中，很多学生感到熟练掌握英语口语有困难。

因此，如何改善英语口语教学、如何鼓励学生大胆开口讲英语、如何培养学生在人际交往中正确使用英语、如何提高学生用英语分析问题和解决问题的能力，成为广大英语教师值得研究的课题。

作者经过多年的教学实践，对如何提高学生英语口语能力，从以下几方面进行了探索：一、采用多种有效方法，培养学生口语表达能力中学教材中，课文提供的素材与生活实际联系密切，如购物（shopping）、旅行（travel）、体育（sports）、爱好（hobby）等。

教师可利用这些素材让学生展开想象，大胆发表自己的看法和见解。

课堂上还可采用小组讨论、演讲比赛、专题采访或辩论等活动，增加语言交流机会，切实提高学生口语表达能力。

教师可采用下列方法进行操练：1. 课前演讲。

每堂课的前几分钟，可以让学生进行freetalk活动。

每天由一位学生给大家做自我介绍，包括个人的兴趣经历、性格特点或对某个问题的看法。

也可以讲故事、讲笑话、唱英文歌曲、读英文的名言警句。

在完成这些任务之前，学生要进行充分准备，胸有成竹之后才可登台展示，并鼓励学生自己拟稿、大胆创新，增进了学习兴趣，强化了学习氛围，有助于广大学生听说能力的提升。

2. 角色扮演。

教师可让学生分角色表演课本上的对话，并可根据课本上的对话改编新的对话。

针对多角色的文章，可指导学生分角色进行朗读练习。

学生可扮演成售货员、顾客、医生、服务员、警察等，在特定的情境中进行口语模拟训练。

如，在讲授shopping 这一节时，可以把讲台模拟成商店的柜台，上面摆满各种学习用品，一个学生扮演售货员，多个学生扮演顾客，在真实的情景中操练以下句型：what do you want？ can i help you？ here you are. you’re welcome. 然后替换角色，反复操练。

在这样真实的氛围中运用语言，学生积极性很高，对英语不再陌生，知识掌握得既轻松又牢固。

提高英语口语方法论文

探索提高英语口语的方法摘要：一直以来，英语教学以应试为主，教学活动中知识传授比重较大，语言实践不足。

“哑巴”英语已经越来越成为学习英语最大的障碍。

众所周知，学习英语的目的就是为了交流，为了帮助学生用英语进行交流，提高学生的英语口语交际能力，参考一些专家的理论对如何提高英语口语提供了几种方法。

关键词：英语口语；交流；实践口语交际是人类特有的一种社会活动。

本文参考一些专家的理论对如何提高英语口语提出以下建议：充分的准备，主要是进行语音模仿，背诵和复述练习。

目的是训练正确的语音语调，提高流利程度，培养英语语感。

同时，通过各种方式，如阅读报纸杂志，听英语磁带，看英语录像和电影等来扩大词汇量。

熟练掌握英语的常用单词、短语的习惯表达方式，扩大知识面和训练学生的英语逻辑思维能力。

一、语音在口语学习的最初阶段建议大家从音标发音开始练习，也就是要求我们从最基础的做起，读准英语四十八个国际音标的发音，正确掌握每个音节的发音对初学者将来能否准确发音、有效地进行口语表达有着极其深远的影响。

练习时要模仿原声录音，有条件的还可以录下自己的发音，和原声带进行比较，这样比较容易发现自己的不足，加以改正。

二、背诵与模仿大量地阅读单词，积累词汇，在此基础上阅读句子，背诵一些英语常用句型和表达方式。

在实际生活中，在不同的情景和场合，对不同的对象表达某一意念时使用的习惯用语并不太多，这些用语大多具有固定的句型，往往不能用汉译英的方式直译过来。

一个对口语句型熟练的人，只要掌握了相当的常用单词和短语就能较自由地表达思想。

在学习汉语时我们都知道，熟读唐诗三百首，不会作诗也会吟。

英语学习也是这样。

可以这么说，如果能熟背英语三百句，口语交流基本没问题，更何况那些优美的句子会给人带来美的享受呢。

还需要注意的是，为了很好地进行口语会话，需要记忆一些过渡性、装饰性词语和插入语句。

三、复述复述是在模仿、朗读之后的一个再创。

具体方法：要循序渐进，可由一两句开始，听完后用英语把所听到的内容说出来。

提高大学生英语口语能力的策略论文

提高大学生英语口语能力的策略论文毕业论文（设计）Title The Strategy Of How to Improve CollegeStudents’ Oral English题目提高大学生英语口语能力的策略二级学院：英语学院专业：应用英语班级：08应英11班姓名：洪景媛学号：0303081104指导教师：陈文琴摘要在机遇和挑战并存的21世纪，英语作为一种国际性语言，在国际交流中发挥着举足轻重的作用。

