導(dǎo)語(yǔ)：在英語(yǔ)口語(yǔ)教學(xué)論文的撰寫旅程中，學(xué)習(xí)并吸收他人佳作的精髓是一條寶貴的路徑，好期刊匯集了九篇優(yōu)秀范文，愿這些內(nèi)容能夠啟發(fā)您的創(chuàng)作靈感，引領(lǐng)您探索更多的創(chuàng)作可能。

第1篇

傳統(tǒng)的任課教師對(duì)學(xué)生的評(píng)價(jià)只是期末考試卷面分?jǐn)?shù)。后來(lái)改良為期末考成績(jī)與平時(shí)成績(jī)各占一定比例。平時(shí)成績(jī)沒(méi)有太多的根據(jù),往往是教師對(duì)學(xué)生的一個(gè)學(xué)期的總體印象而給出的分?jǐn)?shù)。有的學(xué)生心里不服,卻只能接受。長(zhǎng)期采用這種評(píng)價(jià)方式和方法,會(huì)出現(xiàn)以下不利于學(xué)生成長(zhǎng)的后果。

1.平時(shí)懶洋洋

學(xué)生平時(shí)上課無(wú)所謂,玩手機(jī)、睡覺(jué)、講話,不做作業(yè)。覺(jué)得自己底子薄,努力也沒(méi)有用,自暴自棄。

2.期末抱佛腳

學(xué)生為了期末考,不惜加夜班,點(diǎn)蠟燭,開(kāi)手電筒,眼睛紅了,身體也熬壞了。

3.考試忙舞弊

期末考試采取偷看、夾帶、抄襲等舞弊手段,不正常地提高考試成績(jī)。任課教師雖然知道成績(jī)水分多,有時(shí)因?yàn)闊o(wú)憑無(wú)據(jù),也無(wú)可奈何,損傷了好學(xué)生的學(xué)習(xí)積極性。

那么對(duì)學(xué)生的評(píng)價(jià)要怎么改,才能公平、公正對(duì)待每個(gè)學(xué)生,又能找回學(xué)生的自信呢?我想到了新措施——讓學(xué)生“賺”分?jǐn)?shù)?！百崱钡倪^(guò)程中,學(xué)生體驗(yàn)成就感和自豪感,學(xué)習(xí)積極性被調(diào)動(dòng)起來(lái),尤其是對(duì)沒(méi)有太多自信的中職生,給他們打一針強(qiáng)心劑。記得我第一次提到“賺”這個(gè)字眼,學(xué)生非常興奮和好奇,趁熱打鐵,我宣布了“賺”的方法。滿分是100分,分配到單元測(cè)試和課堂表現(xiàn)。其中單元測(cè)試40 分,每個(gè)單元學(xué)完后,都在我這里面試,采用抽中文簽,做英語(yǔ)對(duì)話的形式,當(dāng)面點(diǎn)評(píng),當(dāng)場(chǎng)給分;另外課堂表現(xiàn)60 分,分配到每次課為2 分,學(xué)生每一次主動(dòng)參與課堂活動(dòng)得一個(gè)星號(hào),賺0.5 分,可以累計(jì)。若無(wú)人舉手,我會(huì)隨意點(diǎn)將,不加星號(hào),不得分。

聽(tīng)完我的評(píng)價(jià)方法后,大多數(shù)學(xué)生沉默了,我的心也涼了一截。后了解到他們初中沒(méi)有口語(yǔ)課,學(xué)的是啞巴英語(yǔ),張不開(kāi)嘴。我提問(wèn)時(shí),有幾個(gè)膽子大的學(xué)生舉手了,“星星之火可以燎原”,我馬上做出積極反應(yīng),不管學(xué)生說(shuō)得對(duì)錯(cuò),我都及時(shí)加星號(hào),而且隔一段時(shí)間就宣布每個(gè)學(xué)生的得分情況。有的學(xué)生告訴我看到同學(xué)賺分?jǐn)?shù),心理癢癢的,很羨慕。課堂上,我看出了沒(méi)有舉手學(xué)生的渴望,我又重申了如果課堂上不賺分?jǐn)?shù),期末成績(jī)可能不及格。課后我?guī)退麄冋页龊π叩脑?并且提出建議,鼓勵(lì)他們積極參與。自己不敢舉手,又想賺分?jǐn)?shù),怎么辦?辦法總比問(wèn)題多。出乎我的意料,他們告訴同桌他們的愿望,同桌就會(huì)幫他們把手舉起來(lái),如果我沒(méi)有注意到,同桌會(huì)直接告訴我。萬(wàn)事開(kāi)頭難,幾次發(fā)言后,害羞的學(xué)生膽子越來(lái)越大了,只要我給機(jī)會(huì),他們就齊刷刷舉手,很自然地說(shuō)英語(yǔ),甚至是上臺(tái)表演。學(xué)生自信心完全樹(shù)立起來(lái)了,沒(méi)有給他們機(jī)會(huì),他們還不高興,無(wú)奈的時(shí)候,我先給發(fā)言少的學(xué)生機(jī)會(huì),爭(zhēng)取讓每個(gè)學(xué)生在我這兒得到公平的對(duì)待。

由于每一分都是學(xué)生辛苦所得,他們特別在意和珍惜。自發(fā)地監(jiān)督我做好每一次記錄,我一點(diǎn)兒也不敢馬虎。看完了分?jǐn)?shù),學(xué)生特別開(kāi)心,都會(huì)給我一個(gè)美滋滋的笑臉,幾個(gè)分?jǐn)?shù)差不多的學(xué)生會(huì)暗暗較勁。我再也不用擔(dān)心他們不開(kāi)口說(shuō)英語(yǔ)了。

學(xué)生不用期末考,減少了期末壓力,分散到每一次單元考,更注重平時(shí)的努力。

學(xué)生在賺分?jǐn)?shù)的過(guò)程中,體驗(yàn)到了樂(lè)趣。學(xué)生賺的每一分都是透明的,學(xué)生看得見(jiàn),心理很踏實(shí)。每一節(jié)課都能感受到教師的肯定和鼓勵(lì),通過(guò)參與活動(dòng),檢驗(yàn)了學(xué)生對(duì)知識(shí)的掌握程度,教師可以及時(shí)查漏補(bǔ)缺。學(xué)生發(fā)現(xiàn)自己的弱點(diǎn),并很快被糾正,此時(shí)的記憶是最深刻的。

第2篇

學(xué)生是教學(xué)中的主體。在教師的引導(dǎo)下，讓學(xué)生積極參與到教學(xué)中，主動(dòng)思考并解決問(wèn)題是教學(xué)目的之所在。任務(wù)型教學(xué)，指的是發(fā)揮學(xué)生的能動(dòng)性，通過(guò)使用所掌握的英語(yǔ)口語(yǔ)能力來(lái)完成學(xué)習(xí)任務(wù)，從而將學(xué)生的注意力轉(zhuǎn)移到語(yǔ)言的意義而非形式上，在潛移默化中提高學(xué)生的口語(yǔ)交際能力。任務(wù)型教學(xué)能夠最大程度地使每個(gè)學(xué)生都參與到完成任務(wù)的活動(dòng)中來(lái)，大大調(diào)動(dòng)了學(xué)生的參與性，對(duì)學(xué)生英語(yǔ)口語(yǔ)的鍛煉具有重要意義。例如，在學(xué)習(xí)介紹自己的家庭成員這一單元時(shí)，課前可以要求學(xué)生動(dòng)手畫一幅全家福。課堂期間，通過(guò)小組討論的形式演練如何運(yùn)用學(xué)到的表達(dá)方法來(lái)向其他人介紹自己的家庭成員。小組完成任務(wù)后，教師可以將全家福收集起來(lái)，放進(jìn)盒中，由某個(gè)學(xué)生上臺(tái)抽出一張全家福用課本中的句式來(lái)詢問(wèn)該全家福的一些基本問(wèn)題，學(xué)生的口語(yǔ)能力便在任務(wù)訓(xùn)練中得到鍛煉。

二、創(chuàng)新教學(xué)方法，開(kāi)拓學(xué)習(xí)渠道

傳統(tǒng)中學(xué)口語(yǔ)教學(xué)的方式是跟著老師朗讀后再一遍遍自己練習(xí)，雖然這種方法在一定程度上能提高學(xué)生的口語(yǔ)水平，但卻收效甚微，其原因在于重復(fù)練習(xí)的枯燥性和個(gè)人練習(xí)缺少正確口語(yǔ)的對(duì)照。因此，對(duì)教學(xué)方式做出適當(dāng)創(chuàng)新是必要和必然的。全面綜合運(yùn)用各種教學(xué)手段可以使英語(yǔ)口語(yǔ)學(xué)習(xí)變得生動(dòng)形象，開(kāi)拓新的學(xué)習(xí)渠道又能使學(xué)生保持新鮮的學(xué)習(xí)勁頭，這對(duì)提升口語(yǔ)水平有很大助力。例如，在傳統(tǒng)模仿原文磁帶的基礎(chǔ)上，可以根據(jù)學(xué)生的口語(yǔ)水平高低來(lái)選擇模仿新的內(nèi)容，如脫口秀、演講、新聞等。除此以外，教師可以在空余時(shí)間推薦并播放經(jīng)典電影，讓學(xué)生切身體會(huì)英語(yǔ)國(guó)家的人是如何用英語(yǔ)表達(dá)思想和感情的，并注意他們的語(yǔ)音、語(yǔ)調(diào)等，以便學(xué)生對(duì)地道的英語(yǔ)有一個(gè)大致印象。另外，學(xué)習(xí)模仿電影中的臺(tái)詞并嘗試扮演其中的角色也是一項(xiàng)重要手段，使學(xué)生在表演中練習(xí)口語(yǔ)。

三、重視口語(yǔ)基礎(chǔ)，強(qiáng)調(diào)語(yǔ)音語(yǔ)調(diào)

當(dāng)前中學(xué)英語(yǔ)對(duì)語(yǔ)音、語(yǔ)調(diào)這類口語(yǔ)基礎(chǔ)并不是特別關(guān)注。而學(xué)好英語(yǔ)口語(yǔ)，就必須擁有正確、標(biāo)準(zhǔn)的發(fā)音能力。學(xué)習(xí)英語(yǔ)發(fā)音離不開(kāi)對(duì)音標(biāo)的研究，只有熟悉了解音標(biāo)的各項(xiàng)規(guī)則后，才算邁出口語(yǔ)學(xué)習(xí)的第一步。如果發(fā)音脫離音標(biāo)的指導(dǎo)，那么再流利的口語(yǔ)也達(dá)不到自由交流的目的。學(xué)會(huì)正確發(fā)音后，如何把握語(yǔ)句情感變化、熟練使用語(yǔ)調(diào)又是一項(xiàng)難題，自然的語(yǔ)調(diào)能為口語(yǔ)增色不少，相反毫無(wú)語(yǔ)調(diào)變化、平平淡淡的口語(yǔ)會(huì)令聽(tīng)者感到別扭。故中學(xué)英語(yǔ)口語(yǔ)學(xué)習(xí)中要強(qiáng)調(diào)語(yǔ)音語(yǔ)調(diào)，打下扎實(shí)的英語(yǔ)口語(yǔ)基礎(chǔ)。例如，在每學(xué)期開(kāi)始，對(duì)學(xué)生國(guó)際音標(biāo)掌握情況做出調(diào)查或測(cè)試，了解學(xué)生的口語(yǔ)基礎(chǔ)，并利用一節(jié)課來(lái)復(fù)習(xí)強(qiáng)化音標(biāo)，對(duì)發(fā)音難度較大、易混淆的音詳細(xì)講解，為本學(xué)期的口語(yǔ)練習(xí)做準(zhǔn)備。課后，可以通過(guò)組建互助小組的方式互相矯正口語(yǔ)發(fā)音中的誤區(qū)，互相監(jiān)督發(fā)音練習(xí)。另外，在平時(shí)課堂發(fā)言、朗讀中，教師要注意學(xué)生的語(yǔ)調(diào)，要求學(xué)生根據(jù)語(yǔ)義情感變化有節(jié)奏地進(jìn)行口語(yǔ)交流。

四、鼓勵(lì)積極發(fā)言，話題“有話可說(shuō)”

在課堂上鼓勵(lì)發(fā)言，用英語(yǔ)主動(dòng)表達(dá)自己的想法，一直是英語(yǔ)課注重的部分。這個(gè)過(guò)程一方面可以增強(qiáng)學(xué)生的表達(dá)能力和溝通能力，提高學(xué)生使用英語(yǔ)口語(yǔ)的熟練度，另一方面能增強(qiáng)學(xué)生的自信心，并讓教師及時(shí)發(fā)現(xiàn)、指出其口語(yǔ)中存在的問(wèn)題，幫助促進(jìn)其改正。而鼓勵(lì)學(xué)生踴躍發(fā)言的一個(gè)前提，就是讓他們“有話可說(shuō)”，這關(guān)鍵在于選擇的話題是否貼近中學(xué)生的生活，與學(xué)生生活息息相關(guān)的話題才會(huì)使他們有發(fā)言的沖動(dòng)和交流思想的興趣。例如，興趣愛(ài)好、明星、電視劇、流行歌曲等一般是中學(xué)生關(guān)注的話題，用話題引起學(xué)生興趣后，可采取小組比賽、個(gè)人加分等形式鼓勵(lì)學(xué)生積極發(fā)言，使他們?cè)诒磉_(dá)中建立說(shuō)口語(yǔ)的自信，逐漸提高口語(yǔ)能力。

