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HowtoImprovetheStudents’SpokenEnglishIntroductionThisthesisattemptstoworkoutsomewaystoimprovestudents’SpokenEnglish.Inordertosolvetheproblem,weshouldfindouttheimportanceofSpokenEnglish,thereasonwhytheyhavemanyproblemsinSpokenEnglish,andthenthewaytoimprovetheirSpokenEnglish.Thefollowingaspectsareinvolved.Ononehand,thisthesisanalyzestheimportanceofSpokenEnglish,includingtheimportanceofSpokenEnglishfortheteachingandqualityofthestudentsandtheinternationalworld.Onanotherhand,thisthesisanalyzesthereasonwhytheyarepooratSpokenEnglish.First,therearefactorsofthestudentsthemselves,includingmotivation,interestandlearningmethodetc.Second,teachers’factorsareimportanttostudents,includingtheirknowledgeofEnglishandteachingcapacity.What’smostimportantisthatthisthesisfindsoutthewaytohelpthestudentswithSpokenEnglish.Firstofall,studentsthemselvesshouldfosterthemotivationandinterestofSpokenEnglish.Second,theyshouldmasterrightmethodtopracticeSpokenEnglish.Third,TeachersshouldenrichtheirknowledgeofEnglishinoverallaspects,includingEnglishskills,tolearnloveeverystudentandgetenoughpsychologyknowledge.Atlast,theyshouldimproveteachingmethod.Thepurposeofthethesis:AccordingtotheimportanceofSpokenEnglishandthereasonwhystudentshavedifficultiesinspokenEnglish,findingmethodsandtrybesttohelpthestudentstoimprovetheStudents’SpokenEnglishKeyWords:SpokenEnglishstudentsimportancereasonwayChapterITheimportanceofSpokenEnglish.A.TheimportanceofSpokenEnglishfortheteachingandthequalityofthestudents.1.ToimprovespokenEnglishabilityisanimportantaimofstudyingEnglish.1Indifferentways,spokenEnglishteachinggoesthroughthewholeEnglishteaching.Englishteachingislinkedtogetherwithknowledgeinclassandoutsideclass,whichhighlightsthestudents’mainbodyroleinclassandenhancesEnglishteachers’guidingrole.AndstudentsareactivetospeakEnglishandstudyEnglish,whichistheaimofspokenEnglishteaching. 2.ItisevidentthattheimprovementofSpokenEnglishisgoodforthedevelopmentofstudents’readingandwritingabilities.TheimprovementofSpokenEnglishcanformedandstrengthenedtheirabilityofthinkinginEnglish.Andtheirabilityof10 analyzingquestionsandcomingupwithopinionswillenhance,too.What’simportant,thestudents’rolewillchange.Theyareneverthosepassivelistenersbutactiveparticipantsinclass.Theirmainbodyrolewillbeheightenedandrespected,whichmakesthemstudypositivelyandhelpstodeveloptheirabilityofstudying.Atthesametimetheirpioneeringspiritwillbeenhancedandtheirabilityofcreatingwillbetrained.Thatisthecoreofqualityeducation.A.TheimportanceofSpokenEnglishfortheinternationalworld.1.TherecanbenodoubtnowthatEnglishisoneofworld’smostwidelyusedlanguagesthoughtherearethousandsoflanguagesintheworld.What’smostimportantistospeakit.Peopleusealanguageinthreeways:asanativelanguage,asasecondlanguage,orasaforeignlanguage.Englishisspokenasanativelanguagebynearly300millionpeople.Asasecondlanguage,Englishisoftennecessaryforofficialbusiness,education,informationandotheractivitiesinagreatmanycountries.Itisoneofthefew“working”languagesoftheUnitedNationsandismorefrequentlyusedthantheothers. 2.ItissaidthatEnglishhasbecomethelanguageofinternationaltradeandtransport.Mostplanstravelingfromonecountrytoanotheruseittotalkwithairports.Allshipssailingontheoceanscallforhelpbyradioinit.Ithasbeensaidthat60percentoftheword’sradiobroadcastsand70percentoftheworld’smailareinEnglish.Atinternationalsportsmeets,andattalksofwritersandartistsfromthecornersoftheearth,Englishisthelanguagemostcommonlyusedandmostwidelyunderstood.3.Englishhasinfactbecomethelanguageofinternationalcooperationinscienceandtechnology.Themostadvancedresultsinspace,nuclearandcomputerresearcharepublishedinit.AscientistwhospeaksEnglishisinclosertouchwiththescientistsinothercountriesthanonewhodoesn’t.ChapterIIThereasonwhystudentsarepooratSpokenEnglish.A.Factorsofthestudentsthemselves.1.OneofthereasonsthatthestudentsarepooratSpokenEnglishistheylackmotivationofspeakingEnglish.Motivationplaysanimportantfunctioninstudy.Usually,wedividemotivationintotwogroups,thatisintrinsicmotivationandextrinsicmotivation.2Ononehand,thereasonthatsomeofthestudentsspeakingEnglishistheylikeitortheyareinterestedinwesternculture.Theseareintrinsicmotivation.Onanotherhand,someofthestudentspracticeSpokenEnglishbecauseextrinsicfactors,suchasagoodjob,gettingalotofmoneyorabroad.Theseareextrinsicmotivation.Ifastudentwhodoesn’tyearnforanyknowledge,Idon’tthinkhewillworkhardandkeeplearningforalongtime.10 