随着我国对外开放的不断深入和加入WTO，举办2008北京奥运会，2010世博会，英语已成为中国与世界沟通的重要途径。

对于现在的大学生来说，英语学习已不仅仅是为了通过四、六级考试，更为重要的是提高英语口语交际能力。

在实际生活中，更多学生学的是“哑巴英语”，而且部分学生英语发音带有浓重的地方口音。

英语广泛影响着我们的生活。

如何提高英语口语，说一口流利和纯正的英语已成了一大问题。

对于就业和升学压力越来越大的大学生来说，具有较高的英语水平无疑会为大学生求职、升学增加一个重要的砝码。

为了改善这种情况，教师在英语教学中应充分发挥其主观能动性，努力提高自己的英语口语对话水平，把培养学生的口语能力作为教学的首要任务。

在提高学生英语口语能力方面，教师的教学方法起着极为重要的作用，英语教师只有掌握了一定的教学技能和提高学生英语口语能力的正确策略，才能真正帮助学生切实提高口语表达能力。

同时学生应积极配合教师，多动脑，多动口，练就一口流利的英语。

关键词：英语学习；英语口语；学习方法；英语思维；学习兴趣Abstract21st century is a century of opportunities and challenge, English plays an important role in international communication as an international language. With the constant deepening of China's opening up policy and joined the WTO, hosting the 2008 Beijing Olympic Games, World Expo 2010, English has become an important way to communicate with the world.Nowadays, for university students, learning English is not just only to pass the CET4 and CET6, it is more important to improve the oral English communication skills. In real life, most students learn "dumb English", and some students’ pronunce English with a strong local accent.English influence our lives widely. How to improve our spoken English to be fluent and native becomes a big problem. To improve this situation, English teachers should give all their efforts to their initiative, striving to improve their English level of dialogue. What is more, the students’ spoken language ability should be the primary task of teaching. At the same time, students must cooperate with the teachers actively, using their brains and mouths more to gain fluent English.Key words: English learning; spoken English; learning methods; English thinking; interestTable of Contents摘要 .......................................................................................................................... Abstract (I)1 Introduction (1)2 The Significance of Oral English (1)2.1 English generally impacts our life (1)2.2 English generally impacts our production (1)3 The Present Situation of College Students’ Oral English Learning.2 3.1 The present situation (2)3.1.1 Lack of a good English environment (2)3.1.2 Lack of diligence (2)3.1.3 Lack of a good way (3)3.2 College students’ problems in oral English learning (3)4 The Ways to Learn Oral English Well (3)4.1 Through English movies (3)4.2 Practice English with friends (4)4.3 Retelling the texts (4)4.4 Expand vocabulary (4)4.5 Learn how to use the idioms (5)4.6 Listening in English classroom (5)5 Conclusion (7)Bibliography (8)1IntroductionWhat is language for? Some people seem to think it is for practicing grammar rules and learning lists of words,longer the words the better. That’s wrong. Language is f or the exchange of ideas, for communication.Use all your senses to learn English. You must hear English, read English, touc h English, smell English, and taste English. Feel English with your heart. Immerse y ourself in this language. Begin to think in English.Nowadays, most people know English is very useful. As an international language English is an important tool to communicate with different people in different countries. With developing of the modern society, and the improvement of transportation and communication tools, the world has become a global village in the 21st Century. There is no doubt that English is one of the world's most widely used languages. People use a language in one of three ways: as a native language, as a second language, or as a foreign language. People study oral English so as to make oral communications, so this order of importance of oral English study should be followed: Fluency, Accuracy, and Appropriateness. That is to say, we have to pay more attention to practical communicating ability instead of only laying emphasis on the grammatical correctness. Paying more attention to phrases and small words as one major shortcoming of Chinese English (especially Chinese oral English) is that Chinese students tend to use big words in their oral language, but the idiomatic oral English is abundant with short, active and vivid phrases. And most of such phrases are made of small words. Oral English has its own features, but it is closely combined with other aspects of English, for example, writing and reading may make oral English precise and accurate.I have not so many chances to practice my oral English in my class so that I should create the environment of learning English by myself. Sometimes I read a novel, after the read I will make a dialogue, although it is really weird. Certainly, I am not crazy about doing that. It is only at some spare time or boring time that I will practice what I mentioned above. I do not belong to that kind of person who is not taking others' opinion into consideration, so I won't speak out in English when there are many people around me just for practicing.At pressure time, reading wonderful novels and some beautiful expressions, sentences structures, and learn from people’s different views toward life is a good method , sometimes reading some not-so-well-written articles not only because we can try our best to find the mistakes which are made in the article. At the same time, we also can make sure that we won't make the same mistakes in the future, alsobecause we can gain some very particular viewpoints toward the society and diverse experience of people’s life.Color words contain a lot of deep meanings, implies a different ethnic feelings. If we take into account the impact of cultural differences, we will have a better understanding of the implicit meaning of color words. The significance of this thesis is to enable us have a proper way to face with the color words, in order to enhance communication skills and avoid conflict of different cultures.2The Significance of Oral EnglishMaybe people don’t know other languages, but it is said that English has become the language of international trade and transport. If you know English, you can travel all around the world. Many people traveling from one country to another use English to talk with others. A lot of ships on the oceans call for help by radio in it. According to the recent report, about 60 percent of the world's radio broad casts and 70 percent of the world's mail use English. At international sports meets, English is the language most commonly used and the most widely used. With the ability of listening, speaking, reading and writing, speaking is the most practical and useful method which one tends to be the weakest one of the majority of English learners. Because the time is limited, learning English at school, either to the students or to other social groups, the improvement of oral English is close-linked to daily life. Apart from theoretical knowledge, English learners should put emphasis on the oral training under the lead of the system. The social need of English language professionals increase greatly. Therefore, how to improve oral English seems to be a big problem that learners need to