五、結(jié)束語(yǔ)

第3篇

關(guān)鍵詞：口語(yǔ)訓(xùn)練大學(xué)英語(yǔ)教學(xué)語(yǔ)用功能教學(xué)模式改革文化背景

一、大學(xué)英語(yǔ)教學(xué)的現(xiàn)狀及趨勢(shì)：

1987年全國(guó)實(shí)行大學(xué)英語(yǔ)四、六級(jí)考試已有十五年之久了。一直以來(lái)這項(xiàng)考試制度備受學(xué)生、教師、教育機(jī)構(gòu)甚至是用人單位的關(guān)注，其地位在逐年提高。尤其是近幾年，無(wú)論是在實(shí)際教學(xué)中還是在現(xiàn)實(shí)生活中這項(xiàng)考試都充當(dāng)了指揮棒的角色，社會(huì)對(duì)英語(yǔ)的重視逐漸通過(guò)英語(yǔ)等級(jí)考試體現(xiàn)出來(lái)了。在這種影響之下，教學(xué)不得不走入一個(gè)怪圈，即過(guò)分強(qiáng)調(diào)筆試能力和應(yīng)試技巧，而忽略了實(shí)際語(yǔ)言能力即語(yǔ)言交際能力這一最基本的方面，這就形成了一個(gè)非常奇怪的現(xiàn)象——即使是通過(guò)四、六級(jí)的學(xué)生，也很難將已掌握的語(yǔ)言知識(shí)運(yùn)用于實(shí)際的口語(yǔ)交際中。四、六級(jí)成績(jī)所反映出來(lái)的英語(yǔ)水平在某種程度上并不能反映學(xué)生的整體語(yǔ)言能力的強(qiáng)弱，更不能作為衡量非英語(yǔ)專業(yè)學(xué)生英語(yǔ)水平的唯一尺度。

事實(shí)上，全國(guó)高校英語(yǔ)教學(xué)的綱領(lǐng)《大學(xué)英語(yǔ)教學(xué)大綱》也明確指出：“大學(xué)英語(yǔ)教學(xué)的目的是培養(yǎng)學(xué)生的閱讀能力和聽(tīng)、說(shuō)、讀、寫、譯能力，使他們能用英語(yǔ)交流信息”?？梢?jiàn)，語(yǔ)言交際能力是衡量語(yǔ)言掌握程度的重要標(biāo)準(zhǔn)。在當(dāng)今日趨國(guó)際化的社會(huì)里，尤其是在中國(guó)成功加入WTO之后，口語(yǔ)交際愈來(lái)愈受重視，大學(xué)生口語(yǔ)交際能力的培養(yǎng)與提高已成為大學(xué)外語(yǔ)教學(xué)的一個(gè)不容忽視的方面。

二、語(yǔ)用能力和口語(yǔ)訓(xùn)練：

1、語(yǔ)用能力的培養(yǎng)：

Bachman認(rèn)為語(yǔ)言能力包括語(yǔ)言知識(shí)和運(yùn)用語(yǔ)言知識(shí)的能力（策略能力或語(yǔ)言認(rèn)知策略）。人們?cè)谔囟ㄇ樾蜗碌恼Z(yǔ)言表達(dá)有其特定的意義。就語(yǔ)言表達(dá)這一語(yǔ)篇而言，其意義不僅僅在于語(yǔ)言形式，而且在于語(yǔ)言及其所在的環(huán)境或者稱之為語(yǔ)境。同樣的語(yǔ)言形式在不同的語(yǔ)境中會(huì)含有不同的意義，要進(jìn)行有效交際，就要求語(yǔ)言的學(xué)習(xí)者不僅僅具備一定的語(yǔ)言知識(shí)，而且要具備在不同場(chǎng)合不同語(yǔ)境下，恰當(dāng)?shù)皿w地運(yùn)用語(yǔ)言的能力。

Canale和Swain（1980）把交際能力概括為：語(yǔ)法能力、社會(huì)語(yǔ)言能力、話語(yǔ)能力和策略能力。語(yǔ)法能力相當(dāng)于Chomsky的“語(yǔ)言能力”（LinguisticCompetence），后幾部分被稱為語(yǔ)用能力(PragmaticCompetence);實(shí)際上是聽(tīng)話人對(duì)語(yǔ)境的認(rèn)識(shí)，及在此基礎(chǔ)上理解他人意思和意圖，準(zhǔn)確表達(dá)自己的意思和意圖的能力。筆者曾就語(yǔ)用能力方面，在新生入學(xué)時(shí)對(duì)自己所帶的班級(jí)的新生進(jìn)行過(guò)簡(jiǎn)單測(cè)試，經(jīng)過(guò)至少6年的英語(yǔ)學(xué)習(xí)后，仍有三分之一的學(xué)生接電話時(shí)做出“Whoareyou?”或“Areyou?”的提問(wèn)；約一半的學(xué)生，不能對(duì)正式場(chǎng)合及非正式場(chǎng)合進(jìn)行判斷，不同場(chǎng)合與他人打招呼時(shí)不知如何區(qū)分“Hello”，“Hi”，“Howareyou?”，“Howdoyoudo?”等，這都反映了我們長(zhǎng)期以來(lái)只注重語(yǔ)言本身的教學(xué)，而忽視文化導(dǎo)入，學(xué)生對(duì)英語(yǔ)國(guó)家的文化、價(jià)值觀缺乏了解，導(dǎo)致語(yǔ)言運(yùn)用出錯(cuò)的問(wèn)題。語(yǔ)言運(yùn)用錯(cuò)誤事實(shí)上是一種“文化錯(cuò)誤”?！拔幕e(cuò)誤”比語(yǔ)言錯(cuò)誤更嚴(yán)重，因?yàn)樗鼘⒁鹜鈬?guó)人與中國(guó)人感情上的不愉快。（胡文仲，1997）。外語(yǔ)教學(xué)中，教師應(yīng)該有意識(shí)地灌輸英語(yǔ)國(guó)家的文化背景知識(shí)，提高學(xué)生對(duì)漢英語(yǔ)言文化差異造成的不同語(yǔ)言習(xí)慣和特點(diǎn)的認(rèn)識(shí)。

2、教學(xué)模式改革

除了文化背景等知識(shí)的灌輸之外，教師還應(yīng)改革教學(xué)模式，創(chuàng)造以學(xué)生為主的教學(xué)模式?？谡Z(yǔ)教學(xué)中一個(gè)常用的模式就是“教師提問(wèn)，學(xué)生回答”。提問(wèn)不是目的，而是啟發(fā)學(xué)生思維的一種手段，提出問(wèn)題后應(yīng)給學(xué)生一定時(shí)間去思考、準(zhǔn)備和討論。除此之外，還可以采用“學(xué)生提問(wèn)，學(xué)生回答”的方式。這樣更能激發(fā)學(xué)生的積極性、主動(dòng)性和創(chuàng)造性，而且這種方法可以與多種教學(xué)相結(jié)合。筆者曾經(jīng)在一次精讀課上采用這種方法，提前布置學(xué)生，分配任務(wù)，一組準(zhǔn)備文章的一個(gè)部分，讓學(xué)生自由選擇授課方式，或講解或role-playing。事實(shí)證明，學(xué)生的認(rèn)真參與使他們至今對(duì)那次課的內(nèi)容記憶猶新。新的教學(xué)方式既有助于學(xué)生內(nèi)化所學(xué)的知識(shí)，又能促進(jìn)學(xué)生運(yùn)用已有的知識(shí)進(jìn)行交際，將知識(shí)的輸入和輸出有效地結(jié)合起來(lái)。

3、聽(tīng)與說(shuō)有機(jī)結(jié)合

口語(yǔ)不是單純地說(shuō)，而是包含聽(tīng)和說(shuō)兩個(gè)方面。從心理語(yǔ)言學(xué)的角度看，口語(yǔ)中聽(tīng)和說(shuō)是兩個(gè)過(guò)程，但二者在口語(yǔ)中都是緊密相連，不可分割的。因此，要想提高口語(yǔ)水平，一定得注意聽(tīng)說(shuō)結(jié)合，讓學(xué)生有較多的機(jī)會(huì)開(kāi)口說(shuō)話，說(shuō)的過(guò)程中結(jié)合聽(tīng)，聽(tīng)的過(guò)程中融入說(shuō)。

美國(guó)語(yǔ)言學(xué)家Krashen提出語(yǔ)言習(xí)得中的“沉默期”（silentperiod）說(shuō)明了聽(tīng)在說(shuō)中所起的重要作用。在Krashen的i+1理論中，這種輸入必須是理解的（comprehensible）、大量的（sufficientquantity）。語(yǔ)言的語(yǔ)感只有通過(guò)大量的語(yǔ)言輸入才能逐漸得到培養(yǎng)；只有多聽(tīng)，才能增強(qiáng)語(yǔ)言的敏感性，提高語(yǔ)言的理解性。聽(tīng)力材料不過(guò)是他人的口語(yǔ)的書面材料，通過(guò)多聽(tīng)就能熟悉口語(yǔ)的常規(guī)表達(dá)方式，形成較地道的口語(yǔ)表達(dá)。

輸入與輸出的結(jié)合要求多聽(tīng)的同時(shí)還須多說(shuō)。長(zhǎng)期以來(lái)，學(xué)生在學(xué)習(xí)了大量語(yǔ)言知識(shí)之后，最大的輸出就是做題目，而真正的輸出是指語(yǔ)言運(yùn)用，它既包含語(yǔ)法詞匯的運(yùn)用，也包含對(duì)這些知識(shí)的技能方面的操練及口語(yǔ)練習(xí)。當(dāng)學(xué)生越來(lái)越多地生成外語(yǔ)時(shí)，他們的口語(yǔ)表達(dá)也對(duì)其他同學(xué)形成了自然的，可理解的輸入。筆者在聽(tīng)力授課時(shí)常常采用的方法就是讓即興學(xué)生復(fù)述或進(jìn)行role-playing或討論聽(tīng)力材料涉及的內(nèi)容，以增強(qiáng)學(xué)生語(yǔ)言運(yùn)用頻率，這對(duì)掌握語(yǔ)言大有裨益。

4、語(yǔ)言知識(shí)的記憶

口語(yǔ)的訓(xùn)練及提高離不開(kāi)記憶，只有在熟記了一定的語(yǔ)法規(guī)則及一些固定用法之后，才能達(dá)到順利表達(dá)的目的?？谡Z(yǔ)與書面語(yǔ)畢竟還是不太一樣。教學(xué)中應(yīng)將學(xué)生口語(yǔ)中常用的短語(yǔ)和書面語(yǔ)中常用的短語(yǔ)按照同義詞和反義詞等范疇進(jìn)行歸納總結(jié)。除此之外，還要注意語(yǔ)境的使用及其在委婉程度等方面的差異。比如讓學(xué)生弄清“He’snotalive.”，“Heisdead.”，“Hehaspassedaway.”，“Hehaskickedthebucket.”等的區(qū)別。

口語(yǔ)的訓(xùn)練必須講究科學(xué)的方法，教師可以通過(guò)各種渠道，幫助學(xué)生獲取語(yǔ)言信息，并將其運(yùn)用于口語(yǔ)練習(xí)中。Cook和Ellis認(rèn)為語(yǔ)言信息主要有兩種——“公式化表達(dá)”(formulaicexpression)和“熟悉語(yǔ)篇”(intimatediscourse),這些語(yǔ)言信息是學(xué)習(xí)者創(chuàng)造性地運(yùn)用語(yǔ)言的基礎(chǔ)?！肮交磉_(dá)法”指的是一些固定的詞組、句型或是運(yùn)用于特定場(chǎng)合的語(yǔ)言片段，如會(huì)話套語(yǔ)(conversationalroutine)，禮貌公式語(yǔ)(politenessformula)等（高海虹，2000）。許多時(shí)候，有些片段并不能通過(guò)規(guī)則很好地描述，比如說(shuō)，通常我們說(shuō)somebodyelse,someoneelse,something?else，但是不說(shuō)sometimeelse。這些句子段式就被稱為“語(yǔ)塊”（吳潛龍，2000）。它們是某些句子中的較緊湊的一個(gè)單位，其用法也是約定俗成的。以英語(yǔ)為母語(yǔ)的人能夠掌握數(shù)十萬(wàn)“語(yǔ)塊”，而第二語(yǔ)言的學(xué)生要達(dá)到母語(yǔ)般的熟練程度，就必須掌握大量的此類結(jié)構(gòu)，只有熟記了這些結(jié)構(gòu)，才能流利地表達(dá)自己。因此，口語(yǔ)的提高必須依靠這些“語(yǔ)塊”的作用。

