对中学英语口语研究的文献综述
近十年来国内学者对英语口语研究综述
近十年来，国内学者对英语口语研究进行了广泛而深入的探讨。
本文选取了一些研究成果，综述了近十年来国内学者对英语口语的研究主题、研究方法以及研究成果，以期对英语口语研究的发展进行综合总结。
首先，近十年来，英语口语教学成为国内研究的重点。
学者们关注英语口语教学的有效方法，探索适合中国学生的英语口语教学策略。
研究发现音标的教学对于学生的口语发音和语音纠错很有效，文化背景的融入和交际策略的教学也对学生的口语表达能力有所帮助。
其次，英语口语交际策略也是近年来研究的热点之一、学者们通过对英语口语策略的研究，发现在实际交际中，使用交际策略能够帮助学生有效地克服语言障碍，提升口语表达能力。
这些策略包括语言转换、补救策略和沟通策略等。
研究显示积极的交际策略能够提高学生的口语流利度和表达能力。
第三，近十年来英语口语教学中技术支持的研究也备受关注。
学者们研究了使用技术支持（如电子课本、智能手机、仿真情景等）进行英语口语教学的效果。
研究发现，技术支持可以提供更加真实的语言环境，激发学生的兴趣，提高他们的参与度和表达能力。
此外，近十年来，学者们对英语口语评估也进行了一系列的研究。
研究者们关注英语口语评估的客观性和准确性，并探索英语口语评估的更好方法。
他们开发了一些新的评估工具，包括口语测试软件和评估标准，以提高英语口语评估的效果和准确性。
最后，近十年来，学者们还研究了英语口语教师的角色和培训。
他们关注英语口语教师的专业素养和教学方法，提出了一些教师培训的方法和策略。
研究发现，合适的教师培训可以提高英语口语教师的教学能力和学生的学习成绩。
综上所述，近十年来，国内学者对英语口语研究进行了广泛的探讨。
研究主题包括英语口语教学、口语交际策略、技术支持在英语口语教学中的应用、口语评估以及英语口语教师角色和培训等。
通过对这些研究成果的总结和综述，能够为今后的英语口语教学和研究提供有益的借鉴和参考。
中国高中生内外向性格与英语口语流利性与准确性的相关研究
二、中国学习者英语口语流利性的动态发展
口语流利性是指说话者能够流畅、自然地表达思想的能力。中国学习者的英 语口语流利性在经过长时间的学习和练习后，可以得到显著提高。然而，口语流 利性的提高并非一蹴而就，而是需要经过多次反复的练习和反馈，通过不断调整 和优化语言输出，以达到更高的口语流利性。
文献综述
文献综述
关于内外向性格的研究，已有文献表明，内外向性格对英语学习成绩有影响。 例如，外向型学生通常更善于表达，更容易融入英语语言环境，因此可能更流利； 而内向型学生往往对自己的口语能力缺乏信心，表现出较低的流利性。然而，也 有研究认为，内向型学生在语法和词汇方面可能更有准确性。
文献综述
三、复杂性、准确性和流利性的 互动关系
三、复杂性、准确性和流利性的互动关系
复杂性、准确性和流利性是评估语言学习的三个重要维度。复杂性指的是语 言结构的复杂程度，准确性指的是语言输出的正确性，流利性则指的是语言输出 的流畅性和速度。这三者之间存在密切的互动关系。
三、复杂性、准确性和流利性的互动关系
1、复杂性对准确性和流利性的影响：在语言学习中，复杂性是准确性和流利 性的基础。只有当学习者能够处理和掌握复杂的语言结构时，他们的语言输出才 能更加准确和流利。然而，过高的复杂性也可能导致语言输出的不准确和流利性 的下降。
三、复杂性、准确性和流利性的互动关系
2、准确性对流利性的影响：准确性是流利性的重要保障。只有当学习者能够 准确输出语言时，他们的语言才能更加流畅。然而，过度追求准确性也可能影响 流利性，因为过度细节可能会阻碍语言输出的流畅性。
研究方法
首先，我们使用自编的《中国高中生英语口语流利性和准确性评估量表》对 学生进行评估。量表包括朗读、对话和话题讨论三个部分，用以评估学生的英语 口语流利性和准确性。同时，我们使用简明国际内向-外向性格量表（BIS/BAS） 对学生进行了性格评估。
初中生英语口语常见错误分析及纠错策略的开题报告
初中生英语口语常见错误分析及纠错策略的开题报告AbstractOral English is an important part of English learning. However, due to various reasons, many middle school students have difficulties in English speaking. Based on this situation, this paper aims to analyze the common errors in English oral expression of middle school students and put forward some effective strategies to correct them. The research method of this topic is mainly literature review and survey.Through literature review, the paper finds that the common errors in English speaking of middle school students mainly focus on pronunciation, grammar and vocabulary, and prosody. These errors are caused by various factors, such as inadequate language input, lack of language practice, and insufficient motivation. To correct these errors, the paper proposes some strategies, including providing rich language input, integrating language teaching with culture and multimedia, creating a language-rich environment, using appropriate teaching methods, and encouraging students to speak English in daily life.Through the survey, the paper collects the data about the current situation of middle school students' English oral expression, and verifies that the above strategies are effective, practical and feasible. The findings of this study can provide some reference for English teachers to improve the students' oral English level. Introduction英语口语一直是英语学习的重要组成部分。
英语口语文献综述范文模板大全
英语口语文献综述范文模板大全1. IntroductionIn recent years, there has been a growing interest in the field of English oral communication skills among researchers and educators. The ability to effectively communicate in English is essential in today's globalized world, and oral communication is a key component of this skill. In this literature review, we will examine the current research on English oral communication skills and explore the various factors that influence the development of these skills.2. Importance of English Oral Communication SkillsEnglish oral communication skills are crucial for success in both academic and professional settings. Effective oral communication allows individuals to express their ideas, thoughts, and emotions clearly and accurately. It also enables individuals to engage in meaningful conversations, debates, and discussions with others. Additionally, good oral communication skills are essentialfor building relationships, collaborating with others, and resolving conflicts.3. Factors Influencing English Oral Communication SkillsThere are various factors that can influence the development of English oral communication skills. These factors include individual characteristics (such as motivation, self-confidence, and language proficiency), social factors (such as cultural norms and communication styles), and contextual factors (such as the learning environment and teaching methods). Researchers have found that a combination of these factors can significantly impact an individual's ability to communicate effectively in English.4. Strategies for Improving English Oral Communication SkillsThere are several strategies that can help individuals improve their English oral communication skills. These strategies include practicing speaking regularly, engaging in conversations with native speakers, listening to English audio materials, watching English videos, and participating in language exchange programs. Additionally, takinglanguage courses, attending workshops, and receiving feedback from peers and teachers can also be beneficial in enhancing oral communication skills.5. Challenges in Developing English Oral Communication SkillsDespite the importance of English oral communication skills, many individuals face challenges in developingthese skills. Some common challenges include fear of speaking in front of others, lack of vocabulary and grammar knowledge, difficulties in understanding accents and intonation, and cultural differences in communication styles. Overcoming these challenges requires patience, practice, and perseverance.6. ConclusionIn conclusion, English oral communication skills are essential for success in today's globalized world. By understanding the factors that influence the development of these skills, implementing effective strategies for improvement, and overcoming challenges, individuals can enhance their ability to communicate effectively in English. Continued research in this area is necessary to furtherexplore the complexities of oral communication and to develop innovative approaches for enhancing these skills.。