address.2.1English generally impacts our lifeWith the developing of society, we can see the English words everywhere. Whenever we go there are a lot of billboards are wrote in English. Foe example, we can see the toilet in public which wrote in English use “WC”. In the street, some clothes’ brands wrote by “Nike” “Adidas” and so on. There also have so many shops’ name like “KFC” “XXX Hotel”. With the launch Expo, more and more foreigners come to China, people learn English so that they can express their friendly. So it is very important for us to lean Oral English well. We can talk with foreigners and introduce Chinese history for them.2.2English generally impacts our productionNowadays, a lot of factories produce the goods to seal to the foreign country. They must ask some people who understand the English to search the people in the foreign country want to import their goods. Just like foreign tread. People not do the business in their own country any more. It is a good way to expand their business. And at the same time they can earn the both win.3The Present Situation of College S tudents’ Oral English LearningAs we all know, there are four skills in English study, namely, listening, speaking, reading and writing. And they are so closely related to one another. Now most of the students do better in reading and writing English than in listening and speaking. They can read and write, but most of them have some troubles to communicate. They can hardly express themselves with their own words. The purpose of school English teaching is to improve the students with these four skills. Large vocabulary and good grammar are the base of the necessary phonetics. But this is not the final purpose. The final purpose is to let students be able to use the language freely.Chinese students study English from primary school, some even from the kinder-garden. Through middle school to university, teachers and students have paid enormous painstaking care, but English teaching just cultivates the students who are suitable to take the exam and written English. At present, the phenomenon of “deaf English, dumb English” is still serious, there are still many university students whose oral English is poor although they have passed CET-4 or CET-6. Some are poor in sp eaking, some in listening, while some in both. They can’t express themselves fluently and they do not know how to.3.1The present situation3.1.1Lack of a good English environmentFor the impatient learners who would like to build Rome over night. Find a native language environment and live in such surroundings for two or three years and your English will naturally improve. But how can this be possible for the mass of learners who have absolutely no such access? Without any question, English environment is very important for the students to learn foreign language, but most Chinese students lack such good environment. They are learning English in a Chinese environment. At the same time, the English that we have learnt is traditional English, but native English speakers, they say Idiomatic English is in their daily life.3.1.2Lack of diligenceSome students don’t like learn English because some of them are not have a good foundation. So they don’t want to listen to the teacher in the class. A lot of English teachers are no t lively when they talk to their students so that they can’t attract them successfully. Of course, the most important reason is that the students are not work heard enough. Some time, they always pick flaws from their teachers, but never find their own mis takes. When they can’t finish the homework they complain their teacher,, they think the homework is so heard that they can’t finishit. They always complain the English words are so long that they can’t remember them.3.1.3Lack of a good wayStudents learn Eng lish in the class and follow the teachers’ methods to learn. It is not enough. We should find a way that is fit for us. Everyone has his own opinion and others’ are not suitable for you necessarily. There are so many ways to lean English well that you can choose some of them which are fit for you.3.2College students’ problems in oral English learningStudents are afraid of speaking out. Everybody hopes he can speak fluently English. But they are afraid of making mistakes when they speak English and being laughed at by the other people. Therefore they have no courage to speak. We need overcome our fear and speak loudly. Don’t worry about the mistakes. Some students repeat single sentences and cannot be process of leaving oral English. For example, if someone be asked: “How are you?” most of students, even some college students will answer: “Fine. Thank you. And you?” In fact, there are many ways to answer this question, just like: “Terrific”, “Good”, “Not bad” and so on. So try to express one meaning in various ways.As a student who has learned English so many years, we have lost a lot of time to remember the words seriously. We just learn them and use them and then we forget them. It is not that they don't know how to use the word to express but they have no idea about which word should be chosen to make their expressions more profound sometimes. The reason is that so many words we have learned and so many means the worlds have. It is self-evident that the process of picking up the ideal word will take some time and another topic will appear, in the other side and certainly the perfect word you choose has no chance of presenting itself. At this rate, the process of picking up the ideal word will repeat all the time. After one round of conversation, you seldom get the chance to practice oral English.4The Ways to Learn Oral English Well4.1Through English moviesMany famous lingual masters put forward that watching original movies is the best way to learn diomatic English. The master who made a deep study of Chinese-English/ translation and the literature of British and U.S mentioned that in order to strengthen the abilities of speaking and listening, he often stays at home watching original movies. The literature who served as professor of foreign languages at Taiwan University, in his diary he wrote that he got a great deal by watching original movies. Their experiences have showed that watching original movies is the most lively and efficient approach to improve oral English.But how can the masters improve their oral English though movies? The principles of selecting a suitable film for learning are very important. The movie materials’ selection is significant in English learning. There are also many different kinds of films, like comedy, tragedy, science fiction, thriller, documentary, etc. Although there are various kinds of movies, not everyone can be adopted as learning material, and what kind of films is suitable for learning is the key question for learners. Selecting a suitable film is very important for a learner to improve our oral English. However, some modern campus films, love