大学英语口语论文

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口语课英文作文大学

口语课英文作文大学英文：As a college student, I have taken many oral English classes. These classes have helped me improve my speaking skills and confidence in using English. In these classes, we often practice speaking in pairs or small groups, which allows us to learn from our classmates and receive feedback on our pronunciation and grammar.One challenge I have faced in these classes is speaking fluently without pausing or hesitating. To overcome this, I have tried to speak more slowly and clearly, and to use filler words like "um" or "well" to give myself time to gather my thoughts. I have also practiced speaking in front of a mirror or recording myself, which helps me identify areas where I need to improve.Another aspect of oral English classes that I have found helpful is learning idioms and expressions that arecommonly used in everyday conversation. For example, I have learned phrases like "break a leg" (meaning good luck) and "piece of cake" (meaning easy) that I can use in both formal and informal settings.中文：作为一名大学生，我参加了许多口语课程。

口语教学之英语口语论文(全文)

口语教学之英语口语论文(全文)1.教师有意识地使用口语教学口语教学可以对学生产生良性的刺激，能有效提高学生的听说译的应用能力，对于那些会听不会说或者会说不会听的学生来说，是纠正这些错误行之有效的办法。

因此，教师使用口语教学能提高学生对英语的综合应用能力，能在传统教学法和现代教学法之间搭起一座桥梁。

2.巧妙运用多媒体教学口语能力的培养是对学生对英语的综合应用能力来进行训练，对学生提出了更高的要求，给学生施加了更大的压力。

而巧妙地利用现代化的教学手段，发挥好多媒体技术在教学上的应用，能够有效缓解学生的这种压力。

多媒体教学具有趣味性、刺激性和内容多样化、个性化的优点，能激发学生的学习兴趣，既满足了他们求知的欲望，又优化了教学环节，节约了课堂时间，增大了课堂容量，把学生的压力变成了趣味，寓教于乐。

3.精心设计分组活动的内容在组织小组活动为主的口语教学时，教师应有意识地要求学生尽可能地使用英语进行交流，充分练习英语口语。

教师要营造进行英语口语交流的模拟环境，灵活运用教材课文中的内容和情景，根据实际情况进行适当的调整，精心设计剧本，科学地进行编排，总的要求是要让学生更容易接受，活动的内容和难易程度要适当。

4.有意识地培养学生的交际策略口语交际一般是在特定的情境和场合，对方要讨论的问题都是随性而发，一般难以事前进行准备，说话者没有计划，没有准备。

由于情景的不可预测，会常常出现尴尬的局面，要幸免这种情况发生，就需要具有一定的交际策略能力，解决随时可能碰到的困难，幸免交际失败。

比如当某个词实在想不起来或者不会说时，可采取转化论题、用同义词代替或借用其他表达方式等策略绕过这个语言障碍，保持良好的交流。

5.重视英语母语文化教学不同的语言母语GJ，都存在着语言文化差异，要想学好该语言口语表达，就必须消除这种表达障碍。

口语学习是了解这种文化差异，特别是日常交流文化差异的最有效的途径，学生通过口语表达的学习，可以学到不同的场合、不同的地点、不同的时间情境下，英语语言的特别的表达方式。

英语口语大赛英语大学作文

英语口语大赛英语大学作文As an AI language model, I don't have the experience of participating in an English speech contest, but I can help you write an English essay on this topic. Here's my attempt:English University Essay。

English is one of the most widely spoken languages inthe world, and learning it is essential for success intoday's globalized world. As a student in an English university, I have had the opportunity to immerse myself in the language and culture, and I have come to appreciate its richness and diversity.One of the things that I love about studying in an English university is the opportunity to meet people fromall over the world. In my classes, I have classmates from China, Korea, Japan, India, and many other countries. It is fascinating to hear their perspectives on different topics and to learn about their cultures. I have also made friendsfrom different parts of the world, and we have shared many memorable experiences together.Another thing that I appreciate about studying in an English university is the quality of the education. The professors are experts in their fields, and they are passionate about their subjects. They challenge us to think critically and to develop our own ideas. They also provide us with opportunities to conduct research and toparticipate in extracurricular activities that enhance our learning.Studying in an English university has also helped me to improve my language skills. I have had to read and write in English extensively, and this has helped me to become more fluent and confident in the language. I have also had the opportunity to practice speaking English with native speakers and to learn new vocabulary and expressions.In conclusion, studying in an English university has been a rewarding experience for me. It has broadened my horizons, exposed me to new ideas and perspectives, andhelped me to develop my language skills. I would encourage anyone who has the opportunity to study in an English university to take advantage of it and to make the most of the experience.。