5、對(duì)教師的要求

英語(yǔ)教學(xué)中的口語(yǔ)交流不僅僅發(fā)生在學(xué)習(xí)者之間，還也發(fā)生在學(xué)生與老師之間的，而后者是最有效的教與學(xué)的途徑（張紅玲，2000）。教師自身的口語(yǔ)水平很高，聲音清晰，表達(dá)流暢，能準(zhǔn)確傳遞信息，進(jìn)行交際。這對(duì)學(xué)生本身就是極好的示范模本。每一堂課就是一個(gè)真實(shí)的語(yǔ)言交際場(chǎng)所，這個(gè)場(chǎng)所能最大限度地為學(xué)生提供

語(yǔ)言使用的語(yǔ)境，提高他們的興趣和熱情。歷來(lái)人與人之間的自然語(yǔ)言是最具親和力的，師生之間的交流在外語(yǔ)教學(xué)這個(gè)語(yǔ)言環(huán)境下，本身也是一個(gè)語(yǔ)言學(xué)習(xí)的過(guò)程，而且通過(guò)這種交流，老師能夠及時(shí)發(fā)現(xiàn)并指出學(xué)生的表達(dá)缺陷和交際技能方面的缺點(diǎn)。同時(shí)自身口語(yǔ)流利地道的老師也能對(duì)學(xué)生起到潛移默化的作用。學(xué)生通過(guò)日常接觸，模仿老師的表達(dá)，能夠使自己的語(yǔ)言運(yùn)用和口語(yǔ)表達(dá)得到鞏固和強(qiáng)化。

教師在課堂式語(yǔ)言學(xué)習(xí)過(guò)程應(yīng)多組織學(xué)生開(kāi)展形式、內(nèi)容豐富的語(yǔ)言交際活動(dòng)，以使學(xué)習(xí)者通過(guò)這種互動(dòng)狀態(tài)形成意義共建及交互修正（interactional?modification），大大增進(jìn)語(yǔ)言習(xí)得（龐繼賢，吳薇薇，2000）。教師授課過(guò)程中如能通過(guò)適當(dāng)引用國(guó)內(nèi)外的最新材料作為口語(yǔ)交際材料，既能激發(fā)學(xué)生學(xué)習(xí)語(yǔ)言的興趣，又能促進(jìn)學(xué)生了解不同的文化背景。興趣是最好的老師，通過(guò)端正學(xué)生的學(xué)習(xí)動(dòng)機(jī)，培養(yǎng)學(xué)生正確的學(xué)習(xí)態(tài)度和學(xué)習(xí)策略，不但對(duì)其在校期間的學(xué)習(xí)有益，而且會(huì)使其受益終身。

在大學(xué)英語(yǔ)教學(xué)中注重口語(yǔ)訓(xùn)練的開(kāi)展，除了能給學(xué)生提供較多的語(yǔ)言使用環(huán)境，有利于鞏固所學(xué)之外，還能提高他們的交際能力，從而提高其綜合素質(zhì)?？谡Z(yǔ)訓(xùn)練環(huán)境的提供，能緩解學(xué)生的焦慮感，促進(jìn)學(xué)生對(duì)學(xué)習(xí)語(yǔ)言的興趣的培養(yǎng)，發(fā)揮其積極主動(dòng)性?？偟膩?lái)說(shuō)非英語(yǔ)專業(yè)的學(xué)生口語(yǔ)水平普遍不高，老師對(duì)全班的授課往往使很多學(xué)生感到緊張，有壓力，長(zhǎng)久下來(lái)，就會(huì)形成一種負(fù)擔(dān)，影響學(xué)習(xí)進(jìn)度。寬松、自然的口語(yǔ)交流能使他們放松，也能增加他們的興趣，而且，經(jīng)常性的口語(yǔ)交流能暴露出學(xué)生學(xué)習(xí)上的一些問(wèn)題，有利于老師對(duì)癥下藥。

除了營(yíng)造課堂小環(huán)境（畢竟時(shí)間短，曇花一現(xiàn)），教師還應(yīng)在課外為學(xué)生營(yíng)造良好的英語(yǔ)氛圍，如多媒體教學(xué)、英語(yǔ)角、英語(yǔ)廣播等。當(dāng)學(xué)生的語(yǔ)言能有效地運(yùn)用于實(shí)際時(shí)，心理上的滿足必將轉(zhuǎn)化為巨大的學(xué)習(xí)動(dòng)力，促使他們積極投入進(jìn)一步的學(xué)習(xí)之中。

第4篇

1.英語(yǔ)口語(yǔ)教學(xué)的本質(zhì)。在學(xué)習(xí)英語(yǔ)口語(yǔ)教學(xué)的本質(zhì)前，我們應(yīng)該知道最直接的英語(yǔ)口語(yǔ)教學(xué)的方式就是為了幫助學(xué)生學(xué)習(xí)如何與外國(guó)人交流。語(yǔ)言能力和交際能力二者是不可分的。由于交際法在英語(yǔ)教學(xué)中的影響，交際法對(duì)于學(xué)生來(lái)講遠(yuǎn)遠(yuǎn)好于老師在課堂上的更多講解。對(duì)于口語(yǔ)教學(xué)有三個(gè)主要的方面，學(xué)習(xí)者需要知道的，和老師要找到如何幫助影響學(xué)生的方法：口語(yǔ)交流是在實(shí)時(shí)條件限制下進(jìn)行的?？谡Z(yǔ)從根本上是一個(gè)互動(dòng)的任務(wù)?？谡Z(yǔ)比書面形式更能從根本上聯(lián)系到說(shuō)話的人。

2.大學(xué)口語(yǔ)教學(xué)的意義。眾所周知，學(xué)習(xí)英語(yǔ)有四項(xiàng)基本的技巧聽(tīng)、說(shuō)、讀、寫。當(dāng)我們學(xué)習(xí)一門語(yǔ)言的時(shí)候，我們的目標(biāo)就是為了用語(yǔ)言解釋我們的思想和與人們交流。換言之，口語(yǔ)能力對(duì)于每個(gè)英語(yǔ)學(xué)習(xí)者都是非常重要的，與此同時(shí)，說(shuō)更能提升其他三個(gè)技能。因此，如何教好口語(yǔ)是十分必要的。但是我們目前的口語(yǔ)教學(xué)現(xiàn)狀不容樂(lè)觀，讓我們來(lái)分析下具體的原因。

3.學(xué)生口語(yǔ)差的原因。許多老師不懂得在口語(yǔ)教學(xué)中自己應(yīng)該充當(dāng)?shù)慕巧?，也不懂得如何提供一個(gè)自然的口語(yǔ)環(huán)境。一些教師只把重點(diǎn)放在了精準(zhǔn)度和流利程度上，這導(dǎo)致了學(xué)生更加擔(dān)心自己出現(xiàn)問(wèn)題。大多數(shù)的中國(guó)學(xué)生都比較保守。她們表現(xiàn)自己時(shí)大多數(shù)都比較緊張和害羞，而且教學(xué)環(huán)境也比較緊張，所以導(dǎo)致學(xué)生不愿意參與到口語(yǔ)交流當(dāng)中。

二、英語(yǔ)口語(yǔ)課堂管理

1.課堂管理的定義。對(duì)于老師和學(xué)生來(lái)說(shuō)課堂管理是一項(xiàng)技能。能夠組織學(xué)生的天賦在一個(gè)更好的學(xué)習(xí)環(huán)境中進(jìn)行學(xué)習(xí)。

2.影響英語(yǔ)口語(yǔ)課堂教學(xué)的主要因素。課堂管理由四個(gè)主要部分組成：老師，學(xué)生，教學(xué)環(huán)境、教材和教具。我們來(lái)討論下這四個(gè)方面是如何影響課堂管理的。

(1)老師的角色

1)老師要有一個(gè)適當(dāng)?shù)目谡Z(yǔ)教學(xué)方法。老師要知道英語(yǔ)口語(yǔ)教學(xué)是一種實(shí)踐而不是教學(xué)的方法。

2)在目前的英語(yǔ)口語(yǔ)課中大部分學(xué)生已經(jīng)適應(yīng)了傳統(tǒng)的被動(dòng)的角色來(lái)學(xué)習(xí)英語(yǔ)。老師有必要把它們變成主動(dòng)的參與者，讓她們?cè)谡n堂上參與到行動(dòng)中來(lái)。

3)在英語(yǔ)口語(yǔ)課堂中教師的角色是多變的。作為一名老師應(yīng)該讓學(xué)生知道她們將做什么應(yīng)該做什么，什么才是自己的目標(biāo)活動(dòng)。老師的角色是一個(gè)組織者，組織不同的課堂活動(dòng)，讓同學(xué)們積極的參與到活動(dòng)中來(lái)。老師也是一個(gè)參與者，參與到同學(xué)們的活動(dòng)中，讓他們更加自然的展現(xiàn)最真實(shí)的自己。

(2)學(xué)生的角色

1)學(xué)生應(yīng)積極的參加到課堂活動(dòng)中并建立起自信。另一方面，她們應(yīng)該清楚學(xué)習(xí)英語(yǔ)的最終目的不是為了得到一個(gè)高分，而是要把英語(yǔ)當(dāng)作一個(gè)交流的工具。

2)學(xué)生應(yīng)該時(shí)刻記住她們才是課堂的中心。學(xué)生不僅僅是聽(tīng)老師說(shuō)和記筆記，而應(yīng)該積極的參與到課堂活動(dòng)中，成為演講，小組活動(dòng)的主要角色。

(3)課堂環(huán)境

如果老師坐在同學(xué)的旁邊，學(xué)生就會(huì)把老師當(dāng)作其中的一員。老師就會(huì)更容易的參與到學(xué)生的活動(dòng)中，就像她們的朋友一樣能給予她們幫助。毫無(wú)疑問(wèn)學(xué)生的活動(dòng)積極性就會(huì)大大提升。這是師生間很好的交流方式之一。這也是老師更容易管理學(xué)生的好方法。

(4)教材和教具

1)我們來(lái)了解一下口語(yǔ)教材。我們有許多有關(guān)于閱讀、寫作、聽(tīng)力的書籍，但是口語(yǔ)書卻很少。教師必須通過(guò)互聯(lián)網(wǎng)去下載有關(guān)口語(yǔ)方面的教材。所以在教材的選擇上有了很大的困難。合適的教材可以鼓勵(lì)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，增加他們的自信，因此提高他們的口語(yǔ)水平。這樣學(xué)生才會(huì)放松的融入到口語(yǔ)學(xué)習(xí)中。

2)教具能夠使口語(yǔ)課堂更加成功。如今的多媒體教學(xué)，例如電視、錄像機(jī)、電腦。作為老師，不僅要知道如何使用教具，更要懂得教學(xué)方法。

三、總結(jié)

1.局限性。前面我所說(shuō)的一些教學(xué)方法并不適合每一個(gè)學(xué)生，因?yàn)槊總€(gè)學(xué)生存在個(gè)體的差異性。所以當(dāng)你學(xué)習(xí)的時(shí)候一定要找到適合自己的學(xué)習(xí)方式。

2.意義。學(xué)習(xí)英語(yǔ)主要有四個(gè)技能聽(tīng)、說(shuō)、讀、寫。我們學(xué)習(xí)一門語(yǔ)言時(shí)，我們的目的是用他來(lái)與他人溝通。換句話說(shuō)，英語(yǔ)口語(yǔ)對(duì)于每一個(gè)學(xué)習(xí)英語(yǔ)的人來(lái)說(shuō)都是十分重要的。同時(shí)，口語(yǔ)好也能提高其他三個(gè)方面的能力。因此，教好口語(yǔ)是很必要的。

第5篇

回顧自己的教學(xué)實(shí)踐，又認(rèn)真觀摩了多節(jié)新教材的研討課，筆者發(fā)現(xiàn)當(dāng)前口語(yǔ)課教學(xué)中存在以下兩個(gè)主要問(wèn)題：

問(wèn)題一：雖然使用了新教材，但仍承襲舊教材的教學(xué)方法。教師在口語(yǔ)課上還是以自己表述為主導(dǎo)，學(xué)生在課堂中只是被動(dòng)的跟著教師走，按照任務(wù)完成學(xué)習(xí)。

問(wèn)題二：學(xué)生在課堂中只是“熱熱鬧鬧”的完成老師提出的“任務(wù)話題”，但在其談?wù)摰倪^(guò)程中漫無(wú)邊際，無(wú)法和教材內(nèi)容相融合，達(dá)到真正運(yùn)用語(yǔ)言的能力。

在新課程標(biāo)準(zhǔn)所提倡的教學(xué)理念中，教師如何有效的設(shè)計(jì)“口語(yǔ)課”并加強(qiáng)學(xué)生其他語(yǔ)言能力的培養(yǎng)？如何在課堂中既點(diǎn)燃學(xué)生的“興奮點(diǎn)”又能兼顧教學(xué)過(guò)程中的聽(tīng)說(shuō)策略呢？