story films, comedy films are good choice, because movies must be quite close to the modern society, so it is the key of choosing movies. When watching this kind of films, you should pay your attention to the films on what, who, where, when, how, why questions on the film.Certainly, there are different levels of students’ proficiency in college. Generally, according to their level of proficiency of English, students can be divided into three groups: elementary, intermediate, advanced. According to their level, students can choose the films that suit for them. They study spoken English so as to make oral communications, so this order of importance of oral English study should be followed: Fluency, accuracy, and appropriateness. That is to say, we have to pay more attention to practical communicating ability instead of only laying emphasis on the grammatical correctness.4.2Practice English with friendsRecently I find some partners practicing oral English together and English corner is a good place where we may exchange English study experience. If English partners are not easy to get, then we have to create an English environment ourselves by speaking English to ourselves. They will come up with your problems when you make the mistakes. And if you can’t understand it you al so can ask them for help.4.3Retelling the textsRetelling the texts is very helpful for improving oral English. It is also can improve students' ability of oral expression. We can do some reading before we have the class, listen carefully and do some marks at the same time. Then we can have a try to repeat the story after the class. We must remember repeat it clearly, confidence and fluency.4.4Expand vocabularyNowadays quite a lot of students still memorize English vocabulary by combing letters, even by marking Chinese pronunciation, which emphasis on spelling isolated letters. Obviously it is useless, also have endless disadvantages. For example, we will reducing passion, killing enthusiasm, etc. As a result, more and more students begin hating English. That is to say, difficulties in memorizing English vocabulary become the biggest barrier in English learning.According to this, since vocabulary is a symbol of the gift of tongues, it is necessary for English learners to grasp the general procedures of memorizing English vocabulary in order to enlarge our English vocabulary efficiently. Thus, we have to raise our awareness of the importance of memorizing vocabulary.So it is necessary for English learners to grasp the general procedures of memorizing English vocabulary in order to enlarge our English vocabulary efficiently. We have a number of choices for encountering new vocabulary. We may find out new vocabulary, either by way of parenthesis or by design. And after coming across and identifying new vocabulary, we usually do not consciously make efforts to recognize them, we may guess or analyze the meanings of the vocabulary through any morphological elements that we have seen before, and associate or create an image of the new vocabulary from sound or form. However, as human beings, our capacity of memory is limited. What is more, our time to memorize vocabulary is limited as well. That is to say, we cannot memorize all the vocabulary that we come across. As a result, we ought to have a selection before we memorize them. Thus, we can classify vocabulary into three levels, and then memorize them according to different situations and demands.4.5Learn how to use the idiomsThe idiom is not easy to learn, easy to understand the confusion . People can properly use English idioms when we communicate with foreigners, they will immediately feel warm and love to communicate with you. So, maybe you know idioms each word, but put them together, you do not know what the meanings of them are.4.6Listening in English classroomHow to improve listening comprehension in a simulative setting has always been a problem which challenged English teachers. Teaching in target language, of course, is the most direct way. In so many ways teachers become the language model for students to learn from. They have to ensure that in class students are given enough authentic materials and practical chances. There are many factors affecting students’ listening comprehension. Listening comprehension is a complicated processing. “Interest is the best teacher”. First of all, teacher should arouse the students’interest in English listening, create an active atmosphere for students. Of course students’ oral English will improve at the same time when we having listening.5ConclusionAs English becomes more and more important in our daily life, oral English is the key to communicate with people who come from different countries. So it is quite important to learn oral English well .People who live in the earth can go to theplace which they can arrive at. With the development of economic, people between different countries communicate widely. English has became the most populous and useful language. But for different people, they use different ways to learn the English. The present situation is difficult. Some of them can’t improve oral English because of cowardly fear, they worried that they will speak wrong. So give yourself some confidence and don’t be shy, please take it easy. Sometimes we should create a good environment for ourselves. Take the better ways to learn Oral English from our friends. Practice English everywhere. When we speak to people, we also can get some valuable experience from them. If you can stick to use this method and do it by you interest, I believe that not before long, the lever of your spoken English will certainly be improved. Generally speaking, English is much more important than any other language. It has become the global language. As a matter of fact, there are more than ten countries speak English, for example, Canada, Australia, England and so on. They’re all developed countries. They lead the world’s development. It’s the main reason that English can make so great effort. I f we don’t have enough English knowledge, we would fall behind others. So we should spend much time on learning English.Whatever your specific goal in English learning may be, please speak out, persistence is always the ultimate key to reaching success. Conquer your loneliness! Conquer your shyness! Conquer your laziness! If you persist long enough you will win!Bibliography[1] Niu, Daosheng. English And China [M ].北京:中国科学社会出版社,2001.[2] Su, Xiulin. English Movie and English Study [A].福建省外国语文学会2002年会论文集[C ], 2002.[3] Ye, Huajing. English Reading Skills and Practice [M]. 上海:高等教育出版,2002.[4] Zhou,Chan. Comprehensive English Movie Scripts (Book1, Book2)[M].广州:中国广州经济出版社，2001.[5] 包延军. 无障碍大学英语阅读理解[M].北京:国际文化出版社,2002.[6] 邓炎昌,刘润清. 语言与文化[M ]. 北京:外语教学与研究出版社, 2004.[7] 杜学增. 学习的英语方法和技能[M].北京:外语教学与研究出版社,1996.[8] 克拉姆契.语言与文化[M ]. 上海:上海外语教育出版社, 2000[9]利特尔伍德.外语与第二语言学习[M ].武汉：外语教学与研究出版社,2000.[10]饶成康.谈英语影视教学[J]. 四川：四川教育学院学报, 2003.。