英语口语文献综述范文模板
英语口语文献综述范文模板**Exploration and Application of English Speaking Literature Review Template****Abstract**In the academic realm, literature reviews serve as a crucial bridge between past research and current understanding. This article presents an exploration of the English speaking literature review template, its importance in the research process, and its application in various academic contexts. We delve into the structure, key elements, and best practices for crafting an effective literature review, focusing on the English language perspective.**Introduction**Conducting a literature review is an essential step in any research project, as it allows scholars to gain a comprehensive understanding of the existing knowledge in a particular field. In the field of English speaking,literature reviews are particularly crucial as they help researchers identify gaps in the literature, understand the evolution of ideas, and establish the context for their own work. The aim of this article is to provide a comprehensive template for conducting English speaking literature reviews, guiding researchers through the process and highlightingkey considerations.**The Importance of English Speaking LiteratureReviews**English speaking literature reviews play a pivotal role in the academic community. They not only summarize and synthesize existing research but also provide a critical analysis of the strengths and weaknesses of those studies. By conducting a literature review, researchers can ensure that their work is rooted in a solid foundation of knowledge, avoiding duplication and building upon the workof others. Furthermore, literature reviews help establish the research gap, identifying areas where further investigation is needed, thus guiding future research directions.**Structure of the English Speaking Literature Review Template**The English speaking literature review template follows a structured format, ensuring that all relevant information is included and organized in a logical manner. The template typically consists of the following sections:1. **Introduction**: This section briefly introduces the topic of the literature review, outlining the purpose, scope, and research questions. It also provides a background on the importance of the topic and its relevance to the field of English speaking.2. **Methodology**: Here, the researcher describes the methods used to collect and analyze the literature. This includes the search strategy, selection criteria, and any specific analytical tools or frameworks employed.3. **Literature Overview**: This section presents a comprehensive overview of the existing literature, summarizing the key findings and arguments made by previous studies. It aims to provide a broad understanding of the topic and its historical development.4. **Critical Analysis**: In this section, the researcher critically evaluates the literature, identifying strengthsand weaknesses, gaps in research, and areas of consensus or disagreement among scholars. This analysis helps to shape the research agenda and identify areas for further exploration. 5. **Conclusion**: The conclusion section summarizes the main findings of the literature review, highlights the research gap, and suggests directions for future research. It also reaffirms the significance of the topic and its potential to contribute to the field of English speaking.**Best Practices for Crafting an Effective English Speaking Literature Review**When crafting an effective English speaking literature review, it is important to follow certain best practices. These include:* **Clear and Concise Writing**: Literature reviews should be written in a clear, concise, and coherent manner, ensuring that the reader can easily follow the arguments and understand the key points. * **Critical Thinking and Analysis**: Literature reviews should involve critical thinking and analysis, going beyond a mere summary of existing studies. Researchers should evaluate the qualityof the literature, identify gaps in research, and make recommendations for future work. * **Use of Reliable Sources**: It is crucial to rely on reliable and peer-reviewed sources when conducting a literature review. This ensures that the information presented is accurate, credible, and relevant to the field of English speaking. ***Organized Structure**: A well-structured literaturereview helps the reader navigate through the content easily. Organizing the review by themes, subtopics, orchronological order can enhance readability and comprehension. * **Focus on the Topic**: While discussingthe literature, it is important to stay focused on thetopic of the review. Avoid straying into unrelated areas or tangents that do not contribute to the overall objective of the review.**Conclusion**The English speaking literature review template serves as a valuable tool for researchers seeking to synthesizeand analyze existing knowledge in the field. By followingthe structure and best practices outlined in this article, researchers can craft effective literature reviews thatcontribute to the advancement of knowledge and guide future research directions. The template not only facilitates the organization and presentation of information but also promotes critical thinking and analysis, essential skillsfor any researcher working in the field of English speaking. **中文内容****英语口语文献综述范文模板的探索与应用****摘要**在学术领域，文献综述是连接过去研究与当前理解的重要桥梁。
如何提高中学英语口语教学文献综述
如何提高中学英语口语教学文献综述一、引言在全球化日益加速的当代社会，英语作为全球通用语言的重要性日益凸显。
中学英语口语教学是培养学生英语沟通能力、提高语言运用能力的重要环节。
许多教育工作者和研究人员对如何有效提高中学英语口语教学进行了深入的研究和探讨。
本文将对这一主题进行文献综述，以期为相关研究和实践提供参考和借鉴。
二、研究背景在过去的几十年中，随着语言教育的发展和教学方法的不断探索，中学英语口语教学得到了越来越多的关注。
然而，在实际教学中，仍然存在一些问题，如学生口语表达能力不足、语音语调不准确、无法流畅地与他人交流等。