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.。

大学如何练习英语口语作文

大学如何练习英语口语作文Title: How Universities Practice Spoken English。

In today's globalized world, proficiency in spoken English has become increasingly essential for success in both academic and professional spheres. Recognizing this importance, universities worldwide have implemented various methods and strategies to enhance students' oral communication skills. From structured language courses to immersive experiences, universities offer a range of opportunities for students to practice and improve their spoken English abilities.One of the most common approaches universities employis through dedicated language courses and programs. These courses are often designed to cater to students atdifferent proficiency levels, ranging from beginners to advanced speakers. In these classes, students engage in a variety of activities such as group discussions, role-plays, presentations, and debates. Through these interactivesessions, students not only learn new vocabulary and grammar but also gain confidence in expressing themselves orally.Furthermore, universities often organize language exchange programs where students can interact with native English speakers or peers from English-speaking countries. These programs provide students with valuable opportunities to engage in authentic conversations and learn about different cultures. By participating in language exchanges, students can improve their pronunciation, fluency, and comprehension skills in a natural and informal setting.In addition to formal coursework and language exchange programs, universities may also offer extracurricular activities focused on spoken English practice. These activities may include conversation clubs, language cafes, and public speaking workshops. These platforms allow students to interact with their peers outside the classroom environment and practice speaking English in a relaxed and supportive atmosphere.Furthermore, many universities incorporate technology into their language learning initiatives to facilitate spoken English practice. Online platforms, language learning apps, and virtual reality simulations provide students with additional resources to enhance their oral communication skills. These technological tools offer personalized learning experiences tailored to individual students' needs and preferences, allowing them to practice speaking English anytime and anywhere.Moreover, universities may organize immersion programs or study abroad opportunities where students can fully immerse themselves in an English-speaking environment. Whether through short-term language immersion trips or semester-long exchange programs, studying abroad enables students to develop their spoken English skills through real-life interactions with native speakers. By living and studying in an English-speaking country, students are exposed to the language in various contexts, which accelerates their language acquisition process.Furthermore, universities often encourage students toparticipate in extracurricular activities such as drama clubs, public speaking competitions, and cultural events conducted in English. These activities not only provide students with opportunities to showcase their language skills but also help them build confidence and overcome stage fright. By actively participating in these events, students can refine their pronunciation, intonation, and body language, thus improving their overall oral communication proficiency.In conclusion, universities employ a variety of methods and strategies to help students practice and improve their spoken English skills. From structured language courses to immersive experiences, universities provide a supportive environment for students to develop their oral communication abilities. By actively engaging in these opportunities, students can enhance their confidence, fluency, and proficiency in spoken English, thereby preparing themselves for success in both academic and professional endeavors.。

英语作文现代大学生口语这么差英语小范文

英语作文现代大学生口语这么差英语小范文Why Do College Students Speak Such Poor English?Hi there! My name is Timmy and I'm 10 years old. I love learning about all sorts of things, especially when it comes to languages. The other day, I was walking around the university near my house and I couldn't help but notice how poor the English speaking skills were of a lot of the college kids there. It really surprised me! You'd think students at that level would be basically fluent in English by now. But a bunch of them could barely string a few sentences together without making tons of mistakes. What's the deal with that?I've been pondering this mystery for a little while now, and I think I've come up with some possible explanations for why college students tend to struggle so much with spoken English. The way I see it, there are a few key reasons this might be happening:They didn't get enough English practice when they were younger. From what I understand, the earlier you start learning a new language, the easier it is to pick up and master over time. A lot of these college kids probably didn't get super serious about studying English until they were in middle school or high school.By then, some of the crucial windows for language learning may have already started closing.They rely too much on reading and writing rather than speaking and listening. In school, there's often a huge emphasis on the reading and writing components of English class. Students read books, write essays, and do tons of grammar exercises. But honestly, how much time do they actually spend conversing and truly immersing themselves in the spoken language? My guess is, not nearly enough. No wonder their conversational English ends up being so lacking!They're self-conscious and afraid of making mistakes. I've heard that many students, even at the college level, get really nervous about speaking English out loud because they're worried they'll say something wrong and get judged for it. This fear can seriously hold them back from practicing and improving. Confidence is key when learning a language!Their English instruction has been inadequate. From talking to some college students, I've gathered that a lot of their English classes growing up were honestly kind of lousy. Maybe the teachers weren't very engaging or effective. Or maybe the curricula and materials were outdated and boring. If the teachingmethods were subpar, it's no wonder their English skills didn't progress like they should have.They don't consume enough English media and content. Watching movies and shows, listening to music, reading books and websites - that's all amazing practice for building up English proficiency. But I've noticed a lot of students don't take advantage of those opportunities. Instead of surrounding themselves with English in their free time, they stick to content in their native language. That's not going to help them improve!Those are my initial theories about why university students often struggle so much with spoken English. Of course, I could be completely off-base - I'm just a 10-year-old kid speculating here! There could be all sorts of other factors at play that I'm not even considering.Ultimately though, I really do hope more college kids start making an effort to boost their English conversational abilities. Good communication skills are so important, no matter what field of study or career path someone is pursuing. Being able to speak English fluently and articulately can open up so many doors.Plus, on a personal level, imagine how much richer your life could be if you had an incredibly strong grasp of English! You'dbe able to connect with people from all over the world. You could read amazing works of literature and watch brilliant films without anything getting lost in translation. Your understanding of different cultures and perspectives would expand tremendously. How incredible would that be?Okay, I've rambled on enough about this topic! I'm just a little kid with an oversized curiosity when it comes to this sort of thing. But I really do think language learning, and developing stellar English skills in particular, should be a top priority for all students. The benefits are just too enormous to ignore.Keep on working hard and practicing your English every single day, college kids! I know lots of you are going to grow up to become highly successful people. I can't wait to see what amazing things you'll accomplish when you can fully harness the power of communicating in English. The world will be yours!。