創(chuàng)設(shè)語(yǔ)言環(huán)境，營(yíng)造良好的交際氛圍。新的課程理念提倡從用的角度出發(fā)進(jìn)行英語(yǔ)口語(yǔ)學(xué)習(xí)。要使學(xué)生能根據(jù)交際的話題、場(chǎng)合、人際關(guān)系等相關(guān)因素得體地運(yùn)用語(yǔ)言。教材中，每節(jié)課都有生活背景，教師可以引導(dǎo)學(xué)生進(jìn)行對(duì)話、演講、課本劇表演、辯論等，通過(guò)pairwork和roleplay展示出來(lái)。另一方面，教師還可以根據(jù)課文的特點(diǎn)來(lái)設(shè)計(jì)一些不同的口語(yǔ)課活動(dòng)形式。如Dialogue、Competition、Talking、Debate、Discussion等環(huán)節(jié)，提高學(xué)生英語(yǔ)運(yùn)用能力，充分調(diào)動(dòng)他們學(xué)習(xí)英語(yǔ)的熱情，激發(fā)學(xué)生的“興奮點(diǎn)”。

善于采用教學(xué)策略，激活學(xué)生學(xué)習(xí)潛能。SEFC教材不同的項(xiàng)目設(shè)置和不同的項(xiàng)目要求教師采用不同的教學(xué)策略，對(duì)于英語(yǔ)口語(yǔ)教學(xué)，多元的教學(xué)策略不僅可以激發(fā)學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)潛能，而且有利于促進(jìn)學(xué)生的心智發(fā)展。

第一，教師可設(shè)計(jì)具體的日?？谡Z(yǔ)會(huì)話情景，訓(xùn)練學(xué)生日?？谡Z(yǔ)會(huì)話能力。

學(xué)生要熟練掌握日?？谡Z(yǔ)會(huì)話，就必須掌握范圍廣闊的、基本得當(dāng)?shù)娜粘Ｓ谜Z(yǔ)，以服務(wù)于交際目的。如怎樣表示想與陌生人交談；怎樣表示喜愛(ài)與厭惡，贊同與異議；怎樣問(wèn)路與指路；怎樣發(fā)出與接受邀請(qǐng)；怎樣處理電話；怎樣抱怨與安慰別人；如何購(gòu)物、求醫(yī)、求學(xué)，節(jié)假日或旅游時(shí)的交際范圍有哪些等等。這些問(wèn)題看似簡(jiǎn)單，但由于中西文化及語(yǔ)言的差異，好多學(xué)生不知如何應(yīng)付這些問(wèn)題。在基礎(chǔ)會(huì)話單元教學(xué)過(guò)程，筆者針對(duì)這一情況首先通過(guò)中西方語(yǔ)言差異比較，將學(xué)生感到困難的關(guān)鍵句列在黑板上，然后將學(xué)生分組，自己設(shè)計(jì)情景，組織會(huì)話，并進(jìn)行反復(fù)實(shí)踐，使學(xué)生對(duì)自己使用不當(dāng)?shù)暮颓返皿w的語(yǔ)言進(jìn)行加工并逐步加深印象。

第二，通過(guò)對(duì)日常生活題材討論，逐步提高學(xué)生語(yǔ)言的組織能力。

SEFC教材提供了涉及鄰里關(guān)系、購(gòu)物、運(yùn)動(dòng)與健康、家庭生活、看病、抽煙與疾病、教育與發(fā)展等等日常生活話題。題材的討論是訓(xùn)練學(xué)生口語(yǔ)能力一個(gè)重要階段，在這個(gè)階段中，通過(guò)組織多種形式課堂和課外的討論活動(dòng)，適時(shí)引導(dǎo)學(xué)生廣泛地對(duì)日常生活中的各類題材相互間進(jìn)行會(huì)話，既增強(qiáng)了學(xué)生學(xué)習(xí)興趣、逐步提高了學(xué)生對(duì)語(yǔ)言的駕馭能力，又活躍學(xué)生的思維、擴(kuò)大了知識(shí)面。同時(shí)，教師還可以自己創(chuàng)設(shè)情境話題，讓學(xué)生組織討論。例如：“Talkabouttheholiday”

(1)Telltheclassaboutyourholiday.Didyougohomeortravel?Whatdidyoudowithyourfamilyeachdayorwheredidyoudo/whodidyousee/visit?

(2)DiscussthecustomsoftheSpringFestival.WhatdopeopledotopreparefortheNewYear/SpringFestival?Aretheresomeinterestingactivitiesthatyoudoinyourfamilyorhometowntocelebrate?

(3)Whatisthebestplaceyouhaveevertraveledto?Whydidyoulikethatplaceandwhatmadeitspecial?

在討論這樣的題材時(shí)，可以每組負(fù)責(zé)討論一個(gè)問(wèn)題，然后面向全班闡述自己的觀點(diǎn)；有時(shí)是各小組將各自討論的結(jié)果作對(duì)比，分析總結(jié)異同，學(xué)生即興發(fā)言，最后教師進(jìn)行總結(jié)。在討論某一問(wèn)題時(shí)，要求每個(gè)發(fā)言者不能只顧自說(shuō)自己的，而要針對(duì)前一個(gè)人的發(fā)言做出評(píng)論，提出自己的觀點(diǎn)，闡述自己的看法。

第三，通過(guò)對(duì)熱點(diǎn)話題辯論，提高學(xué)生口語(yǔ)的思辨能力。

提高學(xué)生口語(yǔ)的思辨能力是口語(yǔ)教學(xué)的最高階段，這一階段的主要目的是培養(yǎng)學(xué)生作長(zhǎng)篇論述的能力。目前，大多數(shù)中國(guó)學(xué)生需要口語(yǔ)輸出時(shí)，講的多是零星片語(yǔ)，而形不成有序的邏輯主體，其主要原因是缺乏聯(lián)想與想象這方面的訓(xùn)練，不知道應(yīng)從多角度多層面進(jìn)行剖析。針對(duì)這一現(xiàn)象，筆者在教學(xué)中通過(guò)循序漸進(jìn)的形式積極引導(dǎo)學(xué)生對(duì)每一個(gè)會(huì)話題材進(jìn)行橫向和縱向的分析。如在“Thesilverscreen”一課時(shí)，組織學(xué)生討論：“copyright”

第6篇

教師給學(xué)生進(jìn)行口語(yǔ)輔導(dǎo)過(guò)程中，會(huì)發(fā)現(xiàn)兩個(gè)比較明顯的問(wèn)題。學(xué)生對(duì)文章進(jìn)行讀和背時(shí)，有很多錯(cuò)誤出現(xiàn)。例如：學(xué)生的語(yǔ)音語(yǔ)調(diào)比較奇怪、單詞發(fā)音不準(zhǔn)，學(xué)生不會(huì)連讀和斷句等等。學(xué)生比較緊張，導(dǎo)致在讀的過(guò)程中語(yǔ)速比較快，學(xué)生聲音比較小，有顫音出現(xiàn)，學(xué)生讀文章不夠連貫，還出現(xiàn)語(yǔ)法錯(cuò)誤、人稱混亂等等問(wèn)題。學(xué)生在上機(jī)考試時(shí)，難免會(huì)出現(xiàn)這些問(wèn)題。教師在教學(xué)中，要幫助學(xué)生避免有口誤錯(cuò)誤出現(xiàn)。

二、學(xué)生口語(yǔ)輔導(dǎo)策略

（一）要熟悉評(píng)分、明確重點(diǎn)知識(shí)

在口語(yǔ)考試過(guò)程中，電腦一般會(huì)綜合四個(gè)方面因素給學(xué)生口語(yǔ)進(jìn)行打分，這四個(gè)因素分別是準(zhǔn)確性、完整性、韻律性以及流利性。在這四個(gè)因素中，完整性所占的比例是70%，準(zhǔn)確率是20%，剩下的是5%。進(jìn)行單詞評(píng)估時(shí)，如果學(xué)生在單詞重音、輔音以及元音都準(zhǔn)確無(wú)誤時(shí)，可以拿到比較高的分?jǐn)?shù)?？谡Z(yǔ)不太流利，主要是學(xué)生在詞匯、短語(yǔ)停頓時(shí)，只注意到句子中的實(shí)詞和虛詞，沒(méi)有注意到首詞。因此，不能準(zhǔn)確地進(jìn)行停頓。一般而言，停頓主要有連詞后停頓、代詞停頓以及副詞停頓等等。因此教師要在準(zhǔn)確性、完整性以及流利性上下工夫。

（二）全面普查，分層要求

在學(xué)習(xí)初期，教師要對(duì)學(xué)生的口語(yǔ)部分進(jìn)行全面檢查。在檢查過(guò)程中，教師會(huì)有所發(fā)現(xiàn)，一些英語(yǔ)基礎(chǔ)比較好的學(xué)生，他們自我感覺(jué)比較良好。在朗讀短文以及話題時(shí)，一般都是課堂中臨時(shí)進(jìn)行，很多學(xué)生都缺乏流利性以及準(zhǔn)確性，韻律性就很難達(dá)到了。這個(gè)時(shí)候，學(xué)生要使用自己已學(xué)的知識(shí)進(jìn)行自我監(jiān)控。想要實(shí)現(xiàn)監(jiān)控應(yīng)該滿足兩個(gè)前提：一、學(xué)生要重視語(yǔ)言的準(zhǔn)確性，有避免語(yǔ)言錯(cuò)誤出現(xiàn)的強(qiáng)烈欲望。二、學(xué)生要了解相關(guān)的語(yǔ)言規(guī)則。教師在進(jìn)行教學(xué)過(guò)程中，就需要給一些自我感覺(jué)良好的學(xué)生施加一定的壓力，教師明確提出教學(xué)要求。借助要求要激發(fā)學(xué)生學(xué)習(xí)積極性。學(xué)生通過(guò)自我的監(jiān)控，糾正自己的錯(cuò)誤。這樣教師才會(huì)有更多時(shí)間去關(guān)注口語(yǔ)問(wèn)題比較嚴(yán)重的學(xué)生，從而推動(dòng)班級(jí)教學(xué)水平提高。

（三）創(chuàng)設(shè)情境，加強(qiáng)訓(xùn)練

從口語(yǔ)考試題型中看出，很多都是情景問(wèn)答類型的。教師對(duì)學(xué)生教學(xué)過(guò)程中，要做到教學(xué)針對(duì)性，這才可以彌補(bǔ)應(yīng)試不足問(wèn)題出現(xiàn)。深入研究發(fā)現(xiàn)，學(xué)生缺乏的不是材料的準(zhǔn)備，而是在面對(duì)情境時(shí)，不能準(zhǔn)確地做出回答。學(xué)生在進(jìn)行回答時(shí)，不論是選擇了完整回答還是簡(jiǎn)略回答，一般都會(huì)使用到語(yǔ)塊。語(yǔ)塊之所以會(huì)被大量使用，最主要的原因是基于它的省力原則。使用語(yǔ)塊可以直接影響學(xué)習(xí)者語(yǔ)言的流暢性，如果只是簡(jiǎn)單的依靠語(yǔ)法規(guī)則是遠(yuǎn)遠(yuǎn)不夠的，這還注重對(duì)語(yǔ)塊的學(xué)習(xí)和使用。在情境問(wèn)題中，主要考察的是學(xué)生在語(yǔ)言交際過(guò)程中語(yǔ)言的使用靈活性。學(xué)生平時(shí)學(xué)習(xí)到的語(yǔ)塊可以簡(jiǎn)單的被使用，而且還能夠保障流暢性和準(zhǔn)確性。語(yǔ)塊的使用不僅是使用于簡(jiǎn)略的回答，完整回答也是需要的。舉個(gè)例子，進(jìn)行動(dòng)作陳述時(shí)，在一個(gè)星期天的晚上，李華看了場(chǎng)電影，名字是《音樂(lè)之聲》。他覺(jué)得這部電影很好看。第一，When andwhere did LiHua see the film The Sound of Music第二，What did he think of it？學(xué)生在進(jìn)行問(wèn)題回答時(shí)，需要明確這兩個(gè)過(guò)去式的問(wèn)題使用的句式，第一問(wèn)題可以回答為He saw it at the Red StarCinema last Sunday，對(duì)第二個(gè)問(wèn)題回答時(shí)，只能回答“He thought itwas wonderfu1不能簡(jiǎn)短的回答成wonderfu1。

（四）當(dāng)堂抽查，現(xiàn)場(chǎng)指導(dǎo)