因此，如何提高中学英语口语教学的有效性，成为了一个值得研究的问题。
三、研究现状通过对相关文献的梳理和分析，我们可以发现，提高中学英语口语教学的研究主要集中在以下几个方面：1. 教学方法与策略：许多研究者关注如何选择和运用有效的教学方法和策略，以提高学生的口语表达能力。
例如，合作学习、项目式学习、角色扮演等教学方法，都被广泛应用于英语口语教学中。
同时，一些研究还探讨了如何结合现代教育技术，如多媒体教学、网络教学等，为学生提供更为丰富的学习资源。
2. 教材与课程设计：针对口语教学的特点，一些研究者提出了具有针对性的教材和课程设计。
例如，开发适合学生水平的口语教材、增加口语实践课程、设计多样化的口语活动等。
这些措施旨在为学生提供系统化、实用性的口语训练。
3. 教师专业发展：教师素质和专业水平对英语口语教学的质量有着重要影响。
一些研究关注教师的专业发展，包括教师培训、教师角色定位、教师评价等方面。
这些研究强调教师的专业成长对于提高口语教学的重要性，并提出了多种教师发展途径。
4. 学生需求与动机：一些研究者关注学生的需求和动机，认为了解学生的需求和兴趣是提高口语教学有效性的关键。
例如，通过问卷调查、访谈等方式了解学生的需求和兴趣，然后根据这些信息调整教学策略和方法，以激发学生的学习兴趣和积极性。
中小学研究方法文献综述
学科教学（英语）张文学S160903任务型教学法在高中英语口语教学中的应用的文献综述摘要任务型教学法（Task-based Approach）兴起于20世纪80年代, 是目前国际上广泛采用的一种语言教学模式。
任务型教学法尊重学生的主体地位,强调学生在“做中学”，学生通过运用英语完成老师布置的各项任务来达到掌握语言知识技能的目的.任务型教学法打破了传统的3P教学模式(Presentation，Practice， Production）, 改变了过去英语教学中过分重视语法知识的讲解与传授的状态，给予了学生更加丰富有趣的活动体验, 让学生感受到学习语言是一个自然而然的过程。
通过完成各式各样新颖有趣的实践活动, 学生们可以更加高效的获得语言知识，并且增强了学习能力以及解决问题的能力，这对于学生的全面发展来说具有极其重要的意义。
英语口语担负着交际的重任,是语言学习者不可或缺的一项重要技能,而英语口语教学长期一直以来是英语教学的薄弱环节, 如何有效教授口语已经成为英语教育需要探索的主要问题之一。
在英语口语教学过程中, 任务型教学具有重大的意义。
对于任务型教学法，已经有许多专家和学者做了大量的理论与实证研究。
他们对于任务型教学法的定义、原则与课堂实施模式等基础研究已进行了比较完备详细的论述.本文就将他们的研究文献汇编于此。
然而, 在教学实际操作上, 尤其是在英语口语教学实践, 任务型教学法还有很多值得探索的空间。
关键词：任务型教学法;英语口语教学;文献综述AbstractTask—based Approach （TBA）is a language learning method prevailing all over the world. This method emerged in the 1980s. Task—based Approach stresses that students serve as the main body in the process of teaching and learning。
国内外英语口语教学研究综述
国内外英语口语教学研究综述研究背景英语口语教学一直是语言教育领域的关注重点。
随着全球化的发展，越来越多的人需要掌握良好的英语口语能力。
因此，国内外学者对英语口语教学进行了广泛的研究。
国内研究概况国内的英语口语教学研究主要集中在以下几个方面：1. 教学方法：研究者通过比较不同的教学方法，如任务型教学、情景教学和沉浸式教学等，探索哪种方法对于提高学生口语能力更有效。
2. 语音教学：研究者关注英语语音的教学，包括音标的学习和发音技巧的训练，以帮助学生正确地发音和流利地交流。
3. 话题选择：研究者研究了不同话题对于口语教学的影响，通过选择与学生生活和兴趣相关的话题，提高学生的学习积极性和口语表达能力。
4. 评估方法：研究者提出了各种评估口语能力的方法，包括面试、演讲和对话等，以便更全面地了解学生的口语水平并指导教学。
国外研究概况国外的英语口语教学研究也取得了许多重要成果：1. 社交交际能力：研究者重视培养学生的社交交际能力，通过角色扮演、讨论和小组合作等活动，培养学生的口语表达和交际能力。
2. 技术辅助教学：研究者探索了利用技术辅助教学的方法，如使用电子设备、网络资源和语音识别软件等，提高学生的口语教学效果。
3. 文化意识培养：研究者关注培养学生的跨文化交际能力，通过介绍英语国家的文化背景和实际情境，提高学生的文化意识和口语表达能力。
4. 口语与听力结合：研究者强调口语教学与听力训练的结合，通过听力材料的选择和口语实践的训练，提高学生的听说能力和语音感知能力。
总结国内外的英语口语教学研究取得了丰硕的成果，涉及教学方法、语音教学、话题选择、评估方法、社交交际能力、技术辅助教学、文化意识培养和口语与听力结合等方面。
未来的研究可以在这些基础上进一步深入探讨，以提高英语口语教学的效果和质量。
（注意：以上内容仅为示例，不可确认真实性）。
英文歌曲在农村初中英语口语教学中的应用研究
内容摘要
to explore the application of English songs in junior high school spoken English teaching.
内容摘要
In this study, ten junior high school English teachers were selected to participate in a three-month experiment. The control group used traditional teaching methods, while the experimental group added English songs in their teaching. Pre- and post-test surveys were conducted to compare the students' speaking ability. Data was analyzed using SPSS software.
二、文献综述
二、文献综述
思维导图作为一种可视化工具，在教育领域已得到广泛应用。国内外学者对 思维导图的研究主要集中在以下几个方面：思维导图的理论基础、思维导图在学 科教学中的应用以及思维导图的软件开发等。虽然已有研究取得了一定的成果， 但仍存在以下不足：首先，大多数研究集中在思维导图在学科教学中的应用，而 缺乏对具体学科的深入探讨；其次，部分研究缺乏对思维导图应用效果的评价； 最后，针对小学中段语文口语交际教学的研究较少。
二、英文歌曲在初中英语口语教学中的作用
3、提升语法理解：英文歌曲中的歌词往往包含各种语法结构，通过听和理解 歌词，学生可以更好地理解英语语法。
二、英文歌曲在初中英语口语教学中的作用
英语口语文献综述范文模板
英语口语文献综述范文模板English:Literature Review on Oral EnglishIntroduction:Oral English proficiency is a crucial skill for individuals who want to communicate effectively in English-speaking environments. In this literature review, we will explore various studies and research articles that focus on the development of oral English skills.Current Trends in Oral English Instruction:Recent research has highlighted the importance of incorporating communicative language teaching methods in oral English instruction. These methods emphasize the use of authentic and meaningful communication tasks to help learners develop their speaking skills. Studies have shown that this approach can lead to significant improvements in students' oral proficiency.Factors Affecting Oral English Development:Several factors have been identified as influencing the development of oral English skills. These include individual differences in language aptitude, motivation, and anxietylevels. Research has also shown that the amount and quality of input, as well as opportunities for practice, play a crucial role in oral English development.Technology in Oral English Learning:The use of technology in language learning has become increasingly popular in recent years. Online platforms, mobile apps, and virtual reality tools can provide additional opportunities for students to practice their oral English skills outside of the classroom. Research has shown that these technological tools can be effective in enhancing students' speaking abilities.Assessment of Oral English Proficiency:Assessing oral English proficiency can be challenging, as it involves evaluating a range of skills such as fluency, accuracy, vocabulary, and pronunciation. Traditional assessment methods, such as interviews and oral exams, have limitations in terms of reliability and validity. Researchers have been exploring alternative assessment approaches, including performance-based tasks and self-assessment tools.Conclusion:In conclusion, developing oral English proficiency is essential for effective communication in English. Theliterature review has highlighted the importance of communicative language teaching methods, individual factors, technology, and assessment in oral English instruction. Future research should continue to explore innovative approaches to help learners improve their speaking skills.中文：口语英语文献综述介绍：口语英语能力对于希望在英语环境中有效交流的个人来说至关重要。
创设情境提高初中英语听力口语的实践研究-文献综述
“创设情境活动培养初中生英语听说能力的案例研究”文献综述我国的英语教学是外语教学，除了学校组织的课堂教学，社会上并不存在适合初级和中级英语学习者的语言环境，学生无法在课外获得听力口语学习的机会。
英语教学本质上是技能教学，需要大量的操练，但是我国的大部分初中学校无法向学生提供足够的课堂教学时间来进行这种操练。
学校教育必须完成全国统一的教学大纲，现行的教学大纲规定除了英语，学生还要学习十多门其他必修学科。
在这种情况下，分配给英语教学的课堂教学学时每周5到10个课时。
另外，英语教学大纲规定要掌握的技能首先包括词汇、语法、阅读，然后才是听说能力。
在有限的课堂学时内完成头三个技能的教学和练习已属不易，很难再要求教师顾及学生听说技能的训练。
因此如何在英语教学中让学生充分感悟、体验、落实课标，构建全新的听说能力培养提高模式，是摆在每个英语教师面前的课题。
情境活动的创设恰好弥补了听说技能操练环境的缺失，英语听力、口语情境活动化教学可以激活教学活动主体的自主、能动、创新意识，真正实现《英语课程标准》的听说教学目标：“有自主学习能力。
能听懂有关熟悉话题的演讲、讨论、辩论和报告的主要内容。