浅谈如何提高中学生的英语口语交际能力论文

浅谈如何提高中学生的英语口语交际能力论文浅谈如何提高中学生的英语口语交际能力论文“口语交际”是中学英语教学中的一项重要内容。

英语口语教学不但可以活跃学生的思维，激发学生的学习兴趣，更重要的是能培养学生运用和驾驭语言的能力，从而实现教学目标，使学生能真正学以致用。

但我从教多年发现，大多数学生的口语表达能力落后于接受能力，学生不仅不能在口头上用英语互相交流，而且也会影响他们的听，读和写能力的提高，正因为他们表达上的障碍，使他们对英语逐渐丧失了学习的兴趣，也直接影响了英语教学质量的提高。

这就不难发现，初一学生参与英语课堂说的人数多于初二和初三，年级越高，学生越怕或懒于开口，教师的填鸭式教学和唱独角戏的教学就越能体现。

从2001念起，江苏省实行了初中生口语等级测试制度，分数从最初的六分增至如今的二十分，可见口语在英语教学中何等重要。

因此，设法探讨克服阻碍学生英语口语表达能力发展的因素，采取相应有效的教学途径，使本来“有声有色”的语言重新焕发魅力，势在必行。

那么，如何提高学生的`英语口语交际能力呢？我认为可以从以下几点做起：一、克服学生心理障碍，养成开口习惯口语交际的过程也可以说是情感交流的过程。

因此，课堂上首先要激起学生的情感，调动起学生情感的投入，使他们想用英语说，愿意用英语来交流。

特别是初一刚开始与学生接触上课时，激励学生愿说，爱说，敢说比会说，说好更重要。

课堂上用简单的师生对话或生生对话来让学生用英语开口并了解他们英语口语交际的能力。

学生想说什么就应该让他们说什么，他们愿意说多少就多少（哪怕是一句也要给予肯定），不要有过多的限制和苛求，否则容易打击学生的积极性。

要激发、调动学生的兴趣和情感，帮助学生树立自信心，使每一位都能全身心地投入到与别人的交流中去。

教师在课堂上要及时营造团结友好的氛围，要经常展开小组合作学习，并用鼓励的言语及时帮助胆小不敢开口的学生，使他们克服心理障碍，并为他们大胆开口多创造机会，当然要把课堂上最简单的问题留给那些英语学习的学困生，让他们在英语课堂上也会觉得有用，也能乐于开口。

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.。

如何提高学生英语口语水平论文

浅谈如何提高学生的英语口语水平“听、说、读、写、译”是英语学习中的五要素，位于五要素之二的“说”——口语却是大多数英语学习者学习的薄弱环节。

“哑巴英语”成了过去多数人无法挣脱的现象：初中毕业生无法回答简单的“what’s your name?”、“how old are you?”；大学生在请求帮助的外国友人面前无言以对；通过英语六级考试的大学毕业生到国外留学无法与外国人沟通等等。