大一论文范文

大一论文范文摘要，本文旨在探讨如何提高大学生英语口语水平的方法和途径。

首先分析了大学生英语口语水平普遍较低的原因，然后提出了一些有效的提高英语口语水平的建议，包括多听多说、参加英语角和英语演讲比赛等。

最后，总结了提高英语口语水平的重要性和必要性。

关键词，大学生；英语口语；提高方法。

一、引言。

英语作为一种全球通用的语言，在当今社会具有重要的地位。

然而，由于我国的英语教育体系存在一定的问题，导致大部分大学生的英语口语水平普遍较低。

因此，如何提高大学生的英语口语水平成为了一个亟待解决的问题。

本文旨在探讨如何提高大学生英语口语水平的方法和途径，以期为大学生提供一些有效的参考和建议。

二、大学生英语口语水平普遍较低的原因分析。

1. 教学方法的问题。

在我国的英语教育体系中，注重的是语法和词汇的教学，而忽视了口语的训练。

大部分学生在学习英语的过程中，只注重书面语言的学习，而忽视了口语的练习，导致了口语水平的普遍较低。

2. 学生自身的问题。

另一方面，大部分大学生在学习英语的过程中，缺乏自主学习的意识和积极性，只是被动地接受教师的指导，而忽视了自己的口语训练。

因此，学生自身的问题也是导致英语口语水平较低的原因之一。

三、提高大学生英语口语水平的建议。

1. 多听多说。

要提高英语口语水平，首先要多听多说。

可以通过听英语广播、看英语电影和与外国人交流等方式来提高自己的口语水平。

只有通过不断的练习和实践，才能够提高自己的口语水平。

2. 参加英语角。

英语角是一个很好的提高口语水平的平台，可以在这里与其他人交流，提高自己的口语表达能力。

通过参加英语角，可以结识更多的英语爱好者，共同提高口语水平。

3. 参加英语演讲比赛。

参加英语演讲比赛是一个很好的提高口语水平的途径。

通过参加英语演讲比赛，可以锻炼自己的口语表达能力，提高自己的口语水平。

四、提高英语口语水平的重要性和必要性。

提高英语口语水平对于大学生来说具有重要的意义。

首先，提高英语口语水平可以提高自己的就业竞争力。

在大学英语教学中提升“口语”交流能力新论文

在大学英语教学中提升“口语”交流能力的新思考[摘要]本文笔者基于高等教育国际化的文化背景，指出了大学英语口语教学现存的问题，并立足多年的一线教学经验，列举了提高大学生英语口语能力的几项切实可行的措施。

[关键词]焦虑感口语教学口语表达文化差异分级教学[中图分类号]h319 [文献标识码]a [文章编号]1009-5349（2013）01-0184-01一、大学英语口语教学的现实状况（一）受传统教学模式的影响，重读写，轻听说从中学到大学阶段，我国英语教学的传统模式一直是以教师讲解为主，学生听课做笔记为辅，重视语法、词汇、阅读，轻视英语听、说的实际应用能力。

忽略语言实际运用能力的培养。

教学方式主要是灌输式的，源于长期以来在我国的大学英语教学中占据着统治地位。

课堂上老师照样是讲大量的词汇，一字一句地翻译课文，学生口语交际练习机会很少，只需动手勿动口，所以学生的想“交际”“开口”的冲动被扼杀了。

（二）大多数学生在口语学习中存在畏难、回避、焦虑的现象horwitz等学者研究发现，焦虑感在外语学习者口头交际时影响最为强烈。

由于非英语专业学生口语能力较低，因而普遍存在自卑心理。

由此而导致的紧张和焦虑对学生练习口语产生负面影响。

调查发现，只有30.2%的学生喜欢面对全班同学练习口语，大多数学生更愿意与同桌或几位同学一起说英语。

在以教师为中心的课堂上，面对全班同学说英语会令他们紧张、不安，使之成为一种负担，得不到练习的效果。

他们希望口语课能有一个自然、宽松的环境，这样更有利于口语水平的提高。

（三）普遍缺少利于口语实践锻炼的空间由于我国目前英语大班课堂教学现象普遍存在。

大学英语课堂人数多在50人左右，并且桌椅是固定的，教师还是要站在教室的前面进行教学（teacher-front-ed instruction）。

大班教学空间和座位的布置限制了课堂口语活动的灵活性。

空间的限制会导致学生在课堂上有紧张感，减少学生同伴间的眼神等情感交流，会直接影响到课堂小组活动的效果，这对于教师组织和引导学生分成小组活动有一定的难度。

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.。

大一英语生活口语作文

大一英语生活口语作文English: During my first year of college, I have been exposed to various aspects of English language and culture, both inside and outside the classroom. Inside the classroom, I have been improving my English skills through courses like English composition, literature, and communication. These classes have not only enhanced my language proficiency but also broadened my understanding of different cultures and perspectives. Outside the classroom, I have been participating in language exchange activities, joining language clubs, and engaging in conversations with native English speakers. These experiences not only help me practice my language skills but also allow me to make new friends and gain a deeper insight into the English-speaking world. Overall, my first year of college has been a transformative experience that has enriched my English language abilities and cultural awareness.中文翻译: 在我大一的时候，我接触到了英语语言和文化的各个方面，无论是在课堂内还是在课外。

大学英语口语测试论文

大学英语口语测试摘要：为了更好的推进大学素质教育，大学英语口语教育的新方法和新的策略必须得到重视和改变。

所以良好的，高效的，有用的，真实的，可信的口语考试评测标准是有助于学生提高英语口语水平的主要方法。

引言新世纪的到来，对人才有新的要求，尤其是英语的水平，社会和用人单位是要求越来越高，为了适应社会和企业对大学毕业生的英语要求，尤其是英语口语的要求，教育部早在99年就在实行大学英语四级六级英语考试的基础之上推出了英语四六级的口语考试。