能就国内普遍关心的问题如环保、人口、和平与发展等用英语进行交谈，表明自己的态度和观点。
能做到日常生活的口头翻译。
能利用各种机会用英语进行真实交际。
”为了更好的对本课题进行深入研究，笔者对国内外相关的文献进行了搜集和检索，通过筛选、分析、归纳，试图从初中英语听说能力的情景活动化教学的理念支撑、内涵探讨、调查调研、实践操作、活动策略等几个方面进行梳理和综述。
一、“情境教学”的渊源(一)杜威与“五步教学法”历史上，首先提出创设情境进行教学的，当推杜威的思维教学。
杜威在他的《我们怎样思维》一书中，用实例提出“思维起源于直接经验的情境”，提出“五步教学法”：情境(暗示)——问题——假设——推理——验证。
至此，情境作为教学过程的有机组成部分，有了一个理论上名副其实的源。
课题研究论文：国内英语口语辅助教学历史与现状研究综述
125706 学科教育论文国内英语口语辅助教学历史与现状研究综述社会的发展要求学生具有良好的语言运用能力和口头表达能力，这一趋势引发了师生对英语口语教学的高度重视。
为了提高英语口语的教学效果，我国中小学及高校的英语口语教学中，采用了形式多样的教学辅助手段来弥补传统口语教学的不足。
英语口语辅助教学主要指运用能够对教学活动起到辅助作用的教学资源或方法来开展口语教学活动，如采用多媒体设备、各种视频、参加英语角、跟读录音或英语在线聊天等方式练习和提高学生的口语水平。
各种形式的英语口语辅助形式为英语口语课堂教学增添了不少色彩，对学生英语口语学习有很大帮助。
随着多元化和立体化英语口语教学模式的不断涌现，国内学者对英语口语辅助教学越来越关注，英语口语辅助教学的研究呈逐年上升趋势。
本文拟对2001-20xx年这16年来国内英语口语辅助教学方面的研究进行梳理和总结，进而从总体上把握我国英语口语教学的发展状况，并为口语辅助教学的进一步研究和发展提供一定的依据和启示。
一、国内英语口语辅助教学研究的历史及发展状况进入中国期刊全文数据库（CNKI）查询有关英语口语辅助教学的文献，输入“英语口语辅助教学”，在检索项为“主题”的状态下，显示有关英语口语辅助教学的文献共694篇，去除无关检索结果34篇，共计相关有效文献660篇（见图1）。
从英语口语辅助教学研究文献数量统计图中可看出，自2001年到20xx年，我国?W者对英语口语辅助教学的研究一直呈增长态势。
2001年到2004年期间，研究相对较少，从2005年开始，研究成果数量开始明显增加，以后每年的研究文献增长幅度较大，研究领域也不断扩大。
在20xx年期间，研究的力度急剧加大，20xx年文献数量略有下降，然后在近两年出现了更大的研究热潮，并有学科的交叉研究。
从整体看，学者对英语口语辅助教学的研究呈逐年上升的趋势。
教育界对英语口语辅助教学研究的日益关注从一个侧面反映出我国对英语口语优秀人才的需求日益增加。
国内外英语口语教学研究综述
国内外英语口语教学研究综述1. 引言英语口语作为英语学习中至关重要的一个方面，在全球化的今天扮演着重要的角色。
国内外许多研究者对英语口语教学进行了广泛而深入的研究，本文旨在对这些研究进行综述，以期为英语口语教学提供理论支持和实践指导。
2. 国内英语口语教学研究2.1 教学方法与策略国内英语口语教学研究主要关注教学方法和策略。
许多研究者认为，任务型教学法、交际型教学法和合作学习法等教学方法能有效提高学生的英语口语能力（张丽，2010；李华，2012）。
此外，一些研究者还探讨了词汇、语法和语音等语言要素在口语教学中的重要性（王强，2015）。
2.2 课程设置与教材关于课程设置，国内研究者认为，口语课程应注重实践性和实用性，以培养学生的交际能力为目标（刘芳，2011）。
在教材方面，研究者提倡使用贴近生活、具有时代感的素材，以激发学生的学习兴趣（陈燕，2014）。
2.3 教师素质与培训国内研究者还关注英语口语教师的素质和培训。
许多研究者认为，具备良好语言素质、教学能力和跨文化交际能力的教师对英语口语教学至关重要（吴丽，2013；胡玉，2016）。
此外，研究者还提出了针对英语口语教师的培训策略，如加强师资队伍建设、开展教学研讨和交流等（周红，2017）。
3. 国际英语口语教学研究3.1 教学理念与模式国际英语口语教学研究倾向于探讨教学理念和模式。
研究者认为，交际语言教学法、全身反应法、自然法等教学理念和模式有助于提高学生的英语口语水平（Nunan，1991；Larsen-Freeman，2000）。
3.2 语言环境与跨文化交际国际研究者关注语言环境和跨文化交际在英语口语教学中的作用。
他们认为，创设真实的语言环境和培养学生的跨文化交际能力是提高英语口语的关键（Kramsch，1993；Hymes，1971）。
3.3 教学评价与测试在国际英语口语教学研究中，教学评价和测试也是一大热点。
研究者提出，应采用多元化的评价方式，如课堂表现、口语考试和自我评价等，以全面评估学生的英语口语能力（Spencer-Oatey，2006；Swan，1995）。
中职学生克服英语口语学习焦虑情绪的研究
中职学生克服英语口语学习焦虑情绪的研究摘要：研究英语口语课堂学习的焦虑情绪与学习成就之间的关系。
研究在一个实验班和一个控制班之间进行，研究结果表明二语学习中和谐课堂气氛在进行英语教学尤其是口语教学中十分重要。
愉快、和谐的课堂气氛，良好的师生关系有助于口语教学。
此外，通过问卷与数据分析显示，学生英语口语课堂学习的焦虑情绪与学习成就之间成负相关，在某种程度上，学生的学习焦虑度越高，学习成就越低。
课堂教学中采用的教学方法与策略对降低学生口语课堂中学习焦虑情绪起积极作用；在以学生为主体课堂中，老师对学生的指导和帮助作用也举足轻重。
关键词：英语口语；焦虑情绪；和谐课堂一、文献综述“情绪和情感是人对客观事物的态度的一种反映，是客观现实是否符合自己需要而产生的体验”。
英语学习是一个极其复杂的过程，它不仅受英语本身语言特点的影响，还受其他一些因素的影响。
影响英语学习的其他因素，从总体上讲有主观和客观两个方面。
客观因素主要指学习环境和学习条件；主观因素包括语言天赋、认知能力等智力因素和年龄特点、学习态度、学习动机及情感等非智力因素。
单就情感因素而言，其中的焦虑情绪是影响英语学习诸因素中的主要因素。
由于焦虑程度的等级很难界定，因此，关于焦虑对语言学习的影响这一问题，教育界一直都有争议。
有些人认为，稍微的焦虑对语言学习有一定的促进作用，但是，大多数人则认为焦虑对英语学习有着极大的妨碍和抑制作用。
对这个问题截然相反的两种观点说明：语言焦虑是英语学习过程中所特有的复杂而且难以把握的心理现象，是学生因为要运用目的语而产生的害怕心理，是影响语言学习的主要因素。
英语教师在教学中假如处理不好这个问题，很可能会出现事倍功半的效果。
因此，要想让学生在轻松、愉快的和谐课堂气氛中有效地学习英语，教师首先要搞清与焦虑相关的一些问题以及学生在英语学习过程中焦虑产生的原因，然后，研究制定出相应的对策和解决方法，因势利导，及时有效地减轻、消除学生的焦虑情绪，以达到提高学生学习效果，整体优化英语教学的目的。
英语口语教学法文献综述
A Study on Teaching Methods of English Speaking in Junior Middle School“初中英语口语教学方法探究”Literature ReviewⅠ. IntroductionSpoken language is defined as a kind of output capabilities. Stimulated by the external sound or other information, speakers produce an initial motivation and intention, form deep syntactic structure through internal language stage, and then expand into an external speech based on a surface structure. (Zhu Chun, 1993) Linguist French once said that speaking is a basis of other abilities (listening, reading and writing). N.chomsky believed that no one would be born to speak, and people can communicate with others only by much practice. The Father of Application linguistic in British thought that, to learn English, you need to open your mouth , to read, to say. Linguist Thomas (D. HYMES) said, language refers not only ability of whether one can make grammatical sentence, but also the ability of whether one can apply it properly. He said speech is an important form of language and a significant way in communication.With economic globalization, the deepening of China's reform and opening up, the current world is changing rapidly and international exchanges increase frequently. It has became a necessity of the society to learn English and use English in common communication. English is a language communication tool. Enhancing the teaching of spoken English and helping students improve overall level of oral English communication have been paid much attention. It is not only a real application of the knowledge on the books in daily life, but also a respond to face work, business, and other problems encountered in future. English speaking teaching is an important and integral part of English teaching in junior middle school.Junior middle school is a key stage of English study for all Chinese students.It is a period which transition from simple word recognition in primary school to proficiently expression in senior high school. Speaking learning of this stage will lay a solid foundation for deep English study in future, also help in all aspects of English learning capabilities.However, it has been reported that English teaching in our junior middle school still exists the following questions. Firstly, influenced by the examination-oriented education, most of the teaching methods can not achieve the outline of the standard released by the Ministry of Education. Secondly, insufficient emphasis is put on the teaching of pronunciation. Thirdly, the common level of teachers is not advanced. Fourthly, because of the over class size, fewer opportunities to practice is given the students. Fifthly, lack the necessary language environment.These problems encourage us to make further exploration on English teaching methods of the junior middle school,so as to improve the standard of teaching and to enhance students' speaking level.The following paper reviews researches on main teaching methods of English speaking in and abroad.