这对于一个英语学习者的将来学习是非常不利的，作为一名英语老师应该改变传统的教学方法，促进学生的全面发展。

一、营造语言环境教师们知道一个小孩之所以能学会说话，主要是因为他置身于一个语言环境中，每天他都能听到来自周围许多人所说的话。

而他本人也不断地进行模仿，渐渐地由能发出单音到多个音节以致能表达自己的需求，这就说明了语言环境的重要性。

为了给学生创造语言环境，教师在上课时采用英语来组织教学，用英语来解释英语。

尽可能避免用汉语上英语的现象，不再把所有的文章或对话都翻译成汉语，只有在必要的时候才适当运用母语。

这样一来，学生便可以有更多的机会听说英语，从而为英语口语的提高创造了条件。

二、培养学生讲英语习惯在课堂上，为了让学生练好各种句型，教师要创设语言环境，注意情景对话，不孤立教学单词，努力培养学生讲英语的良好习惯。

（１）进行多种训练。

在对学生句型训练时，每学一个句型，都必须通过重复、模仿、替换、转换、扩展等多种训练，达到熟练程度，为培养学生讲英语的习惯奠定基矗起先应从很容易的句子着手。

如：“sit down，please”、“good morning，miss li”、“how are you?”。

然后进行扮演角色的对话。

教师用清晰的语言介绍给学生们，并告诉这种新结构的意义及语法的形式。

（２）做重复交流活动。

练完句型，如果学生们达到了理解的程度，教师应按照上下文逐渐地创造一些交流活动，如介绍情景活动：“去商店买东西”（go shopping），让一位学生扮演售货员，让另一位扮演顾客，“can i help you?”“how much are……”让两位学生利用日常交际用语去演或实习买卖东西这一活动。

提高英语口语论文

初中英语课堂如何培养学生英语口语交际能力作者：袁胜杰单位：新密市刘寨镇初级中学初中英语课堂如何培养学生英语口语交际能力摘要：英语作为一门语言学科，应该培养学生的“听，说，读，写” 能力，而在现实英语教学中，我们教师对英语口语的重视度不够，还有学生的恐错心理和缺乏语言交流环境等因素，成为影响学生口语交流的几大问题。

因此，如何培养和提高学生的口语交际能力是摆在我们中小学一线教师的一个重要课题。

关键词：初中英语口语交际能力提高苏霍姆林斯基说过：学习不是毫无表情地把知识从一个头脑装进另一个头脑里，而是师生之间每时每刻都在进行心灵的接触，情感的交流，知识的沟通。

这就要求我们要给学生开口说的机会，只会写不会说的“哑巴英语”教育模式已经不符合当今社会的要求，更不符合《新课程标准》的要求，所以培养学生的口语交际能力势在必行。

下面结合我从事农村英语教学将近10 年的实际情况，就如何提高学生的口语交际能力，谈论一下自己的看法。

一．影响初中学生口语交际能力提高的原因分析（一）对英语口语重视度不够无论是小学，初中还是高中，考试都没有将口语列入考试内容，这就造成无论是教师还是学生，对英语口语重视度不够，平时课堂上，大把的时间和精力都放在了听，写和阅读上，教学中以教师为中心，一言堂现象严重，更有甚者，教师只是为了应付考试，整日讲解语法，知识点，口语教学在课堂上得不到体现，学生的主题地位也得不到体现，课堂气氛沉闷，学生没有发言的机会，更得不到语言交流情境创设的机会，在这样的课堂中，学生失去了对英语学习的热情，即使成绩好的学生，也是“哑巴英语” ，现在我们的大部分学生口语只停留在“ Good morning ,Good afternoon ”等见面打招呼的水平上，再进行更深入的口语交流很难，所以将口语教学深入课堂刻不容缓。

（二）．初中学生的恐错心理及教师的不正当评价，是影响学生开口说英语的重要因素。

我们农村的孩子，本身就害羞，不善于表达交际，让他们用学过的英语进行日常交流，他们更觉的难以开口。

怎样提高初中学生英语口语交际能力论文

如何提高初中学生英语口语交际能力《英语课程标准》要求学生初中毕业时在“说”的方面达到能就简单的话题提供信息，表达简单的观点和意见，参与讨论；能与他人沟通信息，合作完成任务；能在口头表达中适当地自我修正；能有效地询问信息和请求帮助；能根据话题进行情景对话；能用英语表演短剧；能在以上口语活动中语音、语调自然，语气恰当。

英语口语教学的目的就是要提高学生利用语言表达思想、进行口头交际的能力。

然而，由于种种原因，在现实中，初中英语口语教学或多或少地存在着这样那样的问题，离标准要求还有较大差距。

提高学生的英语口语交际能力，适应日新月异的时代要求，是我们初中英语教师急需探讨的问题。

一、选择贴近生活的话题教师课上要尽量给学生营造一种英语的氛围，能够使他们初步形成的对英语的兴趣持续下去。

多给学生创造说英语的机会。

创设一些有趣的情景使他们有说的愿望。

英语课堂上的活动设计可以是多种多样的：师生问答，学生与同伴的合作活动，小组讨论等，都能让学生们参与到说英语的活动中。

例如，我在讲“what do you think of…?”句型时，教师用自己穿的一件新衣服引起大家的注意，问他们这件衣服怎么样。

大家发表了看法的同时新的形容词就被引入了，还能扩展一些课外词汇。

然后又针对一些学生不爱穿校服的现象，讨论了他们对校服的评价，还有同学提出了改进校服设计的方案；部分男生头发过长，听到多数同学不喜欢这种发型的观点后，第二天自觉地将头发剪短了。