口语已经得到了重视，但是在实际教学中，口语教育的结果却是低下的，口语教育在大学英语教育之中是最难的一个环节，所以对口语的测试评价也是很困难的，甚至有的地区高考都已经取消了英语听力，导致我们学生的英语水平更是低下，为了推进大学生口语教育的提高，有一个飞跃的发展，我们必须要有所改变和有所作为。

一、口语考试的重要英语口语是英语语言中最要的组成部分，所以英语的教学就要必须要求很重视英语口语的教学才行。

英语口语有英语表达和英语听力两个方面。

在实际的英语教学中，口语是和感知有很大的关系的，口语的大脑过程实际是感知的过程，口语的理解是短时间内马上实现的。

没有直接的英语思维，就不会马上说出英语，我们我们大多数中国人有这种想法的，当我们想用英语表达点什么事情的时候，总是要先在脑子理想该用哪个单词，应该怎么组织句型，应该怎么说合适，所以等说话来也是要费很多的时间，而且表达出来的英语也是水平不高，这在实际的英语交流中，是非常不好的。

语言是一种工具，工具就是应该为我们服务的，我们大学里英语的老师们应该把英语学习中的口语教育作为重要的位子，让学生提高英语的综合能力为己任。

口语的评测结果能反映出学生英语学习的错误所在和欠缺所在，能够让大学英语老师对学生的英语有所了解他们的英语问题所在，能够让老师及时调整英语教学方案。

英语口语考试可以考验学生英语的实际应用能力，也能更好的去理解英语的实际应用的必要性。

大学生英语比赛口语作文

大学生英语比赛口语作文As a college student, participating in an English competition is a great opportunity to improve my language skills and gain valuable experience. In this essay, I will share my thoughts on the importance of such competitions and how I prepared for one.Firstly, participating in an English competition is a great way to improve one's language skills. It allows us to practice speaking, listening, reading, and writing in English, which are essential skills for any professional or academic career. Moreover, it helps us to develop our critical thinking and communication skills, which are crucial for success in any field.Secondly, participating in an English competition gives us the opportunity to gain valuable experience. It provides us with a platform to showcase our talents and abilities, and to receive feedback from experts in the field. This feedback can help us to identify our strengths andweaknesses, and to improve our performance in future competitions.Now, let me share with you how I prepared for anEnglish competition. Firstly, I focused on improving my speaking skills by practicing speaking in English every day.I also listened to English podcasts and watched English movies to improve my listening skills. Additionally, I read English books and articles to improve my reading andwriting skills.Furthermore, I participated in mock competitions and received feedback from my peers and teachers. This helped me to identify my strengths and weaknesses and to improvemy performance in the actual competition. I also practiced answering common interview questions and prepared a short speech on a topic that I was passionate about.In conclusion, participating in an English competitionis a great opportunity for college students to improvetheir language skills and gain valuable experience. By practicing speaking, listening, reading, and writing inEnglish, and by receiving feedback from experts in the field, we can develop our critical thinking and communication skills, and improve our chances of success in any field.。

探议大学英语口语愉悦教学论文

探议大学英语口语愉悦教学摘要：英语口语的学习不仅是一种认识活动，更是伴随着复杂的心理过程。

学生的认识活动在很大程度上受到心理因素的影响。

“要提高学生的学习效率，首先要降低学生的情感焦虑感。

”愉悦、欣喜等积极的情感，对学生学习积极性的调动与潜力的发挥有着重要作用。

关键词：大学英语；口语教育；愉悦教学长期以来，我国的大学英语教育以过级为目标，对口语教育的关注严重不足。

在国际化趋势日渐流行的今天，这已明显不能适应时代的发展需要。

“哑巴英语”使很多学生在通过国家级的考试之后，仍然未能使用英语口语进行交际，英语的工具性与实践性被严重忽略。

要改善这种情况，必须重视大学英语的口语教育。

教学实践证明，愉悦教学在英语口语教学中有着明显的效果。

愉悦教学将审美、兴趣与创造融入教学过程中，让学生在学习的同时获得愉悦的体验，身心和谐发展。

那么，如何将愉悦教学方法应用于大学英语口语教育中呢？以下将从三方面进行讲述：一、和谐师生关系的构建师生之间的关系影响着大学英语口语愉悦教学的进行，和谐师生关系的构建是英语口语愉悦教学的坚实基础。

因为要开口练习，演讲与表演甚至要在众人面前表现，学生的自我形象很容易受到影响，有些学生就会因此筑起心理屏障，沉默应对英语口语练习，长期以往，会让学生对英语的学习出现逆反心理，影响其练习英语口语的信心。