進(jìn)入了總復(fù)習(xí)階段，一般學(xué)習(xí)時(shí)間都比較緊張，學(xué)習(xí)任務(wù)也比較繁重。但是教師不能忽略了當(dāng)堂抽查，現(xiàn)場(chǎng)指導(dǎo)教學(xué)環(huán)節(jié)。上課時(shí)，教師可以隨機(jī)抽查三位學(xué)生，要求學(xué)生朗讀某一個(gè)短文，學(xué)生的語(yǔ)音語(yǔ)調(diào)要正確，在讀的過(guò)程中要注意連讀、停頓、注意爆破音等等。節(jié)奏要緊湊、語(yǔ)速要自然流利。最好全班要進(jìn)行情境問(wèn)題訓(xùn)練，要求全班同學(xué)在認(rèn)真的聽(tīng)，教師隨機(jī)叫一位學(xué)生進(jìn)行回答，然后教師點(diǎn)評(píng)學(xué)生的回答速度，看學(xué)生表達(dá)準(zhǔn)確性。學(xué)生可以針對(duì)話題進(jìn)行簡(jiǎn)述。進(jìn)行朗讀短文教學(xué)時(shí)，學(xué)生對(duì)文章背誦連貫性、完整性以及流利性都需要進(jìn)行觀察把握，從細(xì)節(jié)中查看變化。

三、使用圖式理論方法推動(dòng)閱讀水平提高

閱讀前要求學(xué)生要有充分的準(zhǔn)備，要能夠?qū)崿F(xiàn)從上到下的內(nèi)容圖式激活。所謂激活就是對(duì)學(xué)生鬧鐘所學(xué)知識(shí)及結(jié)構(gòu)的刺激。在實(shí)際閱讀之前可以鼓勵(lì)學(xué)生根據(jù)課本中的插圖或者關(guān)鍵詞來(lái)進(jìn)行預(yù)測(cè)。學(xué)生應(yīng)該高度重視這些關(guān)鍵詞，要仔細(xì)研讀掌握這些關(guān)鍵詞并結(jié)合這些關(guān)鍵詞來(lái)探討文章的主題。在閱讀過(guò)程中教師要引導(dǎo)學(xué)生對(duì)文章內(nèi)容要進(jìn)行深入理解，通過(guò)深化理解來(lái)提升學(xué)生的閱讀技能。在實(shí)際教學(xué)過(guò)程中必須要要求學(xué)生建立起相應(yīng)的語(yǔ)篇圖式。通過(guò)建立圖式能夠幫助學(xué)生更加準(zhǔn)確迅速地掌握教材脈絡(luò)，同時(shí)還能夠增強(qiáng)學(xué)生的記憶力、推理能力以及理解能力。此外在閱讀過(guò)程中還應(yīng)該把新知識(shí)融入到學(xué)生原有的圖式結(jié)構(gòu)中，最終產(chǎn)生新的圖式。在閱讀完成之后教師應(yīng)該向?qū)W生提供更加寬松的討論范圍，要允許學(xué)生進(jìn)行爭(zhēng)論，通過(guò)討論來(lái)調(diào)動(dòng)學(xué)生的積極性。在實(shí)際討論過(guò)程中要逐步擴(kuò)充和應(yīng)用新的圖式知識(shí)。為了讓學(xué)生更加深刻地掌握?qǐng)D式知識(shí)，在閱讀完成后還可以進(jìn)行圖式復(fù)述以及圖式協(xié)作。

結(jié)束語(yǔ)

第7篇

摘    要

近年來(lái)，隨著我國(guó)改革開(kāi)放的發(fā)展和我國(guó)與國(guó)際間的經(jīng)濟(jì)、科技、文化交流日益頻繁，人們?cè)絹?lái)越重視外國(guó)文化問(wèn)題。同時(shí)，我們也逐漸認(rèn)識(shí)到了了解外國(guó)文化在對(duì)外交往中的重要性。在教育領(lǐng)域中，外語(yǔ)教學(xué)也漸漸重視對(duì)學(xué)生交際能力的培養(yǎng)。然而，對(duì)許多老師而言，文化教學(xué)還是一個(gè)較新的概念，從跨文化角度對(duì)英語(yǔ)教學(xué)進(jìn)行研究探討在目前還是個(gè)新領(lǐng)域。我們必須認(rèn)識(shí)到交際能力的培養(yǎng)是外語(yǔ)教學(xué)的主要目標(biāo)，培養(yǎng)學(xué)生跨文化交際的技能是中學(xué)外語(yǔ)教學(xué)要達(dá)到的一個(gè)目標(biāo)。文化教學(xué)在中學(xué)英語(yǔ)教學(xué)中的重要性不可忽視，英語(yǔ)學(xué)習(xí)者不了解英語(yǔ)國(guó)家的文化，就無(wú)法獲得交際能力。因此在中學(xué)英語(yǔ)口語(yǔ)教學(xué)中應(yīng)該目標(biāo)明確地，循序漸進(jìn)地，方法得當(dāng)?shù)貙?dǎo)入文化教學(xué)，使英語(yǔ)學(xué)習(xí)者在學(xué)習(xí)語(yǔ)言和知識(shí)的同時(shí)受到文化的熏陶，在跨文化交際中游刃有余。

關(guān)鍵詞： 跨文化交際；文化教學(xué)；中學(xué)英語(yǔ)口語(yǔ)教學(xué)

ABSTRACT

Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that today’s English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We can’t neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture into ELF teaching gradually and appropriately. Thus the students may have a better understanding of the target language, and they may communicate freely and effectively in cross-culture communication.

Keywords：Cross-cultural communication; Cultural teaching; middle school ELF oral teaching

Contents

1. Introduction 2

2. the concept of intercultural communication 3

2.1 Literature review 3

2.2 Definition of intercultural communication 4

3.A survey based on classroom observations 7

3.1 The analysis of interviews 7

3.2 The analysis of a questionnaire 7

3.2.1 Data analysis on the questionnaire (1) 9

3.2.2 Data analysis on the questionnaire (2) 10

3.2.3 Data analysis on culture curriculum 12

4. Ways of improving cross-cultural communication competence in middle school oral teaching 15

4.1 The necessity of develop cross-cultural communication competence 17

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in chinese middle school 17

4.2.1 Some strategies to learners 17

4.2.2 Some strategies to teachers 19

5. Conclusion 25

Acknowledgements 26

References 27

AppendixⅠ 28

1． Introduction

Language is just like a mirror that reflects its national culture. Sociologists and anthropologists believe that culture comprises all products of human activity, including fields of literature, art, music, architecture, and scientific as well as aspects of customs, life-style, code of conduct, worldly wisdom and social organization, etc. Languages are generally accepted words and rules drawn from speech. Language is the carrier of culture and culture is the content of language20.

   Worldwide interest in intercultural communication grows out of two assumptions. First, we live in an age when changes in technology, travel, economy, and political systems, immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. And whether we like it or not, these interactions will continue to grow in both frequently and intensely. Second, people now know that the influence of culture affects communication in a subtle way. Our culture perceptions and experiences help determine how the world looks and how we interact in the world.

    However, as we look back to see the situation in China’s high schools. We see that, for several decades, language teachers have not been able to pay attention to the role of culture knowledge in language oral teaching. Nowadays, in the ELF oral teaching, especially in middle school, teachers pay much attention to vocabulary.

   As Chinese culture is not the same as that of English-speaking countries, the rules for using Chinese are, in some respects, different from those using English. There is especially good evidence that Chinese students may transfer their mother tongue references of language used to their English performance and fail to communicate effectively[1]24. Misunderstanding caused by cross-cultural communication should break down and much attention should be paid to them in English language t eaching.

   So in middle school ELF oral teaching, teachers must not only improve students’ language level, but also pay attention to cultivating students’ abilities of intercultural communication.

2. The concept of intercultural communication

2.1 Literature review

More and more common practice of intercultural communication promotes the emergence of the concept of intercultural communicative competence. It is a challenging issue for language study and language teaching.

In 1965, Chomsky put forward the concept of linguistic competence and linguistic performance. Later, it was challenged by Campbell and Wales (1970) and Hymes (1972). Hymes (1972) argues that the appropriateness of language is the core of communicative competence, and he sees communicative competence as part of cultural competence. Canale and Swain (1980) put forward a more complex framework, and Canale (1983) summarized communicative competence in the way that it includes four component parts --- grammatical, sociolinguistic, discourse, and strategic. Canale’s conclusion in fact suggests that all aspects of language using are determined by culture. The continuous theoretical research of communicative competence has paved the way for the development of language teaching in which cultural factors are considered more and more important.

In 1975, the first textbook on intercultural communication “An Introduction to Intercultural Communication” (Conden & Yousef ) was published, and many other books followed it. The research on intercultural communication has developed quickly, and has exerted incredible influence on language and cultural teaching.

Traditional language teaching divides language techniques into listening, speaking, reading and writing. Deman (1987) applied the theories of intercultural communication to language and cultural teaching, and viewed cultural teaching as the fifth dimension of language teaching. Seelye published a book named “Teaching Culture: Strategies for Foreign Language Education” in 1984. Gumperz (1982) conducted investigations on the “discourse strategy” of the communicators who had a non-English cultural background and who spoke English as the second language. He revealed that those communicators’ assumptions of the world that had been formed in their native cultural context would exert great influence on intercultural communication. This, in turn, has stimulated a trend in language teaching that sees culture as discourse (Widdowson, 1984; Mclarthy, 1991; Kramsch, 1993; Candlin,1994; Hanks,1996). So since 1990, process-centered and task-oriented teaching mode has been widely adopted in the west.

Besides, American applied linguist G. Robinson (1985) put forward an important concept that through language and cultural teaching learners would gain “Cultural Versatility”. That is to say, through learning culture, learners would change internally. This viewpoint is quite significant.

Prof. Michael Bryam’s research is also strikingly notable. He holds that foreign language education includes four parts: language learning, language understanding, cultural understanding, and cultural experience.

2.2 Definition of intercultural communication

“Intercultural Communication” can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in respect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other culture.

Thanks to Edward T. Hall who is regarded as the founder of intercultural communication, a new brink knowledge, intercultural communication, has been becoming more and more widespread in the whole world ever since the publication of his great work The Silence Language. Intercultural communication is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meaning[2]115. Intercultural communication occurs whenever a message produced in one culture must be processed in another culture. It can best be understood as cultural variance in the perception of social objects and events. The barriers to communication caused by this perceptual variance can best be lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with an honest and sincere desire to communicate successfully across cultural boundaries.

Intercultural communication refers to communication between persons who have d ifferent cultural beliefs, values, or ways of behaving.

2.2.1 Cultural and cross-cultural communication

Cultural awareness in language learning is the ability to be aware of cultural relativity following reading, writing, listening and speaking. As Claire kramsch points out…[12]

If…language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency…

Language itself is defined by culture. Language competent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have cross-cultural communication awareness, such as the understanding of the relationship between target culture and native culture.

2.2.2 Culture teaching and ELF oral teaching in middle school

The interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram’s position is that it views language as a cultural phenomenon, embodying the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people’s sense of themselves—their cultural identity: “to teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their own culture and cultural competence[2].” It is assumed by others that language could somehow stand alone and be taught as a value-free symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, where the learners’ contact with the culture is largely confined to the foreign language classroom.

Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice. Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate communication, learners in middle school must be familiar with the differences in the foreign culture which they are learning and take according language behaviors.

3. A survey based on classroom observations

Survey date: 25/02/2009

Survey instrument: interview and questionnaire.

Subjects: students of Ning Bo Chai Qiao middle school.  30 students are interviewed, 98 students (30 interviewed students and another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.

The objective of this survey is to investigate:

1) Students’ attitudes towards cross-cultural communication in the ELF oral learning

2) Current situation of students’ information input.

3.1 The analysis of interviews

     Thirty English learners are interviewed and are invited to answer only one question: what is a competent language learner like in your eyes? The responses tend to fall into three categories:

 (1)  Twenty five interviewees think that he or she is good at English listening, speaking, reading and writing abilities, especially at speaking and listening;

 (2)  Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator.

 (3)  Five of them think a good command of native language is necessary.

 In order to describe more directly, the results of interviews are put into a table (Table.1).

Table1. Results of the Interview

                               

Positive attitudes  Percentage

Language proficiency learning(reading, writing, speaking and listening) 83.33％ (25/30)

Accumulation of culture 33.33％ (10/30)

Mother tongue proficiency 16.67％ ( 5/30)

    These students’ responses reveal the following information:

    Firstly, these students still see the four basic skills (speaking, listening, reading and writing) as their main study objective. Secondly, cross-cultural communication competence has already been realized by language learners, but this group is small compared to the whole. Thirdly, the importance of mother tongue competence has only been seen by a few interviewees.

    According to this interview, most interviewees have realized the importance of language proficiency in language learning, but the point is why only one third of the interviewees have realized the importance and necessity of cross-cultural communicative competence since which are discussed so warmly in present language teachin g world? Do they hold a negative view on it or do they just have not yet obtained the awareness consciously?

3.2 The analysis of a questionnaire

The English learning questionnaire consists of nine closed-ended questions (see Appendix), For instance, “you have the interest and passion in English and language learning”, and the answers falls into four types:

 1. Strongly Agree (SA)　2. Agree (A)　3. Disagree (D)　4. Strongly Disagree (SD)

 According to the research content, the analysis of questionnaire is divided into two parts. The first five are put in Table 2 and the rest four questions are put in Table 4.