这样的讨论既激发了学生们学习英语的热情，锻炼他们的口语表达能力，还解决了一些令班主任头痛的班级管理问题，可谓是“一举两得”。

二、创设民主、宽容、和谐的口语交际环境初中学生由于受英语信息刺激较少，且因母语的干扰，在面对全班同学和老师用英语交流时有许多顾虑，有时不免出错和胆怯。

因此，教师要保护学生发言的积极性。

在学生出错时，不要立即打断学生纠正错误或过多的指责。

这样必然挫伤学生说英语的积极性，致使学生怕出错而不敢开口说英语，则不啻于教师亲手堵塞了学生获得口语能力之路。

研究论文：初中英语教学中如何培养学生的口语表达能力

82715 学科教育论文初中英语教学中如何培养学生的口语表达能力新的课程标准强调，要发展学生的语言运用能力，始终把听说放在英语教学的首位，听是基础，说是教学的关键。

在初中英语教学中，我们偏重于对词汇、语法知识的讲解，强调学生阅读、写作、听力等能力的提高，忽略了学生口语能力的培养，导致很多学生口语发音不准，说话不流利，无法用英语进行交流。

一、创造轻松愉快的口语交流氛围初中学生在用英语进行口头交流时，普遍表现出胆怯、害羞等状态。

胆怯是源于担心自己单词量不够，表达不清，或担心自己语法上出错。

说的时候也支支吾吾，一个词一个词往外迸，很不连贯。

害羞是因为平时很少同别人交流，更谈不上用英语去交流了。

这些都成为了初中英语教师在培养学生口语表达能力方面首先需要跨越的障碍。

要克服这些不利因素，创造轻松愉快的口语交流氛围显得尤为重要。

我们可以鼓励学生为自己取个英文名字。

教师需要先推介一些英文名字，解释一些名字的寓意，并介绍一些名人等等，让同学们对外国人的名字产生一些感性认识和兴趣。

取名字时，建议同学之间互相交流，最后每个人都取到自己喜欢的英文名字。

教室里可以张贴一些英语名人名言，设有墙报英语角等。

课堂教学中，教师根据教学内容准备一些道具，增设某种情境。

如Halloween，可以准备一些面具，让学生来表演一些trick or treat的游戏；圣诞节，教师可以准备一课小冬青树等等，这些都有助于缓解学生的紧张心理。

教室的课桌也可以根据交流的需要重新摆设，围成一个圆圈，或者分成几个小组等等，这些都能为学生自由交流创造一个轻松、良好的氛围。

二、运用灵活多变的课堂教学方法课堂教学是保证教学质量的主阵地。

在培养学生口语表达能力方面，教师必须运用不同的教学方法，充分调动学生的积极性，提高课堂教学的实效。

英语口语教学中，可以灵活运用以下教学方法。

1.背诵。

背诵是训练英语口语能力的最为简单且效果最为明显的途径。

教师准备一些难度适中的经典的美文，并自己示范朗读或播放录音，提醒同学们注意语音、语调、语速等，通过背诵，培养学生良好的语感。

中学英语论文范文推荐(共2篇)