所以，教师要充分地了解自己的学生，深入了解学生的内心世界，只有明白了学生所想，学生所爱，才能真正地尊重学生。

每个学生都有与众不同的一面，教师在英语口语的教学过程中要经常鼓励学生，采用积极的教学评价，使其思想性与独立性得到充分的展现。

教师也要认真听取学生对自己的中肯的批评与建议，真诚地对学生表达自己的看法，对学生敞开心怀，在教学过程中构建一种互相尊重互相信任的亲密平等的师生关系。

这要求教师要与时俱进，努力为自己充电。

在信息技术发展日新月异的今天，教师的权威性已明显不如昨日。

要得到学生的尊重与喜爱，就要终身学习，跟上时代的步伐，日渐更新自己的知识类型与知识结构，在与学生的互动中，互相促进，互相鼓励，积极适应学生的要求。

关于英语口语的英语作文

关于英语口语的英语作文English Oral Communication。

English is not only a language, but it is also a tool for communication. It is spoken by millions of people all around the world, making it the most widely spoken language globally. With globalization, the importance of Englishoral communication has increased, and it has become an essential skill to have in today's world.Oral communication is the ability to express oneself through spoken words. It is an essential aspect of communication, as it allows individuals to convey their thoughts, ideas, and feelings effectively. In the context of English, oral communication refers to the ability to speak and understand the language fluently. It is not just about being able to speak English, but it is also about being able to communicate effectively in different situations.One of the most important aspects of English oral communication is pronunciation. Pronunciation is the way in which words are spoken, and it is crucial in ensuring that the listener understands what is being said. English has a complex system of sounds, and it can be challenging fornon-native speakers to master the correct pronunciation. However, with practice and determination, it is possible to improve one's pronunciation and speak English fluently.Another important aspect of English oral communication is vocabulary. Vocabulary refers to the words that are used in a language, and it is essential to have a good understanding of English vocabulary to communicate effectively. Learning new words and phrases is an ongoing process, and it is important to keep expanding one's vocabulary to improve English oral communication skills.In addition to pronunciation and vocabulary, grammar is also crucial in English oral communication. Grammar refers to the rules that govern the way in which words are used in a language. It is important to have a good understanding of English grammar to communicate effectively. Incorrectgrammar can lead to misunderstandings, and it can also make the speaker appear less credible.English oral communication skills are essential in many different contexts. In the workplace, it is important to be able to communicate effectively with colleagues and clients. In social situations, it is important to be able toconverse with others and make new friends. In academic settings, it is important to be able to express oneself clearly and concisely in presentations and discussions.In conclusion, English oral communication is a vitalskill to have in today's world. It is not just about being able to speak English, but it is also about being able to communicate effectively in different situations. Improving pronunciation, vocabulary, and grammar are all key to improving English oral communication skills. With practice and determination, anyone can improve their English oral communication skills and become a confident and effective communicator.。

关于英语的口语的作文

关于英语的口语的作文Sure, here's an essay on spoken English:---。

The Art of Spoken English。

Spoken English is not just a language; it's a form of artistry, a symphony of words, intonations, and gesturesthat weave together to create meaningful communication. In today's globalized world, the importance of mastering spoken English cannot be overstated. Whether in business negotiations, academic discussions, or casual conversations, the ability to articulate thoughts effectively in spoken English is a valuable skill that opens doors to endless opportunities.One of the key aspects of spoken English is fluency. Fluency goes beyond mere proficiency in vocabulary and grammar; it encompasses the seamless flow of words andideas, the ability to express oneself spontaneously and coherently. Achieving fluency requires practice, exposure, and a willingness to engage in conversations with native speakers and peers alike. Through regular interaction, one can refine pronunciation, intonation, and rhythm, thus enhancing overall communicative competence.Moreover, spoken English thrives on clarity and precision. Clear articulation ensures that messages are conveyed accurately and understood without ambiguity. This involves not only enunciating words clearly but also paying attention to tone, emphasis, and body language. A well-modulated voice, accompanied by appropriate gestures, can greatly enhance the impact of one's speech, making it more engaging and persuasive.Another aspect of spoken English worth noting iscultural sensitivity. Language is deeply intertwined with culture, and understanding the cultural nuances of English-speaking communities is crucial for effective communication. This entails familiarizing oneself with idiomatic expressions, colloquialisms, and cultural references thatmay not be immediately apparent to non-native speakers. By embracing cultural diversity and showing respect for different linguistic norms, one can build rapport and forge meaningful connections across cultural boundaries.In addition to fluency, clarity, and cultural sensitivity, effective spoken English also requires active listening skills. Communication is a two-way street, and attentive listening is just as important as articulate speaking. By actively listening to others, one demonstrates respect, empathy, and a genuine interest in understanding their perspectives. Moreover, listening attentively allows one to pick up subtle cues, such as tone of voice and body language, which convey additional layers of meaning beyond mere words.Furthermore, spoken English is not static; it evolves with time, reflecting changes in society, technology, and communication trends. Keeping abreast of current developments in spoken English, such as emerging slang terms or new modes of communication facilitated by technology, is essential for staying relevant and adaptingto changing linguistic landscapes.In conclusion, mastering spoken English is a multifaceted endeavor that requires continuous effort and dedication. From cultivating fluency and clarity to embracing cultural diversity and honing active listening skills, effective spoken English involves a combination of linguistic proficiency and communicative competence. By striving to improve our spoken English skills, we not only enhance our ability to connect with others but also enrich our personal and professional lives in countless ways.--。

谈高校英语口语教学的现状和改进措施的论文

谈高校英语口语教学的现状和改进措施的论文随着中国加人世界贸易组织及xx奥运会的圆满召开，中国与全世界的对外经济文化交流也日趋频繁，许多行业急需既精通又懂英语的综合型人才。

择业、外商谈判、出guo访问乃至文化交流等都离不开英语口语。

因此，大学英语教学尤其是口语教学在培养综合全面的人才方面和推进中国对外交流方面都起到了举足轻重的作用，而作为口语教学者，英语教师应具备较高的口语水平和课堂教学艺术，这样才能与时俱进适应当今社会对复合型人才的需求。