Ⅱ. Research status in and abroadSpeaking is one of main language output skills. American linguist Krashen put forward the Second Language Acquisition Theory in the 1970s, which attracted much attention in both linguistics field and language teaching circle. On account of the defects of Krashen's Input Hypothesis, second language acquisition researcher Merrill Swain proposed the language output assumptions in 1985. He believes that language input is important for language acquisition, but it can not make people use language accurately and fluently. According to Swain, output plays a major role in the following three aspects: 1) Noting and triggering function 2) testing the hypothesis function 3) meta-language function.Swain pointed out that, although comprehensible language input played an important role in language acquisition, learners must rely on meaningful language output to achieve accuracy and fluency of applying target language.In recent years, the English teaching in junior middle school of China has gone through much reform and the importance of teaching has been widespreadly concerned. The new English teaching textbooks or materials focus on teaching the skills of speaking. To some extent, teacher have paid a lot of attention on students' ability of oral communication. However, the rate of progress is quite slow and the results are always not pleased. Junior students' abilities of using English to express their thoughts and feelings are very limited, most remaining the level of greeting.Effected by Krashen's input hypothesis, English teaching focused on the language input. Teachers stressed students' listening, reading, ignoring the language of the output for a long time. These years, many books and research papers on teaching methods of English speaking in junior middle school have been published. They made analysis of the current situation and reform suggestions on this topic, showing that we have recognized the importance of speaking ability.The textbook" A Course in English Language Teaching" ( Edited by Wang Qiang) summarized the principles for teaching speaking and designed some speaking tasks. In the paper “Researches on Teaching Methods of English Speaking in Junior Middle School”, the author Li Shenglian summarized the current existed problems and its reasons of English speaking teaching, designed different teaching methods and procedures according to students’ levels, and introduces the exact strategies in English speaking teaching.The paper "English Teaching Researches on Oral Fluency Theory in and abroad" lists the research fruits on oral fluency of second language in home and abroad. It is of great meaning to combine them with our English teaching.Zhu Mingju published a paper named "The input and output in English Speaking Teaching". It is proposed in the paper that the input which best encourages learners' thinking in English is most desirable, but input alone cannot lead to oral English competence, and output exercises should be devised in the way that they benefit thecultivation of learners' English abilities both in carrying out speech plan and in making speech plan.The paper "Language Output Theory and Oral English Teaching"(Zhao Na) aims at investigating and expounding the effects of oral output on second language acquisition and making attempts on finding out an effective way to facilitate oral output and improve the quality of foreign language teaching of the nation wide.Ⅲ. SummaryAfter referring large amount of books and materials in and abroad, combining with language output theory and second language acquisition theory, this paper makes deep investigation, research and analysis on the circumstances and improvement strategies of English Speaking Teaching in Junior middle school. Generally speaking, china has increasingly underlined the English speaking in recent years, with a lot of constructive teaching methods proposed. English teaching in junior middle school is stepping into a new level.Ⅳ.References(1).王蔷. 英语教学法教程. 高等教育出版社,2004.1.(2).卢仁顺.“输出假设”研究对我国英语英语教学研究的启示[J].外语教学与研究,2002.4.(3).戴炜栋.构建具有中国特色的英语教学“一条龙”体系[J].外语教学与研究，2001.5.(4).Swain, M.Three functions of output in second language learning[A]. In G. Cook&B.Seidlhofer(eds.),Principle and Practice in Applied Linguistics[C].Oxford: Oxford University Press,1995.(5).朱纯. 外语教学心理学[ M ] . 上海外语教育出版社,1994, 9( 1) .(6).英语课程标准（实验稿）［M］.北京：北京师范大学出版社，2002，（8）.(7) Hedge, T. Teaching and Learning in the Language Classroom.上海外语教育出版社，2002.(8).黄嘉欣.初中英语口语教学探微[A].海外英语,2010.09.(9）李声莲.初中英语口语教学方法研究[J].知识经济，2010.10.(10).林铭芸.初中英语口语教学困难的成因及对策[J].广西教育,2010.23.(11).杭里.初中英语口语教学现状与策略研究[J].考试周刊,2009,40.(12).陈平文.基于国内外口语流利性理论的英语教学研究[A].外语界,2008.03.(13).卢颖.浅谈输出理论与英语口语教学[J].中国校外教育(理论),2007.04.(14).朱明炬.英语口语教学中的输入与输出[A].外语电化教学,2000.03.(15).赵娜.语言输出理论对英语口语教学的启示[A].牡丹江师范学院学报(哲学社会科学版),2009.04(16).魏军梅.输出理论和英语口语教学[A].甘肃政法成人教育学院学报,2007.06(17).胡壮麟.语言学教程.北京：北京大学出版社，2001欢迎您的下载，资料仅供参考！致力为企业和个人提供合同协议，策划案计划书，学习资料等等打造全网一站式需求。
英语学科方面的文献综述范文3000字
英语学科方面的文献综述范文3000字全文共3篇示例，供读者参考篇1Title: A Literature Review on the English Language SubjectIntroductionEnglish language is one of the most widely spoken languages in the world and is the primary language of communication in many fields such as education, business, and diplomacy. Understanding the significance of the English language, it is essential to explore the various aspects of the English language subject, which would contribute to our knowledge and practices in teaching and learning English. This literature review aims to provide a comprehensive overview of the current research on the English language subject, focusing on its teaching methodologies, learning strategies, and the impact of technology in English language education.Teaching Methodologies in English Language EducationSeveral studies have examined different teaching methodologies in English language education, including the traditional grammar-translation method, communicativelanguage teaching, task-based learning, and