3.2.1 Data analysis on the questionnaire (1)

  This part of analysis involves data analysis on questions 1-5 in the questionnaire and a comparison between the responds of the interviews and the questionnaire.

3.2.1.1 Data analysis on the questionnaire (1)

Table2. Results of Questions 1-5 in Questionnaire

                                    

 SA A D SD

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning  60.29％  31.65％ 2.04％ 6.02％

2) Reading English novels everyday is necessary  17.35％  69.39％ 13.26％ 0.00％

3) It is important to acquire a good knowledge of native language in the ELF oral learning  44.90％  53.06％ 2.04％ 0.00％

4) The accumulation of language and cross-cultural communication competence are of equal importance   50.00％  48.98％ 1.02％ 0.00％

5) It is necessary to read materials regularly about politics, economy, culture, and so on   39.80％  60.20％ 0.00％ 0.00％

                                              

Questions 1-5 (see appendix) indicate a clear picture of students’ attitudes towards language proficiency learning, native language learning, and accumulation on cross-cultural communication competence, literature, and politics and so on. On the importance of the cultivation of reading, speaking, listening and writing in language learning, 91.94% (60.29% SA+31.65% A) of English majors agree and of which 64.29% strongly agree. On daily English novels reading, a total of 86.74% (17.35% SA+69.39% A) consider it necessary. On the necessity a good command of native language, 97.96% (44.90% SA+53.06% A) of English learners agree. On the relation of native language learning and foreign language learning, 98.98% (50.0% SA+48.98% A) believe that these two are of equal importance. Finally, on a regularly reading of politics, economy, and culture, all (39.80% SA+60.20% A) the students hold a supportive attitude.

3.2.1.2 Comparison between the interviews and the questionnaire

     With regards to the similarities of the contents examined, it seems necessary to

have a comparison between the responds of the interviews and the questionnaire.

Table3. Comparison between the Interviews and the Questionnaire

Positive attitudes (SA+A) Interview

(open-ended) Questionnaire

(close-ended)

Foreign Language proficiency learning(reading, writing, speaking and listening) 83.88％  91.94％

Accumulation of intercultural communication competence 33.33％ 98.98％

Mother tongue proficiency 16.67％ 97.96％

From the table above, the comparison is very clear that, towards the same research content, interviewees’ responds vary when they are faced with different types of questions. The gap is especially seen on the accumulation of cross-cultural communication competence and native language proficiency. Compared with open-ended question in the interview, interviewees tend to hold a more supportive view on closed-ended questions in the questionnaire. In other word, most English learners subjectively admit the importance of the accumulation of cross-cultural communication competence and native language proficiency, but the point is, not all of them have already obtained the awareness. However, two questions have been proposed from the comparison: (1) Why English learners have not obtained the cross-cultural awareness which should be tied up with the ELF oral learning? (2) Is that because they subjectively lack learning motivation or objectively, they lack timely and efficiently teachers’ cultural guidance?

3.2.2 Data analysis on the questionnaire (2)

     This part of questionnaire (table4 in next page) mainly focuses on students’ attitudes towards learning motivation as well as classroom learning. Before the analysis is taken, a brief introduction on motivation can help to have a better understanding on the analysis.

1) Integrative motivation

Motivation has been identified as the learners’ orientation with regards to the goal of learning foreign language69. This form of motivation is known as integrative motivation.

.2) Instrumental Motivation

In contrast to integrative motivation is the form of motivation which is known as in strumental motivation. This is generally characterized by the desire to obtain something practical from the study of foreign language[9]125. With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status.

Table4. Results of Questions 6-9 in Questionnaire

                                      

 SA A    D  SD

6) Your have the interest and passion in the ELF oral learning 14.29％ 61.22％ 21.43％ 3.06％

7) You would prefer to get an English-related job after the graduation 21.43％ 66.33％ 11.22％ 1.02％

8) The present classroom teaching can cultivate your learning abilities and improve your cross-cultural skills  2.04％ 7.14％ 71.43％ 19.39％

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. 25.51％ 63.27％ 9.18％ 2.04％

As is shown in the table (results of questions 6 and 7), 75.51% (14.29%SA+61.22%A) of English learners have the interest and passion in language learning, and 87.76% (21.43%SA+66.33%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as the representation of integrative and instrumental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language competence.

In order to check the condition of students’ cultural information input, questions 8 and 9 are designed and analyzed. 89.82% (71.43%D+19.39SD) of English learners do not think that the  present classroom teaching can cultivate their learning abilities and improve their cross-cultural communication competence, whereas a total of 88.78% (25.51%SA+63.27%A) hope to have English class in various forms such as discussion, presentation, debate, performance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and communicative teaching style. The traditional text-based grammatical and linguistic teaching could not meet the needs of the cultivation of communicative competence to some extent. What’s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers.

3.2.3 Data analysis on culture curriculum

It is shown from the result of question 8 in the table above (table 4) that present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A question should be taken into consideration, that is, how can cross-culture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners’ cultural awareness and communication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life of its people. Take English learners in Ning Bo Chai Qiao middle school as an example, their cultural input has largely come from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses.

                     Table5. Courses Information

Course Duration Teacherˊs background

Extensive Reading first 4 terms Chinese

 Communication  between cultures the 7th term New Zealander

American literature  the 7th term Chinese

An Outline Introduction to Britain and America  the 7th term Canadian

Extensive Reading was taught by a Chinese teacher during the first four terms, and the teaching contents mainly focus on western culture, economy, politic, education and so on. After two years study, it helps students build up a general view on western civilization. Communication between Cultures is taught by a English-speaking teacher from New Zealand, the teaching content seems “boring and meaningless” said the majority of students, the teacher read the chapters from the book to the class instead of giving practical cross-cultural communication analysis. So for most students, they did not learn as much as they expected from this course. American literature was taught by a Chinese teacher, and the teaching contents include background information introduction and literacy reading. An Outline Introduction to Britain and America was taught by a Canadian teacher who has a good experience on both British and American cultures. In this course, students are introduced to a comparison of the British and American culture.

From what have been introduced above, it can be seen that although there are four courses and an 28-month course duration, most of what students have taken is an education of “cultural background knowledge” on Chinese or English rather t han practical cross-cultural communication stimulation such as comparisons or contradictions between the target and native  culture. To some extent, it revels why most English students have not got a conscious awareness in cultural or cross-cultural communication competence.

Through comparisons between the interview and the questionnaire, it can be seen that students hold positive attitudes on develop the competence of intercultural communication, but for some reasons, not so many have already obtained conscious cross-cultural awareness. Through further analysis of curriculum on cultural teaching, it reveals that present cultural teaching in ELF oral teaching shows the weakness in practical, sufficient and conscious cultural input to help build up language learner’s cross-cultural awareness. Moreover, the current teaching is also expected to be more communicative and interactive. Thus, following on are the possible ways to promote the competence of intercultural communication,

4.1 The necessity of develop cross-cultural communication competence

Firstly, it is vital for language teachers to help language learners develop their cross-cultural communication competence. If the final purpose of intercultural communication competence cultivation is to help students to acquire cross-cultural communication competence, then what cross-cultural communication competence is? According to Kramsch’s opinion, cross-cultural awareness is not really a skill, but a collection of skills and attitudes known as a competence[12].

Secondly, it is necessary to make clear what cross-cultural awareness skills students are supposed to acquire. It has been suggested that cross-cultural awareness consists of having four different perspectives on communication with a different culture. Cross-cultural competent students should be able to:

----look at their own culture from the point of view of their own culture (for example, having a good understanding and awareness of their own culture)

----Be aware of how their culture is seen from outside, by other countries or cultures

----understand or see the target culture from its own perspective (for example, understanding and being aware of what other people think of their own culture)

----Be aware of how they see the target culture

4.1.1 The request of the development of Internationalization

Lin Dajin in the “cross-cultural communication study, ” pointed out that culture can be defined as “ the integrated feature that a nation is distinct from another nation. ” Cultural differences are the barriers of cross-cultural communication. The modernization process accelerated the circulation of spiritual and material products, and brought all nationalities into a common “global village”, cross-cultural communication became an integral part of national life. If people do not understand the cultural convention in the USA or Britain, and use the way of China to treat foreigners, then it will create a lot of jokes, and even hurt each other's feelings, self-esteem and cause misunderstanding. Thus, to overcome the cultural differences caused by communication barriers has become a common problem faced by the entire world.

4.1.2 It is imperative to understand the cultural background knowledge

Understanding cultural knowledge is the key to language learning. “One can not really learn the language, and teach language well unless one knows the patterns and norms of culture and cultural background[14]224. ” Without a specific cultural background, language is non-existent. If we don’t know the culture of target language, we would find it is difficult to understand the meaning of certain words. For example, “Thanksgiving”, “Sandwich” has been brought about in a specific social and historical circumstance, it is not enough merely to know the meaning of the surface of these words. Another example is: “You are, indeed, a lucky dog”, the literal translation is “you are a lucky dog. ” This is a satiric sentence in China, because, in Chinese views, “dog” is an expression when people used to refer generally to dislike someone. While in English, it can mean, “You are a lucky man. ” In Western society, “dog” is a family member, and they are harmonious coexisting with people “Dog” here refers to people instead of satirizing others, but a very intimate expression.

4.1.3 Cultural knowledge teaching is the objective of language teaching

The main objective of language teaching is to train and develop students’ interpersonal skills. And cultural knowledge teaching can increase the ability of cross-cultural communication, which is the important content to achieve goals of language teaching. For example, in American society, praise and compliments language that flatter mainly a personal appearance, new things, personal property, and individuals in a ce rtain area are commonly used as the introduction to a conversation. This is different from Chinese. Thus, different nations have different cultural environments, different living habits and different languages behavior expressions. And as a language learner, if not ideologically “physically entering their social linguistic environment” will be difficult to achieve the goal of language learning，not to say that language teaching objectives will be accomplished.

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in Chinese middle school

After the survey research and data analysis, now we have a clear idea of the common reasons that triggered the weakness of the cross-cultural communication in middle school ELF oral teaching. However, we do not have a clarity solution about this situations. Therefore, some strategies were listed here to help learners with their language learning.

4.2.1 Some strategies to learners

4.2.1.1Raising culture awareness

Culture awareness is the term we have used to describe sensitivity to the impact of culturally---induced behavior on language use and communication. It including two qualities: one is awareness of one’s own culture, the other is awareness of the culture[7]15.

      Unfortunately, in China, cross-cultural communication errors can be found from time to time. In the ELF oral learning, culture factor needs to be taken seriously. To cultivate students’ intercultural communication we need first to arouse their cultural awareness. Because of different cultural background, life experience, profession, sex, education, even age, character, people may have different modes of interaction. People learn to think, feel, behave and strive for what their culture considers proper. These means there might not be the same as what is intended by the speaker. If we are aware of this, we can avoid ethnocentricity, and can have better communication with people all over the world.

      Speakers of a foreign language often have the experience of making careless mistakes which may cause get angry, may be embarrassing and may arouse hostility from native speaker. Often such mistakes occur even though the application of the linguistic rules of grammar, vocabulary or pronunciation is correct. These mistakes are culture errors but occur because of not knowing or choosing the appropriate style, and manner to use for effective communication.

4.2.1.2 The development of sensitiveness to culture differences

   There are four stages in the development of the sensitiveness to culture differences. The first, one can make out the obvious, superficial culture characteristics. In other word, he will find them interesting and exotic. The second, one can judge the delicate meaningful cultural characteristics that are quite different from his own. Usually he will feel them incredible or hard to accept .The third, one can accept the cultural characteristics after rational analysis. The fourth, one can be in the other peoples’ shoes and appreciate the cultural characteristics. In other words, the first three stage can be understood, and the fourth empathy.

4.2.1.3 The development of empathy

  In order to communication effectively, you need a deep degree of empathy, that is to be able to understand the other person’s affective and cognitive states. Empathy differs from sympathy in that it does not include pity or approval. And focuses on the feelings of others, not our own[12]114. Empathy involves relativism and flexibility, which knowledge alone cannot consist. Teachers can create good classroom environment where students tolerate and appreciate different norms by bringing up students’ empathy. In China, we always emphasize collectivism instead of individualism. But in English class, we advocate differences, to encourage students to understand each other.

     To facilitate empathy, we can take these measures:

(1) Subjects like history, anthropology, and sociology should be introduced into

the curriculum. Through these subjects, the students can not only acquaint themselves with the examples of foreign culture, but also master some concepts and principles concerning with culture.

(2) The students should be encouraged to read broadly in Chinese middle

school, both fiction non-fiction, literal or philosophical. Including proverbs, broad reading can be a student better understand and communicate with other cultures. Only through broad reading can he know the taboos, values, beliefs and religion of another culture, only through broad reading can be truly come to realize why privacy is so important and that individualism is so cherished.