近年来，随着各个高校对大学英语口语教学的重视，以及多种新的教学思想和教学方法在口语教学中的大胆尝试及应用，大学生的口语水平得到了一定程度的提高，也为国家培养了一批具有一定水平的英语口语人才。

但我国大学英语口语教学仍存在诸多急需解决的问题:例如，缺乏良好的语言环境，有人曾经说过，在国内学十年英语不如在国外呆一年，可见英语的语言环境和气氛是多么重要，而现在中国就缺少这样一种自然的英语环境，许多二三类院校里的英语课教学仍然使用中文，很多学生有强烈学好口语的主观愿望，但却苦于找不到适宜的英语环境。

而外教课和双语教学也只是流于形式，没有解决实质问题。

究其根本，仍然是长期以来应试教育打下的烙印，很多院校以四、六级通过率作为衡量学生英语水平和教师教学水平的唯一标准。

而且在有些高校，大学英语四级考试是与学位严密挂钩的，通不过四级考试，拿不到学位，这就更不可能找到一份满意的工作。

所以在时间有限的公共英语课上教师和学生只能把绝大多数时间放在了应付四级考试上，而口语只能退而求其次。

这也就造就了“哑巴英语”“中国式英语”的为难现状，不少怀揣四、六级合格证书的毕业生甚至连公司分配的接待外宾的任务都完成得不尽人意，甚至连起码的问候语、应酬语都说得结结巴巴，这就是“高分低能”现象。

1.学生的心理障碍问题，主要是指学生的自卑心理。

由于学生英语口语练习时机少，英语表达能力较低，怕犯语法错误，因而普遍存在着自卑心理。

大学英语口语教育[论文]

浅谈大学英语口语教育在大学英语口语教学过程中，会出现与初高中英语口语教学中相似的弊病：口语没有成为自如交流的工具，反而成为应试教育的趋势。

这样就会在使用口语的具体场合中成为笑料甚至引发矛盾。

然而，问题的暴露容易，解决问题的出路却一直成为口语教学中长期未了的心愿。

本文以两个实例开篇，引出知识性口语教学与实用性口语教学的话题。

旨在解决在具体场合中误用社交套话、口语惯用语以及口语常用短语而带来的尴尬局面。

大学英语口语教学知识性实用性“语言是人类特有的表达意思、交流思想的工具，由语音、词汇、语法构成一定的体系。

语言有口语和书面形式。

”这是新华字典对语言这一名词的经典阐释。

不错，语言是工具，然而，这个工具如若使用不当，用错了地方或者用得僵硬，将会产生多么可笑甚至严重的后果是我们想象不到的。

以下两个实例给我们带来一些思想：近日在网络中看到一段文字，说一中国留学生在国外的高速公路上驾车行驶，不料出了车祸，连人带车翻下悬崖，美国交警救援队赶到后向下喊话道：“how are you?”留学生答“i’m fine. thank you!”然后交警就走了，留学生就死了……另外，我国著名教育家龚亚夫说过：现在的英语教学中，一问“how are you？”学生都会说“fine，thank you. and you？”但是，我们搞外语研究的经常说起一个流行的笑话：一个中国人走路的时候被一个骑自行车的外国人撞到了，然后那位外国人说“how areyou？”中国人说“fine，thank you. and you？”龚亚夫说：“现在学生学的很多东西实际上都是没有意义的。

”不难看出以上两例都不是对口语教学进行肯定，相反，我们却是看出了当今口语教学的普遍效应——知识化，应试化。

我们都知道“how are you”的意思是“你好吗？”实际上在具体的场合中对此问题的使用和应答不尽相同，然而，较多时候由于在初高中学习时留下的印象便是只要问到how are you，就可以回答fine，thank you, and you?诸如此类的知识系统一直被带入大学，如若不及时归正，我想以上两例将会成为频发的事实。

对英语口语教学论文

对英语口语教学的几点思考【摘要】本文从分析大学英语口语教学的意义及现状入手，提出口语教学中应遵循系统性、主体性、鼓励性、实用性原则，并从教、学两方面考虑，提出一些相应的教学对策。

【关键词】口语教学教学原则教学对策ⅰ、口语教学的意义及现状美国著名语言教育家里弗斯（w.m.rivers）对于人们用语言交际时听、说、读、写所占比重统计结果表明：听占45%、说占30%、读占16%、写占9%。

然而，在交际中所占比例最大的听和说往往是我国学生学习英语、用英语进行交流的最大障碍，这可以从许多学生虽然通过了四、六级考试，却说不出或听不懂日常的英语口语便得以证明。