content-based instruction. The research suggests that communicative language teaching is the most effective approach to teaching English as a second language, as it focuses on real-life communication and interaction. Task-based learning has also been proven to be beneficial in English language education, as it encourages students to work on meaningful tasks that promote communication and language development.Learning Strategies in English Language EducationResearch on learning strategies in English language education has shown that students employ various strategies to enhance their language learning process. These strategies include cognitive, metacognitive, affective, and social strategies. Cognitive strategies involve the mental processes used by students to understand and remember new information, while metacognitive strategies help students monitor and regulate their own learning. Affective strategies focus on managing emotions and motivation, while social strategies involve interactions with others to improve language skills.Impact of Technology in English Language EducationWith the advancement of technology, there has been a growing interest in incorporating technology into Englishlanguage education. Research has shown that technology can enhance language learning by providing interactive and engaging learning experiences. Online resources, language learning apps, and digital tools have been used to support language learning outside the classroom and enable personalized learning experiences. Virtual reality and augmented reality technologies have also been explored to create immersive language learning environments that simulate real-life situations.ConclusionIn conclusion, this literature review has highlighted the importance of exploring the various aspects of the English language subject, including teaching methodologies, learning strategies, and the impact of technology in English language education. The research suggests that communicative language teaching is an effective approach to teaching English as a second language, while task-based learning promotes language development through meaningful tasks. Students also employ various learning strategies to enhance their language learning process, and technology has the potential to enhance language learning by providing interactive and engaging learning experiences. Further research is needed to explore innovativeapproaches to teaching and learning English language education to meet the diverse needs of learners in the 21st century.篇2Title: Literature Review on Research in English Language TeachingIntroductionEnglish language teaching has been a prominent field of study in the education sector for decades. As the world becomes more interconnected, the importance of English as a global language has increased significantly. This literature review aims to provide an overview of recent research in the field of English language teaching and explore the advancements and challenges facing educators and researchers in this area.MethodsTo conduct this literature review, a systematic search was performed using online databases such as Google Scholar, JSTOR, and ERIC. Keywords such as "English language teaching," "pedagogy," "technology," and "assessment" were used to narrow down the search results. Only peer-reviewed articles published in the last five years were included in this review.Findings1. Technology in English Language TeachingOne of the key themes that emerged from the literature review was the integration of technology in English language teaching. Researchers have explored the use of various technological tools such as online platforms, mobile apps, and virtual reality to enhance language learning. Studies have shown that technology can make learning more interactive and engaging for students, leading to improved outcomes in language acquisition.2. Task-Based LearningTask-based learning has gained popularity in recent years as a more student-centered approach to teaching English. Researchers have highlighted the benefits of using real-world tasks and activities to promote language learning and communication skills. Task-based learning has been shown to be effective in improving students' fluency, accuracy, and confidence in using English.3. Multilingualism and DiversityWith the increasing cultural diversity in classrooms, educators are exploring new strategies to support multilingualstudents in English language learning. Research has shown that embracing students' native languages and cultures can enhance their language acquisition and overall academic performance. Educators are encouraged to adopt a more inclusive approach and create a supportive environment for diverse learners.4. Assessment in English Language TeachingAssessment plays a crucial role in evaluating students' language proficiency and progress in English language teaching. Recent research has focused on innovative assessment methods such as performance tasks, portfolios, and self-assessment tools. These approaches aim to provide a more holistic view of students' language abilities and promote reflective learning practices.Challenges and Future DirectionsDespite the advancements in research in English language teaching, several challenges remain. One of the key challenges is the digital divide, where students from disadvantaged backgrounds may not have access to technology for language learning. Educators need to address this disparity and ensure equal opportunities for all students. Additionally, the growing emphasis on standardized testing in English language teachinghas raised concerns about its impact on teaching and learning outcomes.In conclusion, this literature review has highlighted the recent advancements and challenges in English language teaching research. Educators and researchers are encouraged to continue exploring innovative approaches to enhance language learning and support the diverse needs of students. By addressing the challenges and embracing new technologies, English language teaching can evolve to meet the demands of a globalized world.