中学英语论文范文推荐（共2篇）篇一：如何提高中学生英语口语能力英语口语能力一直是中学生学习英语的重要部分，但事实上许多中学生在这方面存在较大的困惑。

有的学生虽然在听、写方面表现得不错，但是一到口语，就显得非常尴尬和紧张。

如何提高中学生的英语口语能力，成为一个需要着重研究、反思和探究的问题。

本文将讨论和提出一些可行的策略和方法。

首先，英语口语训练需要注重语言环境和实际应用。

中学生学习英语时，多数情况下是在课程和书本中接触英语。

因此在课外，重点突出实际语言环境帮助中学生习得口语。

例如听英语电影、电视、新闻等，实践英语口语的语言交流、发音、语调等各个方面。

另外，学生需要在日常生活中从英语入手，例如用英语叙述一些日常事物、环境以及感受，增加实践环节，使学生更好的掌握语感并提高口语流畅度。

其次，与英语语言的学习、习得和实际应用相关的学科也应该加强。

比如，让学生了解和学习一些英语国家的文化、历史，同时加强中英文差异的意识，以及英语语言发展历程等等，让学生更加深入的了解和掌握英语。

这不仅能让学生更好地理解英语语言的背景，同时也可以提高学生的语感，加强口语能力。

最后，多样化的口语学习方式可以给中学生带来新的口语学习体验。

这包括创造小组讨论的环境，与同学结伴互相模仿英语口音的训练，练习英语语音乐器的表达能力，以及课堂上加入一些游戏和小故事等方法。

通过多种学习方式，增强学生的兴趣和动机，让学生在轻松、愉快的氛围中提高口语能力。

总之，提高中学生英语口语能力是一个相对复杂的过程，需要依靠多种不同的方法和策略。

这些方法和策略必须与学生的语言环境相结合，并且需要多样化、灵活，充满趣味性、实践性和田野性，以此来保证学生能够在口语训练中取得最佳的效果。

篇二：为什么中学英语文化教育如此重要中学英语课程旨在使学生掌握英语语言基础知识并在交流中应用它们。

然而，中学英语教育不仅仅是语言教育，还包括文化教育，重要性不言自明。

本文将探讨中学英语文化教育的重要性和理由。

中学生英语口语能力培养论文

浅谈中学生英语口语能力的培养学习英语的重要性已是众所皆知。

随着社会生活的信息化和经济生活的全球化，我国对外开放的进程日益加快。

学习和掌握一门外国语，开展对外交流是对21世纪国民素质的基本要求。

但在实际生活中,由于对口语 ,听力训练不够,大部分高中毕业生.口语发音不准,说话不流利且听力太差,无法用英语进行交流。

因此培养好中学阶段学生的英语口语能力势在必行。

作为教师也只有不断地加强学习，提高自身素质，更新观念，掌握现代教育技术，运用灵活的教学方法，才能培养出全面发展的高素质人才。

一、我国中学英语口语教学的现状（一）传统教学环境的影响在传统教学环境中，教学活动仅以教材、教师、教室为重心，教师习惯于套用旧的教学模式——封闭式教学，而忽略了学校与社区的关系，即忽略了学校和社区应相互依托、相互开放资源的紧密联系。

在传统的教学活动中，教师没有担负起扮演社区型、开放型角色的职责，从而使教学的重心偏重于书本知识，而与社区的“真实”活动相脱离，这种封闭的教学环境使学生失去理论联系实际的机会，没有可供练习口语的“真实”语境，进而丧失学习的积极性，从而影响中学生英语口语能力的提高。

（二）教师的影响教师，作为教学活动中重要一环，其教学特点早就存在于“传道，授业，解惑”之中。

因此，教师的作用，重在一个“导”字，也就是发挥教师的组织、指导、启发、鼓励作用，而引导的前提，都必须以教师自身素养和努力程度为条件。

但当前，在我国中学英语口语教学过程中，教师仍存在以下问题：1、传统教学理念（应试教育）的影响应试教育的影响渗透到英语学习的每个阶段，特别是中学英语学习阶段。

中考、高考以及平时的各种考试，英语皆为笔头表达，而往往忽略了口头表达，甚至不要求口头表达，学生应付各类水平或能力测试只是“动手，不动口”，以至于学生的笔头“功夫”甚为了得，能顺利通过各类考试，但口语表达却相形见绌，从而导致了“哑巴英语”的不良现象出现。

学生一旦置身于具体的社会语境，往往想说又说不出口，不知道如何用英语表达个人的看法和观点。

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。

如何培养小学生英语口语交际能力论文

浅析如何培养小学生的英语口语交际能力在以信息技术迅速发展为主要标志的当今世界，社会生活的信息化和经济活动的全球化，使外语，特别是英语越来越成为我国对外开放和与各国交往的重要工具。

当今的中国无处不需要英语人才，尤其是交际型的英语人才。

但目前，我国基础教育教学领域里还存在着一些问题，实事求是地说，是不容乐观的。

一、当前学生的口语能力现状分析。

目前的英语教学主要是重知识传授，轻能力培养，重教材灌输，轻教法的改进和学法指导，重理论知识，轻实践环节。

教师讲解多于学生操练；英语课堂教学中,使用英语的比例较低,英语教师对各种教学法的态度以语法翻译法的认同度最大。

以前，我们根据外语学科的特点，一般将一堂课分为三个部分，前十五分钟用于复习检查，第二个十五分钟用于新授课，在这段时间内，教师多用于教单词，讲解语法，讲课文，最后十分钟用于巩固练习。

但是，大多情况都是等教师教完单词，讲完语法知识及课文内容，剩下的时间，学生读了几遍课文，下课铃就响了，根本就没时间让学生练习会话，这样做，既浪费了学生们练习的宝贵时间，又让学生觉得一堂课乏味，使学生觉得上英语课毫无兴趣可言。

大部分小学英语教学的方法基本带有翻译的特点。

教学侧重点是语言本身的知识传授。

尽管学生花了几年的时间学习英语，但他们中绝大部分仍然张不开口,无法将学到的英语应用到实际交流中。

这就是所谓的“哑巴英语”。

因此，在课堂教学中如何培养学生的口语表达能力，使他们“能说会道”，成了各教育界人士关注的问题。

二、提高英语口语交际能力的重要性。

1、口语能力是语言能力的重要组成部分。

众所周知，说是听、说、读、写四项基本技能中最直接，最常用的交流方式。

说能促进听、说能力，也能提高写作能力。

可见口语表达能力在四基中起着举足轻重的作用。

交际是语言教学的本质，学习英语的目的在于借助它加强人与人之间的认知和交流。

语言学家汤姆斯认为：语言能力不仅是指能否造出合乎语法句子的能力，还应包括能否恰当地使用语言的能力，而说话是语言的重要表现形式，也是交际的重要手段。