(3) The students should he sent abroad for further study if possible. Thus they

can live with the natives for some time, no chance is better than the close contact. They can enjoy the new culture. By enhancing ICC, the intercultural communication of the learners can be carried out tactfully, acco rding to different context.

4.2.2 Some strategies to teachers

Language teachers are supposed to exert instructional strategies to help language learners promote their cross-cultural communication competence, that is, provide language learners with some useful ideals for presenting culture from its own perspective, for example, understanding and being aware of what people in target culture think of their own culture.Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words. Just as what we mentioned above, we have been aware of the importance of learning some cultural knowledge about the target language. It seems impossible and unnecessary for us to have a systematic study of target culture, which covers almost everything, in one’s whole lifetime. The difficulty shows that culture is ubiquitous, multidimensional and complex. A good solution to this problem might be to learn selectively those cultural factors that have great influence on intercultural communication, and that are closely related to the language. So on culture teaching we should follow these principles :( 1) interrelated. that is culture teaching must be interrelated with the content of the text. (2) Appropriate, that is culture teaching must be subjected to language teaching. (3) Practical, that is culture teaching must try to be “useful” for students in their communication. (4) Scientific, that is culture knowledge must be taught correctly, completely and objectively. (5) Flexible, that is culture teaching must be flexible according to the change of the world.

    We must obey these five principles if we want to cultivate students’ abilities of cross-cultural communication. What we should teach in ELF classes is simply a foreign way of life related to the target language and teachers should avoid bringing their own cultural prejudice into class. The world is changing, so are the traditions and customs. The constant changes require us to improve our skills of intercultural communication by doing two things: understanding the cultural differences, especially the differences in the deep structure of different cultures, and becoming flexible in intercultural communication. There is a great tendency that one culture adopts the elements from another that are compatible with its own values and beliefs or that can be changed without causing major disruption.

 

4.2.2.1 Make full use of developing the interest of the competence of intercultural communication in the ELF oral learning in Chinese middle school

  Intercultural communication is a big issue, which is not easy for both teachers and students to understand and realize. For successful cultural teaching, we suggest doing the following:

(1) Teach culture differences. Teachers should directly address the similarities and peculiarities between the source culture and the target culture. This can be done through the comparison of the two cultures.

(2) Provide opportunities for students to use the language in situational conversations. While introducing the students play a real-life role and practice their everyday language use according to the varied situation.

(3) Induce students to read literal works, which are vivid and abundant material to understand the character, the psychological state, culture characteristics, convention, and social relationships. Reading newspaper is also the direct path.

(4) Be aware of your students development level, when selecting themes or concepts to present. At first, learning activities should be clear and specific in lower levels, gradually, becoming more complex than the level of the student increases. There are a variety of children’s fiction which presents concepts like similarities, differences and prejudice which can be used at lower levels. At upper levels fiction and biographies can be used to present the more complicated ideas. Try to connect the unfamiliar with the familiar, the known with the unknown.

(5) Use plenty of ways in both general learning tasks and in language learning tasks.

(6) Use varied methods to check the understanding level of the students.

(7) Be enthusiastic. As a teacher you need to be aware of the value of learning a second language in terms of its contribution to developing cultural aware and a range of other cognitive and vocational benefits. Your attitude will influence the attitudes of the child ren in the class and their parents.

    Beside, Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words.

    For example, we once tried to spend Christmas and Hallowmas with all foreign teachers together in our school .The students were very interested and active in the activities， and such experiences can have impressed them strongly and forever.

Teachers should encourage students to communicate with foreign teachers and some other foreigners in and out of school. Students and foreign teachers can have classes, play games and take part in many kinds of activities together. Communicating with foreigners can provide students with the real cultural context in which English is used actually and stimulate students to learn English well including knowing about foreign culture.

As the success of many activities depends on good organization and on the students knowing exactly what they are to do. A teacher is thus mainly an organizer, whose work is different from administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.

Since teachers are key roles during culture teaching, they must play a positive role in helping the students to develop intercultural communicative competence and increase the students’ chances to succeeding in both language learning. It is not an expendable skill tacked on to the teaching of speaking, listening, writing and reading. It is always in some background. Lack of intercultural competence will limit the students’ ability to make sense of the world around them, and lead to failure in using English for communication across-culture.

4.2.2.2 Make full use of pictures, films, TV, computers and other audio-visual aids to make the teaching lively and interesting. Explore to the full the opportunities for students with the target culture information.

(1) Plays in and out of class

It is proved that plays in and out of class are probably the most efficient ways of language teaching.

The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-confrontation” with the target cultural communicates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural context. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.

In the listening book of Senior English book3 unit24, the material involves “finding a job”, English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working conditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.

    A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By combining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.

     Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It encourages the learners to view the linguistic and cultural knowledge as a tool for communication rather than as an academic subject. It can bring life and vitality to the classroom. 

     (2) Classroom presentation

     At the beginning of each lesson, teachers can hold a “cultural corner” sessions, with 5-10 minutes. Teachers or students can introduce one aspect of Western culture, such as famous events of foreign country in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally become broad and rich.

     (3) Photo display

     Use maps, photographs, and illustrations of the text to introduce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introduce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of freedom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other countries or ethnic representation construction.

     (4) Song appreciation

     The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural content. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the content of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like “Love is blue.”(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try to see if there are any new experiences.

     (5) Foreign festivals on the campus

    This activity is of great interest to young students. The celebration could take place in a class, a grade or the whole school with the help of the branch of the Youth League. All kinds of activities can be held in festivals, such as performance of foreign songs, dancing and dramas, holding costume parties, watching foreign films, attending lectures given by foreign experts and enjoying foreign food. By celebrating foreign festivals, learners will immerse in the target cultural context. Teachers are to give introduction on the origin and the conventional activities of the festival. A comparison of the similarities and differences between the foreign festivals and Chinese festivals can develop the learners’ cultural awareness.

    (6) Using authentic materials

      Obviously, the best way to learn foreign cultural background knowledge is to go to that country to stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for our students. Therefore, it is practically necessary for the teachers to use authentic materials to teach culture.

 Mass media, such as, film, novels and especially newspapers and magazines, is also considered as an insightful means for teaching culture, for they reflect people’s way of life in terms of variety contemporaneity and authenticity. Students in an ELF setting will spontaneously ask questions about puzzling aspects of society and life as reflected in the film or magazine. This material is by no means easy to interpret because there is so much central inference and it requires deep familiarity with and comprehensive exegeses of the culture in question. Therefore “all such material should be selected with an eye to the subculture diversity of the target community”.

5. Conclusion

Today, international cultural exchange is going on directly and indirectly, with its new scope, content, form and method unheard of before. To confine oneself to one’s own culture is to go against the times. Now, in our country, the open policy towards the rest of the world has become a fundamental policy. This policy has brought about much broader prospects for international cultural exchange. Therefore, overcoming cultural barriers has become more and more important. Only by surmounting the barriers can we get a high degree of cultural exchange, make use of good things from other cultures and build up our cultural and material wealth. This exchange will contribute to understanding and friendship among nations as well as development in science and culture.

     In the practical teaching, the culture teaching should be presented as many detailed as possible in the teaching syllabus. The teaching materials should not be located only in the source culture and should be a constructive attempt to be explicit about intercultural behavior and communication, especially, in view of the limited language available at this level. Besides, in the classroom ELF oral teaching, teachers are expected to use a variety of teaching methods that are suitable to students’ level. In intercultural communication settings, Chinese learners in culture instruction should keep an open mind: we should try to avoid the prejudiced culture stereotypes over the other cultures and our own. Especially, we should put higher focus on the learning of our own Chinese culture. Another key point is becoming awareness of our own culture bottom lines. We must learn what our own culture line is ― the values where we are can negotiate, but we cannot compromise. We can allow others to be different, and respect their differences as they respect ours.

     Though the culture teaching is a very complicated and difficult part to deal with, the educators and teachers involved in language education should make great efforts to carry out this part thoroughly. This determines much whether the effective cross-cultural communication can be preceded smoothly between China and the world.

Acknowledgements

My initial thanks go to my supervisor Meng Dong, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Han Xiaoya, Shen Yin and many others.

And I also appreciate Li Neng, who offer me great help during the time I was in the practice in Ning Bo Chai Qiao middle school. Without her help, I could not finish my survey in this paper.

The remaining weakness and possible errors of the dissertation are entirely my own.

References

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[2] Byram, M. & Morgan, C. Teaching-and-Learning Language-and-Culture[M]. Clevedon，England：Multilingual Matters (1994)

[3] Ciccarelli, A. Teaching Culture through Language: Suggestions for the Italian Language Class.[A]. Italica，(1996)

[4] Crookes, G. & Schmidt, R. Motivation: Reopening the Research Agenda[A]. Language learning (1991)

[5] Falk, J. Linguistics and Language: A survey of Basic Concepts and Implications (2nd Ed.) [M] John Wiley and Sons (1978)

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[7] Herron, C., Cole, S. P., Corrie, C., & Dubreil, S. The Effectiveness of Video-based Curriculum in Teaching Culture[J]. The Modern Language Journal, (1999)

[8] Kramsch, C. Context and Culture in Language Teaching[N]. Oxford University Press (1933)

[9] Stephens, J.L. Teaching Culture and Improving Language Skills Through A Cinematic Lens. A Course On Spanish Film in The Undergraduate Spanish Curriculum[J]. ADFL Bulletin, (2001)

[10] Tylor, E.B. Primitive Culture[N]. Gordon Press (1981)

[11] Samover,larryA.2000. Communication between, cultures. Beijing:Foreign Language Teaching and Research Press

[12] Kramsch, Claire..Shanghai Foreign Language Education Press, 2000.

[13] 胡文仲. 跨文化交際學(xué)概念[M]. 北京：外語(yǔ)教學(xué)與出版社，1999

[14] 胡文仲. 文化與交際[M]. 外語(yǔ)教學(xué)與研究出版社，1997

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AppendixⅠ

*Questionnaire:

 Strongly Agree Agree Disagree Strongly Disagree

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning    

2) Reading English novels everyday is necessary    

3) It is important to acquire a good knowledge of native language in foreign language learning     

4) The accumulation of language and cross-cultural competence are of equal importance    

5) It is necessary to read materials regularly about politics, economy, culture, and so on    

6) You have the interest and passion in the ELF oral learning    

7) You would prefer to get an English-related job after graduation    

8) The present classroom teaching can cultivate your learning ability and improve your cross-cultural skills     

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on.    

誠(chéng) 信 承 諾

我謹(jǐn)在此承諾：本人所寫的畢業(yè)論文《論中學(xué)英語(yǔ)口語(yǔ)教學(xué)中跨文化交際能力的培養(yǎng)》均系本人獨(dú)立完成，沒(méi)有抄襲行為，凡涉及其他作者的觀點(diǎn)和材料，均作了注釋，若有不實(shí)，后果由本人承擔(dān)。

 

                承諾人（簽名）：      

第8篇

論文摘要：大中專英語(yǔ)教學(xué)改革，提高英語(yǔ)口語(yǔ)教學(xué)水平，應(yīng)采取以下幾種有效方法:注重課堂口語(yǔ)教學(xué);開(kāi)設(shè)第二課堂搞好份語(yǔ)教學(xué);訓(xùn)練大中專學(xué)生提高口語(yǔ)技巧。

長(zhǎng)期以來(lái)，我國(guó)大中專學(xué)生英語(yǔ)交際能力差，尤其是口語(yǔ)能力更差的問(wèn)題比較突出，啞吧英語(yǔ)現(xiàn)象帶有普遍性，提高口語(yǔ)教學(xué)水平，解決啞吧英語(yǔ)變?yōu)榱骼⒄Z(yǔ)問(wèn)題已經(jīng)在我們這些從事大中專公共英語(yǔ)課教師面前重要而緊迫的任務(wù)，那么我們應(yīng)該如何提高大中專學(xué)生英語(yǔ)口語(yǔ)教學(xué)質(zhì)量呢，下面就此問(wèn)題談幾點(diǎn)看法。

口語(yǔ)教改的重要作用教學(xué)大綱要求與啞吧英語(yǔ)現(xiàn)實(shí)的矛盾。教學(xué)大綱要求大中專學(xué)生能就教學(xué)內(nèi)容和一般聽(tīng)力教材進(jìn)行問(wèn)答和討論，能就一般的社會(huì)生活話題進(jìn)行簡(jiǎn)單的交談，討論和發(fā)言，表達(dá)思想清楚，語(yǔ)音，語(yǔ)調(diào)基本正確。然而目前大中專學(xué)生很難達(dá)到這一要求，口語(yǔ)水平極低，學(xué)7年左右英語(yǔ)，用英語(yǔ)表達(dá)很差，呈現(xiàn)啞吧英語(yǔ)的局面，能看，能讀，不能說(shuō)。一個(gè)班級(jí)僅有一至二人能用英語(yǔ)簡(jiǎn)單表達(dá)，絕大多數(shù)不能表達(dá)。導(dǎo)致這種局面一是目前英語(yǔ)口語(yǔ)課程開(kāi)設(shè)的課時(shí)少，有的學(xué)?；静婚_(kāi)，但更主要原因是過(guò)時(shí)陳舊的英語(yǔ)教學(xué)方法，重閱讀，語(yǔ)法，輕實(shí)際表達(dá)，至于口語(yǔ)訓(xùn)練幾乎沒(méi)有，這種教學(xué)方法必須改革，采取新的教學(xué)方法，增加口語(yǔ)課是迅速提高英語(yǔ)教學(xué)水平達(dá)到大綱要求的有效途徑。