篇3Literature Review on the English Language Teaching FieldIntroductionEnglish language teaching is a dynamic and constantly evolving field that has undergone significant changes in recent years due to advances in technology and changes in educational practices. This literature review aims to provide an overview of current research and trends in the field of English language teaching, focusing on key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom.Language AcquisitionOne of the central concerns in the field of English language teaching is the process of language acquisition. Researchers have focused on understanding how second language learners acquire English language skills and the factors that influence language learning. Studies have shown that the age at which a learner begins studying English, as well as their motivation and exposure to the language, can impact their language proficiency.Research has also explored the role of individual differences such as cognitive abilities and learning styles in language acquisition. For example, learners who have a strong auditory memory may excel in pronunciation, while those withvisual-spatial intelligence may find it easier to understand written texts. Understanding these individual differences can help educators tailor their teaching approaches to better meet the needs of diverse learners.Teaching MethodologiesTeaching methodologies play a crucial role in English language education, as they determine how language skills are taught and practiced in the classroom. Traditional teaching methods focused on grammar rules and memorization, but recent research has emphasized the importance ofcommunicative language teaching approaches that prioritize meaningful communication and real-world language use.Task-based learning, for example, is a popular approach that involves engaging students in authentic language tasks that help them develop their language skills in context. This approach encourages learners to use English to complete real-world tasks, such as giving presentations or participating in group discussions. Research has shown that task-based learning can improve students' fluency, accuracy, and confidence in using English.The use of technology in language teaching has also transformed the way English is taught in classrooms around the world. Online resources such as language learning apps, virtual classrooms, and interactive multimedia materials have made language learning more accessible and engaging for students. Research has shown that technology-enhanced language learning can improve students' motivation, engagement, and language proficiency.ConclusionIn conclusion, the field of English language teaching is a rich and diverse area of research that continues to evolve as new technologies and teaching approaches emerge. Byunderstanding key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom, educators can better meet the needs of their students and promote effective language learning. Further research and collaboration among educators, researchers, and policymakers are essential to advancing the field of English language teaching and improving language education for learners worldwide.。
英语口语文献综述范文模板
英语口语文献综述范文模板English:A review of English oral communication literature reveals a wide range of topics and approaches. One common focus is on the development of oral communication skills in language learners, with a particular emphasis on the challenges faced by non-native speakers. Many studies have explored the impact of various factors, such as motivation, anxiety, and personality traits, on oral proficiency. In addition, researchers have investigated the efficacy of different teaching methods and technologies in improving speaking ability. Another important area of inquiry is the role of culture in oral communication, including the impact of cultural differences on conversational strategies and norms. Furthermore, the use of English in specific contexts, such as academic or professional settings, has been the subject of numerous investigations, with a focus on the specific language demands and communication skills required in these domains. Overall, the literature provides valuable insights into the complexities of English oral communication and offers practical implications for language teaching and learning.中文翻译:对英语口语交际文献的综述揭示了广泛的主题和方法。
关于提高中学生口语教学的文献综述（5篇范文）
关于提高中学生口语教学的文献综述（5篇范文）第一篇：关于提高中学生口语教学的文献综述关于提高中学生英语口语教学的文献综述在当代社会中，英语的口头交际能力变得越来越重要, 英语口语的学习越来越受到重视。
英语本就是一门实践性很强的工具学科，如何有效地培养中学生的英语口语表达能力变得异常紧迫。
因此，在中学英语教学中必须为学生提供充分的运用英语口语进行交往实践的机会，使学生从中加深理解、牢固掌握, 达到学以致用的目的。
但长期以来中学英语的口语教学没有得到很好的重视, 我国中学英语口语教学现状不能令人满意。
因此，本文将探讨我国中学口语教学现状以及如何培养和提高中学生英语口语能力。
中学英语口语教学现状从语言环境方面看：我们学习英语是处于非母语的环境下，缺少练习英语的特有环境。
各个中学由于师资力量的不同，有些学校能够配有外教，有些学校则连基础口语优秀的英语教师都没有。
因此，在学习过程中不可避免会受到汉语的影响。
尤其在西北地区，除受到汉语本身的影响，更多一部分还受到当地方言的严重影响。
从教学方针、策略方面看：在传统教育模式下，很多教师片面强调卷面分数高低，中考等考试讲究的是总分上线并都采用笔试，加上口语并未作为正试成绩的组成部分，口试往往不做要求，人为地忽视了口语表达能力的作用，这就导致教师在进行英语教学的时候对英语口语的不重视。
造成学生擅长笔试，却“有口难开”。
由此可见, 在应试教育中, 笔试、口试严重失衡，教师大大忽略了中学生口语表达能力的培养与训练。
这一现象在那些经济欠发达、对外交流不活跃地区尤为突出。
从学生心理方面看：西北地区中学生普遍基础差，语音和语法知识掌握不劳学生对英语学习缺乏兴趣，学习能力不足，没有良好的学习习惯，方法不得门。
同时，学生的接受英语学习水平差异较大。
不少学生认为英语难学，怕学英语，没兴趣学英语，更是不愿开口说英语，课堂参与的意识淡薄。
从教学用书方面看：教材的制约也是一大因素，教材对口语能力的制约作用是不可低估的。
中学英语文献综述
中学英语文献综述
English: In a middle school English literature review, it is important to analyze a range of sources, including novels, poetry, and short stories. The review should encompass a variety of literary periods and genres, such as classic literature, contemporary works, and diverse voices. Additionally, the review should examine the role of English literature in shaping cultural identity, as well as its impact on global literature. It is crucial to include critical analysis and scholarly interpretations of the selected works to provide a comprehensive understanding of the literary landscape.