英语教学必须加强口语教学、切实培养学生口语交际能力，才能全面提高大学生的英语水平。

但是现阶段我国高校大学生普遍存在着英语口语水平低下的问题，这是由多方面的原因造成的。

归结起来主要有主客观两大方面：一、客观因素1、学校不重视英语口语教学。

我国高校非英语专业大多不设口语课和口语考试，大学英语的听、说、读、写、译全部由教师在精读课堂上完成，口语教学时间极少，甚至没有。

而在很少的英语口语教学中，教师也只重视语言知识的传授，忽视交际能力的培养；只注重理解，忽视使用；只注重准确性，不注重流利程度等。

2、英语考试的制约。

现阶段，学校衡量学生英语水平高低的尺度往往只有四、六级考试成绩。

而四、六级考试中，口语测试还未成为必考题型，所以学生对口语能力培养缺乏足够的重视，从而忽视了口语的练习。

部分教师由于过分追求四级通过率，在课堂上过于偏重语法知识的讲解，使学生处于听讲、做笔记的状态，“说”已是有名无实。

在参加四、六级考试的人当中，仅仅成绩优秀者可参加口语测试。

所以学校和学生实际上都放弃了对英语口语的重视。

3、学校缺乏英语口语练习的环境。

“有口难言”是由于平时没有练习或练习时间很少造成的，而我国很多高校往往不能给学生创造英语口语学习的环境和机会，学生整天在“宿舍—教室—食堂”之间往返，缺乏必要的英语口语交流场所和活动。

大学英语专业口语教学新思路论文

浅谈大学英语专业口语教学的新思路【摘要】“英语专业四级口语考试”是以分数的形式，量化英语专业学生口语表达能力。

本文探讨了把“专四口语”的考试模式，引入到英语专业日常的口语教学中，以这种“考教”结合的方式，迫使学生尽量地多说英语，以达到提高学生口语的表达能力。

【关键词】专四口语；口语教学；英语表达一、英语专业四级口语考试（1）考试内容。

考试时间共约25分钟。

考试内容分为三个部分：复述故事；即席讲话；交谈。

（2）评分标准。

口试成绩分为优秀、良好、合格与不合格四个等级。

凡是成绩在合格（含合格）以上的考生均可获得全国高等学校外语专业教学指导委员会颁发的证书。

二、“考教”结合具体操作（1）课堂设计。

教师可在课前，把每单元的话题与四级口语考试挂钩，设计故事复述，即兴演讲，交流谈话，课前布置，课上随机点同学上台演示这三个环节，不许拿原稿，只拿提纲，锻炼他们随机说英语的能力。

一是小组量化。

为提高上课效率，可以把班上分成小组细化，两个学生一对，四个学生一组是最理想的情况。

教师可先随机点一个小组做课堂演示，随后就是小组活动，每个小组成员都要进行故事复述，即兴演讲，和交流谈话，因为小组只有四个人，每个同学都有充分的时间练习。

二是匿名打分。

小组成员相互匿名打分。

采取这种形式，既可以规范课堂，也可以使学生的分数更公正。

教师可以做一个学期成绩登记表，把他们的平时成绩的分数比重加大，使学生重视平时的课堂训练。

（2）效果检查。

一是课堂检查。

教师可每个月进行一次模拟式的四级口试考试，其实，考试本身也是一种教学，我们所做的一切就是让学生多说英语，只要他们能多说英语，就不用管他到底是教他们说英语，还是用考试的形式迫使他们说英语。

每个月考试，不仅可以检查学生的练习效果，还可以使他们在口语课堂上，时刻保持紧张兴奋的状态，一举两得。

二是课后检查。

在每个单元结束后，可以给学生布置故事复述，即兴演讲，和交流谈话的作业，用手机、mp3或者其他录音设备录下来，以班级为单位拷贝上交给教师，平时的话，教师没有必要一句一句的细听，主要检查学生的语音语调和内容是否充实，并作相应的教学记载，以便做教学总结。

论文开头范文

论文开头范文在撰写一篇论文时，开头部分是非常重要的。

它不仅是引导读者进入论文主题的关键，也是展示作者研究能力和学术水平的重要部分。

因此，本文将提供一篇论文开头范文，以供参考。

论文题目本文的论文题目为“如何提高大学生英语口语水平——以某大学英语口语教学为例”。

引言英语作为一门国际通用语言，在全球范围内得到广泛应用。

在中国，英语已经成为一门必修课程，而英语口语作为英语学习的重要组成部分，也越来越受到重视。

然而，由于各种原因，大学生的英语口语水平普遍较低，这不仅影响了他们的学习和就业，也影响了国家的国际交流和发展。

因此，本文旨在探讨如何提高大学生英语口语水平，以某大学英语口语教学为例。

研究背景某大学是一所综合性大学，拥有较高的教学水平和学术声誉。

然而，该校大学生的英语口语水平却普遍较低，这不仅影响了学生的学习和就业，也影响了学校的声誉和国际交流。

因此，该校英语教师和学生对英语口语教学和学习的重视程度越来越高，希望能够通过改进教学方法和学习策略，提高大学生的英语口语水平。

研究目的本文的研究目的是探讨如何提高大学生英语口语水平，以某大学英语口语教学为例。

具体目标如下：1.分析某大学英语口语教学的现状和问题；2.探讨如何改进英语口语教学方法和学习策略；3.提出针对某大学英语口语教学的改进方案；4.评估改进方案的效果和可行性。

研究方法本文采用了文献综述和实证研究相结合的方法。

首先，通过查阅相关文献，分析英语口语教学的现状和问题，了解国内外英语口语教学的最新研究成果。

其次，通过问卷调查和实地观察，了解某大学英语口语教学的实际情况和学生的学习情况。

最后，根据研究结果，提出针对某大学英语口语教学的改进方案，并进行实验验证和效果评估。

研究意义本文的研究意义在于：1.提高大学生英语口语水平，促进其学习和就业；2.改进某大学英语口语教学方法和学习策略，提高教学质量；3.推广和应用英语口语教学的最新研究成果，促进英语教育的发展。