社會(huì)對(duì)英語(yǔ)口語(yǔ)人才大量需要與英語(yǔ)口語(yǔ)教學(xué)水平低，不能滿足市場(chǎng)需求的矛盾。社會(huì)大量需要英語(yǔ)口語(yǔ)人材。求職要求口語(yǔ)人才。三資企業(yè)，國(guó)內(nèi)企業(yè)，政府和社會(huì)公共事業(yè)單位隨深化改革和擴(kuò)大開(kāi)放對(duì)英語(yǔ)口語(yǔ)人才需求呈上升趨勢(shì)。大中專畢業(yè)生畢業(yè)雙向選擇，在求職中英語(yǔ)口語(yǔ)水平?jīng)Q定求職人員工作位置高低，收人水平的高低，決定畢業(yè)生的前途命運(yùn)。工作中需要口語(yǔ)，在外商談判，參加國(guó)際學(xué)術(shù)活動(dòng)需要口語(yǔ)。國(guó)際經(jīng)貿(mào)文化交往越來(lái)越需要口語(yǔ)人才，尤其中國(guó)即將加人WTO，大量需要外向型英語(yǔ)口語(yǔ)人才。繼續(xù)求學(xué)的需要。大中專畢業(yè)生繼續(xù)求學(xué)拿學(xué)士，碩士，博士學(xué)位必須具備英語(yǔ)口頭表達(dá)能力，尤其是出國(guó)留學(xué)，進(jìn)修更需要英語(yǔ)口頭表達(dá)能力。文化生活的需要。英語(yǔ)口語(yǔ)水平的提高今后對(duì)大中專學(xué)生參加英語(yǔ)沙龍，欣賞英美電影，小說(shuō)，二網(wǎng)，欣賞體育比賽提高生活質(zhì)量是重要的條件。然而目前由于過(guò)時(shí)的教學(xué)方法，英語(yǔ)口語(yǔ)教學(xué)極端落后，培訓(xùn)英語(yǔ)口語(yǔ)人才質(zhì)量不高，數(shù)量少，不能滿足社會(huì)大量需要。

第9篇

關(guān)鍵詞：英語(yǔ)；口語(yǔ)教學(xué)；意義

語(yǔ)是利用語(yǔ)言表達(dá)思想，培養(yǎng)學(xué)生進(jìn)行口頭交際的能。為了達(dá)到這一目標(biāo)，采取什么樣的教學(xué)方法和手段就顯得非常重要。而傳統(tǒng)的語(yǔ)言教學(xué)以“教”為主，教師講解占去了課堂的主要時(shí)間，學(xué)生在教學(xué)過(guò)程中消極被動(dòng)地接受語(yǔ)言知識(shí)。實(shí)際上，外語(yǔ)學(xué)習(xí)的首要任務(wù)是“學(xué)”而不是“教”。在英語(yǔ)口語(yǔ)教學(xué)中，教師應(yīng)兼顧這兩方面，善于發(fā)掘，勇于創(chuàng)新，采取形式多樣的教學(xué)手段，激發(fā)學(xué)生英語(yǔ)學(xué)習(xí)的興趣。我們不能把自己看作是不斷向?qū)W生傳遞信息的源泉，而應(yīng)是組織學(xué)生大量參與使用語(yǔ)言的學(xué)習(xí)活動(dòng)的組織者和參與者，從而為學(xué)生學(xué)習(xí)使用語(yǔ)言創(chuàng)造機(jī)會(huì)，提供指導(dǎo)，使學(xué)生通過(guò)自己的語(yǔ)言實(shí)踐來(lái)掌握這些知識(shí)和能力，并為取得富有成效的結(jié)果提供監(jiān)督，幫助學(xué)生負(fù)責(zé)自己的學(xué)習(xí)，并在學(xué)習(xí)的過(guò)程中逐漸掌握最適合自己情況的學(xué)習(xí)方法。

作為當(dāng)下國(guó)際通行的一種校際英語(yǔ)辯論模式——議會(huì)制英語(yǔ)辯論(Parliamentary English Debate)——是一項(xiàng)充滿思辨樂(lè)趣的跨文化說(shuō)服活動(dòng)。作為一種文化現(xiàn)象，議會(huì)制英語(yǔ)辯論不等于英美等國(guó)的議會(huì)辯論，它只是借用了英美議會(huì)辯論的發(fā)言形式．為全世界的英語(yǔ)學(xué)習(xí)者提供了一個(gè)共同交流思想的平臺(tái)。

最早的議會(huì)制英語(yǔ)辯論出現(xiàn)在19世紀(jì)英國(guó)牛津大學(xué)、劍橋大學(xué)的學(xué)生辯論協(xié)會(huì)中，其主要模仿借鑒了英國(guó)下議院的辯論模式。隨著英語(yǔ)交流的國(guó)際化．議會(huì)制英語(yǔ)辯論作為一種文化現(xiàn)象得以迅速推廣。今天．議會(huì)制英語(yǔ)辯論已發(fā)展成為世界范圍內(nèi)大學(xué)校際英語(yǔ)辯論賽的主要形式。其賽制與規(guī)則也因地域文化的差異而發(fā)生些許變化。議會(huì)制英語(yǔ)辯論在發(fā)展初期主要在英美等國(guó)大學(xué)的校際比賽中進(jìn)行．它在亞洲國(guó)家的起步較晚，具有歷史意義的第一屆全亞大專英語(yǔ)辯論賽1994年才在新加坡南洋理工大學(xué)成功舉行。到2004年5月．隨著第25屆世界大專英語(yǔ)辯論賽在馬來(lái)西亞的成功舉行，議會(huì)制英語(yǔ)辯論才真正成為一項(xiàng)在亞、非、美、澳、歐廣為普及的國(guó)際賽事。

關(guān)于英語(yǔ)口語(yǔ)教學(xué)，國(guó)內(nèi)有不少教學(xué)論文都不同程度地談及英語(yǔ)論辯教學(xué)。然而，其中不少關(guān)于英語(yǔ)論辯的論文卻多以中文辯論為模本進(jìn)行英語(yǔ)翻版或以個(gè)人臆想進(jìn)行主觀創(chuàng)造，缺乏一定的規(guī)范性與國(guó)際視野。

我們的英語(yǔ)口語(yǔ)教學(xué)應(yīng)該要轉(zhuǎn)換一下思路了．傳統(tǒng)視野中的英語(yǔ)口語(yǔ)教學(xué)一直將英語(yǔ)語(yǔ)音、語(yǔ)調(diào)的標(biāo)準(zhǔn)奉為口語(yǔ)優(yōu)秀的首要前提。這一要求一方面使那些有地方口音的英語(yǔ)愛(ài)好者對(duì)口語(yǔ)學(xué)習(xí)望而卻步；另一方面也使一些人過(guò)于刻意地模仿洋腔洋調(diào)，卻忽視了說(shuō)話的內(nèi)容，往往言之無(wú)物。缺乏敏銳深刻的思辨。新時(shí)代與新形勢(shì)要求我們的口語(yǔ)教學(xué)能真正定位于有跨文化說(shuō)服能力的人才培養(yǎng)上，而這種人才培養(yǎng)顯然離不開(kāi)英語(yǔ)論辯教學(xué)。因此，在當(dāng)前國(guó)內(nèi)英語(yǔ)論辯教學(xué)尚不規(guī)范的情況下，將議會(huì)制英語(yǔ)辯論引入英語(yǔ)口語(yǔ)課堂無(wú)疑是非常必要的。

議會(huì)制英語(yǔ)辯論的辯題(Motion)一般以一項(xiàng)議案的形式出現(xiàn)，因此在每個(gè)辯題中都會(huì)有“This house”的固定開(kāi)頭。

這里的“This house”不一定就指某國(guó)家的政府或議會(huì)。議會(huì)制英語(yǔ)辯論的辯題一般分為封閉式、半封閉式和開(kāi)放式三種。其中，半封閉式與開(kāi)放式辯題對(duì)培養(yǎng)辯手的創(chuàng)新思維能力頗有益處。 轉(zhuǎn)貼于

議會(huì)制英語(yǔ)辯論主張即興演講與即興論爭(zhēng)的完美結(jié)合。對(duì)議會(huì)制英語(yǔ)辯論賽而言．主辦方一般只提前15—20分鐘公布賽題．而且在每輪循環(huán)賽中使用不同的辯題。此外，議會(huì)制英語(yǔ)辯論一般只賦予正方充分的定義權(quán)與議題轉(zhuǎn)化權(quán)，反方一般只享有反駁權(quán)。這樣一來(lái)．正、反雙方就無(wú)法拿各自的定義做擋箭牌，漫無(wú)邊際地做各自已經(jīng)準(zhǔn)備好的演說(shuō)秀；辯論中的正、反雙方也就必然要就議題發(fā)生直接的正面沖突了。

議會(huì)制英語(yǔ)辯論倡導(dǎo)既競(jìng)爭(zhēng)又合作的比賽精神。所謂相互競(jìng)爭(zhēng)指的是雙方辯手間唇槍舌劍的局面．所謂相互合作指的是議會(huì)制英語(yǔ)辯論主張雙方在辯題定義為具體議題方面應(yīng)保持合作，盡量在同一個(gè)議題下展開(kāi)辯論。而不是像傳統(tǒng)辯論那樣，在對(duì)辯題的定義上各執(zhí)一詞，將辯論變?yōu)閮啥位ゲ幌喔傻难葜v。換言之，議會(huì)制英語(yǔ)辯論的正方會(huì)盡量給反方一個(gè)合理可辯的議題，而不會(huì)在一些字詞上做文字游戲，使反方覺(jué)得正方定義的議題無(wú)言以對(duì)。在議會(huì)制英語(yǔ)辯論中，合格的辯手都會(huì)將辯論視為一種非常有趣的思維體操，而不是那種要置人于死地的殘酷對(duì)決。議會(huì)制英語(yǔ)辯論的這種不成文的合作精神是一種高尚的人文境界，對(duì)辯手的身心發(fā)展具有十分積極的作用。在這種合作精神關(guān)照下的雙方，不再是充滿敵意的對(duì)手，而是真正意義上的“辯友”。

辯論賽結(jié)束后，教師積極開(kāi)發(fā)學(xué)生的思維，并和學(xué)生共同總結(jié)出辯論活動(dòng)在英語(yǔ)口語(yǔ)教學(xué)中的如下創(chuàng)新：

1. 能將課堂預(yù)設(shè)和生成有機(jī)結(jié)合；

2. 課堂辯論賽激發(fā)出創(chuàng)造的火花，使課堂變得更生動(dòng)；

3. 能將教師主導(dǎo)與學(xué)生自主有機(jī)結(jié)合；

4. 能將競(jìng)爭(zhēng)和合作有機(jī)結(jié)合；

5. 構(gòu)建學(xué)生學(xué)習(xí)團(tuán)隊(duì)，比合作學(xué)習(xí)更走遠(yuǎn)了一步；

6. 能改變膚淺的課堂討論，提高學(xué)生的邏輯思辨能力、表達(dá)能力以及民主意識(shí)。

綜上所述，筆者以為將英語(yǔ)辯論引入英語(yǔ)口語(yǔ)課堂是一項(xiàng)非常有意義的教改舉措。英語(yǔ)辯論是一種將本土思維與外國(guó)語(yǔ)言結(jié)合的完美實(shí)踐。它能幫助我們的學(xué)生在跨文化的論辯場(chǎng)合不僅說(shuō)得出口，而且說(shuō)得有內(nèi)容、有邏輯，有道理。也只有這樣，我們才有望真正解決“啞巴英語(yǔ)”與“啞巴思維”的同題。英語(yǔ)辯論能夠有效地促進(jìn)學(xué)生英語(yǔ)口語(yǔ)發(fā)展，教師可將英語(yǔ)辯論適度引入課堂，作為豐富課堂組織活動(dòng)的手段之一，促進(jìn)教師與學(xué)生、學(xué)生與學(xué)生的多邊互動(dòng)，彌補(bǔ)課堂交際活動(dòng)的缺陷。充分發(fā)揮課堂辯論的優(yōu)勢(shì)，增強(qiáng)了口語(yǔ)課的效果，使口語(yǔ)教學(xué)有新的突破，將人文素質(zhì)教育逐步滲透至英語(yǔ)教學(xué)的課堂。

參考文獻(xiàn)

[1]周耀東 西方修辭與中國(guó)的外語(yǔ)教育--劉亞猛教授訪談 [期刊論文] -外國(guó)語(yǔ)言文學(xué)2004(01).