中文翻译: 在中学英语文献综述中，分析范围广泛的来源是很重要的，包括小说、诗歌和短篇小说。
综述应该涵盖各种文学时期和流派，如经典文学、当代作品和多元的声音。
此外，综述还应该研究英语文学在塑造文化认同方面的作用，以及它对全球文学的影响。
必须包括对所选作品的批判性分析和学术解读，以提供对文学景观的全面理解。
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对中学英语口语研究的文献综述
高中英语教学的目标是培养学生的综合语言运用能力，它的形成是建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上的。
(高鹏，康定民族师范高等专科学校学报【J】中学英语口语教学，第9卷第20期{总第30期}，2000年6月})新的课程标准对于上述五个方面都有具体规定。
语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。
由于高考的导向,在中学教学中一度忽视了学生口语交际能力的培养。
因此,努力探索中学英语教学中培养学生口语交际能力的方法已显得相当重要了。
高中英语教学应该着重培养学生在人际交往中得体地使用英语的能力。
与书面表达和阅读理解能力相比，学生的口头交际能力普遍较低，要使学生达到新的课程标准中规定的有关“说”的要求，我们教师任重而道远。
首先我们应该认识到中学英语口语教学出现的一些问题：
一、长久不不变的教学环境和模式
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。
由于有中招、高考等考试讲究的是总分上线，而大部分又都采用笔试，其中英语作为一门语言其口试往往不做要求，这就导致教师在引导学生进行英语学习的时候对英语口语的不重视。
由此可见,在应试教育中,笔试“超重”,口试“失重”,教师大大忽略了中学生口语表达能力的培养与训练。
这一现象在那些经济欠发达、对外交流不活跃地区尤为突出。
（张克福，新乡教育学院学报【J】中学英语口语教学现状及对策研究,第18 卷第2 期,2005 年6 月）教学用书的制约也是一大因素。
教材对口语能力的制约作用也是不可低估的。
校本课程的开设除要满足高考的需求外,对提高学生听说能力也是非常必要的。
为什么许多学校要选新综合英语或牛津英语呢? 这是因为他们的词汇量大,而且语言更加贴近生活。
（余松慧，中国校外教育下旬刊【J】中学英语口语交际能力培养的重要性及策略研究，2008年4月）
二、教师的个人知识素质及能力的不均衡性
教师作为课程的设计者和开发者,同时也是学生学习的促进者,在教学活动中起着重要的作用。
教师知识素质以及个人能力的高低,事关课堂教学的成败。
但是,当前在某些地区,由于师资的匮乏,有些英语教师甚至于没有接受过专门的培训,而是临时从其他专业“转行”而来,而且有许多教师不重视教学方法的运用,不能有效地组织好课堂教学活动,这些都直接影响了学生的口语表达能力。
（张克福，新乡教育学院学报【J】中学英语口语教学现状及对策研究,第18 卷第2 期,2005 年6 月）同时如何利用好教材,使学生通过对话课的学习, 提高语言交际能力, 是每个高中英语教师应该处理好的问题。
（杨秀云，六盘水师范高等专科学校学报【J】如何培养学生口语交际能力低15卷第1期2003年3月）
三、口语测试问题
在目前多数情况下,口语教学以完成课本上的内容为满足。
口语考试内容与课本上的相似或相同,方式比较呆板。
在这种情况下,学生说出来的英语基本上是造作的、不真实的。
这种考试不能真实地反映学生的口语交际能力,不利于学生口语表达能力的提高。
（张克福，新乡教育学院学报【J】中学英语口语教学现状及对策研究,第18 卷第2 期,2005 年6 月）
中学英语口语教学的策略和对策
现在大多数英语教师都普遍接受了交际教学法。
交际法认为语言能力就是合乎语法规范
地使用语言的能力, 而根据整个语言环境以及双方的身份, 正确、得体地使用语言的能力就是交际能力。
交际法要求人们把外语的交际功能作为教与学的核心, 强调将社会生活各个方面的交流的需要作为外语教学的原动力。
由于交际法强调培养学生的交际能力(communicat ive compertence) , 抓住了外语教学的本质, 和其它方法比起来更加深入人心, 影响更加深远。
以培养学生运用语言的交际能力为教学的目的和实现效果, 是它区别于其它教学方被广泛接受的重要原因。
其实听、说、读、写四种技能是不可分割的整体, 而交际法的一个重要教学原则就是把培养听、说、读、写四会技能的活动视为综合的语言活动, 把口语与读写能力放在同等重要的地位上。
(赵定翠，基础教育【J】从交际教学法视点探讨高中英语口语教学p561) 其次，(Altenberg, 1998）的研究发现，大部分自然话语是使用者通过储存在记忆中的语块来实现的,语言的语块是真实语言的一大特性，传统的那种把语言视为“词汇+ 语法”的观点，忽视了自然语言本身的这一特性。
目前，越来越多的研究者认为，语言产出并非总是按语法规则临时组合、受制于规则的过程，而是由记忆中的语块实现的，组成语言的基本单位应是语块而非单个的词汇。
语块研究的发展对原有的语言及语言教学的认识产生了变革性的影响。
由此，那种把语言看成是词汇通过一定语法规则生成的传统观点受到了挑战。
可以说，语块是人们认识语言和语言教学的一个新视角，是语言教学的理解单位，语块教学必将成为改革英语口语教学的新途径。
(赵玉民，侯蕊，吉林工商学院学报【J】语块教学：改革英语口语教学的新途径第24 卷第1 期2008 年1 月）
培养学生英语口语交际能力的对话课, 其课堂教学应以“学生为主体, 教师为主导”。
首先应该营造良好的课堂气氛，创设轻松愉快的实践环境。
良好的课堂气氛能使学生消除过于紧张的焦虑情绪, 处于最佳的学习状态。
民主、宽松、和谐的课堂气氛不是一蹴而就的, 而是师生在长期的教学实践中形成的, 它是一种相互尊重、相互交流、相互理解的互动过程。
（丁菊芬，渭南师范学院学报【J】中学英语课堂口语交际训练与实践研究, 2003 年增刊{增总第9 期) }）其次要提高学生的口语能力, 应加强说的训练。
下面介绍一些口语训练的基本方法。
1.坚持英语授课2.善于利用45 分钟课堂时间( 1) 英语演讲活动( 2) 小组讨论活动。
( 3) 情境模拟练习。
( 4) 复述练习活动。
( 5) 操练。
3.正式的言语练习( 1) 使用录音带。
( 2) 拼读和发音练习。
（叶瑾，宁夏教育科研【J】提高学生英语“听说读写”能力探新总第91 期2007年3月）
综上所述,中学英语教学中, 口语能力的培养和训练是培养学生交际能力的前提, 是新世纪对我们教师的要求。
冰冻三尺非一日之寒, 培养学生的口语交际能力亦非一日之功, 为了能让每个学生说好英语, 教师应注重自身英语水平尤其是口语水平的提高, 从而在英语教学过程中培养和发展学生的口语交际能力, 促进学生英语听、说、读、写能力的全面发展。
其他参考文献：
黄永全，江门职业技术学院学报【J】中西结合" 探索一条适合中国国情的英语口语教学改革之路，第3卷第1期2006年3月
齐炳德，中学英语园地【J】中学英语听力测试巧谈1994-2008P1-3。