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大学英语口语论文
【关键词】大学英语口语教学改革口语测评体系学习动机理论
1.大学英语口语教学现状
英语作为一种国际性的语言交流工具, 在对外活动中发挥着越来越重要的作用。

但是, 大学英语指导委员会的最近一项调查发现; 用人单位对大学生的英语综合能力不满意, 他们认为只有5%
的大学生有较强的口语,口语能力差或很差的大学生占37%。

显然，传统的教学, 由于教师注重培养学生的认知能力, 而忽视学生的
动机、情感等非智力因素对语言学习的重大作用，已无法满足现代英语口语教学的需求。

在当前大学英语口语教学过程中普遍存在的一个问题是: 大部分学生对英语口语学习缺乏学习动机, 造成
大学生总体口语能力不能达到教学大纲的要求和社会的需求, 有
的学生英语口语能力甚至还停留在中学水平, 不能适应实际英语
交际过程的需要。

如何才能激发大学生英语口语学习动机, 提高大学生的英语口语能力呢?
2.教学理论在大学口语实践中的应运
良好的教学效果离不开科学的教学理论在实践中的合理应用。

ellis 指出: 动机是指学习者由于需求和欲望而为学习语言所作的努力。

加拿大学者gardner 和lambert 从社会心理学角度
出发分析外语学习, 把外语学习看作社会心理现象, 强调学习态
度和学习情景对学习者行为的影响, 并把外语学习动机归纳两大类: 工具型动机(instrumental motivation)和溶合型动机(integrative motivation), 工具型动机是指语言学习者为通过考试、就业。

溶合型动机是指学习者希望与目的语言的人群和文化交流融合, 对语言学习采取积极的态度。

3.激发大学生英语口语学习动机的途径
3.1 改变传统的教学模式, 创建以学习者为中心的教学模式, 充分调动学习者的主动性和积极性
在以学习者为中心的教学模式中, 教师在选择教学内容时，
可以充分考虑到学习者的实际需要, 用多种教学手段如演讲、话题讨论、主题辩论、角色扮演、讲故事等多种教学方式来促进学生的英语口语学习。

例如: 在以话题讨论为形式的英语口语教学过程中, 教师给学生提供一个话题“marriage”以供他们讨论, 教师准备好几个问题帮助学生拓展讨论思路。

“what’s your ideal marriage?”“why do you think so?”“should students marry in university?”“support your idea with detailed information.”
3.2 减轻学生的焦虑心理, 构建和谐的师生关系, 营造良好
的课堂气氛
焦虑是影响语言学习的较大情感障碍。

语言学习中的焦虑主
要是指学习需要用外语或第二语言进行表达时产生的恐惧或不安。

心理焦虑大大地影响了学生学习英语口语的信心, 不利于他们英语口语能力的提高。

因此, 教师在教学过程中要帮助学生克服紧张情绪, 消除心理负担, 使学生保持学习积极性。

构建和谐的师生关系和良好的课堂气氛有助于学生保持愉悦的心情, 提高学习兴趣, 增强学习英语口语的动机, 提高课堂口语教学的效率。

3.3 树立正确的教学目标, 端正学生的学习动机
教师应该在英语口语教学过程中阐明教学目的和意义。

学习一门语言, 要重视口语的学习。

让学生知道通过四、六级考试不是英语学习的终极目标。

四、六级考试不能全面反映学习者的英语综合能力, 也不能满足社会发展和自身综合素质的提高。

教师在教学过程中适当给学生介绍目的语国家的文化知识, 以便增进学生对英语口语学习的兴趣,培养学生对英语口语学习的综合型动机。

3.4 充分利用现代教学设备, 提高课堂口语教学的效率
教师应充分利用多媒体和网络技术等现代教学设备优化口语教学的课堂环境, 其优点在于图像、声音的方式把教学内容呈现给学生, 内容丰富, 形象生动。

能使学生扩大语言文化背景,拓宽知识面。

同时获得视觉、听觉上的愉悦, 提高学生口语学习兴趣, 变被动学习为主动学习, 激发学生的口语学习动机。

3.5 拓宽英语口语学习的渠道, 开展形式多样的课外活动, 形成口语学习的第二课堂
课堂教学时间只能为学生提供有限的知识输入, 远远不能满
足学生实际交际的需要。

因此很有必要开辟口语学习的第二课堂。

英语角、英语沙龙、英语俱乐部等这些场所是对课堂口语教学的有效补充。

综上所述, 大学生英语口语学习动机受到自身因素和外部环境的影响, 要提高大学生英语口语能力，教师在教学过程中应明确学生主体地位的重要性,积极营造一个良好的教学环境, 使学生在轻松、愉悦的环境中学习英语口语, 消除学生的紧张情绪, 降低其情感焦虑。

选择学生感兴趣的学习任务, 使学生积极参与到教学过程中, 激发其内部英语口语学习动机, 保持持久的学习兴趣, 提
高其英语口语能力。

参考文献
［1］文秋芳, 王海啸. 学习者因素与大学英语四级考试成绩的
关系［j］ . 外语教学与研究, 1996 , (4) .
［2］文秋芳. 英语学习者动机、观念、策略的变化规律与特点
［j］. 外语教学与研究, 2001 , (2) .
［3］ ellis, the study of second language acquisition, 上海外语教育出版社,1994.
［4］ gardner , r. c. , & w. e. lambert . attitudes and motivation in second language learning ［m］ . rowley ,mass. : newbury house , 1972.。