2.AnotherreasonisthatthestudentslackinterestofSpokenEnglish.InordertoimproveSpokenEnglish,studentshavetobearsomanyphoneticsymbols,wordsandphrasesinmindandhavetolearnidiomandsentencepatternbyheart.Sotheymustspendalotoftimeinremembering,whichmakesSpokenEnglishdifficult.Astimegoesby,theylostinterestandself-confidenttopracticeit.3.Thethirdreasonisthatthestudentsdon’thaveproperlearningmethod.Mostofthemhaven’tgoodhabitoflisteningandreadingEnglish.TheiraimoflearningEnglishistogetgoodmarkintheexamination.Sotheyspendmuchtimeongrammarsandreadingcomprehension.Theydon’thavelearningplanfortheSpokenEnglish.MostofstudentshavenofixedtimeforSpokenEnglish.Themostimportantthingisthattheydon’tcomplywiththe“forgettingcurve”whichshowsthatmostforgettingtakesplaceimmediatelyafterlearning.Anhourafterstudyingsomethingnew,morethan50percenthasbeenforgotten.Afteronemonth,80percenthasbeenforgottenandsoon.3B.Factorsofteachers.1.SomeofEnglishteachersdon’thaveoverallknowledgeofEnglish.Asweallknow,teachersarethekeyfactorforthestudents.High-qualityteamofEnglishteachersisthebasictoimprovethequalityofEnglisheducation.StrengthenthebuildingoftheteamofEnglishteachersistoimprovethequalityofEnglishteaching.However,theresomeofteachersarenotinEnglishmajar.Teachersthemselvescan’tmasterSpokenEnglish,howtheycanteachtheirstudents？Theirpronunciationisnotstandard,whentheyreadthetextwillmisleadthestudent,especially,whentheteacherisaprimaryEnglishteacher,heorshemayleadthestudentstomakeagreatmistakelifelong.Besides,someteacherslackofwesternculture,whichresultsinthemcan’tguidethestudenttopracticeSpokenEnglish.2.SomeofEnglishteachersdon’thaveproperteachingmethod.Theyjustreadthewordsandphrases,andthenletthestudentsbeartheminmind.Onanotherhand,theyspendalotoftimetoexplainthesentencepattern,grammarandthetext.Therearenotpicturesandgamestohelpthemtoteach.ThisteachingmethodmakesEnglishboringandthestudentslosttheinterest.HowstudentswillbeinterestedinSpokenEnglish?AnditisimpossiblethattheyspendtimeandenergytopracticeSpokenEnglish.What’smostimportantisthattheaimofmostteachersisthehighscore.Theyjusttaketheexaminationastheirfirsttaskanddon’tpayanyattentiontoSpokenEnglish.ChapterIIIThewaytoimprovestudents’SpokenEnglish.10 Inordertoimprovethestudents’SpokenEnglish,bothstudentsthemselvesandteachersshoulddosomething,fortheyarethemostimportantfactorstoimprovethestudents’SpokenEnglish.A.MeasuresthatshouldbetakenbythestudentsthemselvestoimprovetheirSpokenEnglish.1.FosterthemotivationandinterestofSpokenEnglish.First,studentsmustknowtheimportanceofSpokenEnglish.Intheaspectofinternationalworld,therecanbenodoubtnowthatEnglishisoneofworld’smostwidelyusedlanguagesthoughtherearethousandsoflanguagesintheworld.ItissaidthatEnglishhasbecomethelanguageofinternationaltradeandtransport.Englishhasinfactbecomethelanguageofinternationalcooperationinscienceandtechnology.Intheaspectofhuntingajob,whenstudentsleaveschoolandfindajob,theywillfindSpokenEnglishisanadvantage.Asthedevelopmentofinternationaltrade,therearesomanySmallandMedium-sizedEnterprisesbegintobeengagedinexport.SomoretalentedpeoplewhocanspeakEnglishinafluentwayareneededsothattheycandobusinesswithforeigners.Asaresult,goodspokenEnglishwillbeanadvantageforapersonandthepersonwhocanspeakgoodEnglishwillhavemoreopportunitytogetabetterjob.Second,studentsshouldactivelyparticipateinclassroomactivities.Activitiesandgamescaninductioninterestsandhobbies.InordertohelpstudentstopracticeEnglish,teachersalwayspreparesomeactivitiesorgames.Butthereisabadphenomenonthatmostofthestudentsarenotwillingtotakepartintheactivitiesorgames.Thereasonisthattheyareshyandareafraidofmakingmistakes.Sotheyshouldtreattheactivitiesandgamesseriouslyandright.2.MasterrightmethodtopracticeSpokenEnglish.a.LearnthephoneticalphabetandPronunciationskills.Listwordsthathavethesamesoundaddtothelistsasyoulearnmorewords.Forexamplewordsthatrhymewithme:-i:mehewepeasea10 Workononeproblemsoundatatime.Readslowlyconcentratingonthepronunciationofparticularwords.Recordyourself,keepthetapeandrecordyourselflater,haveyouimproved?Don'tbeshy-askafriendtolistentothetapetoo.Don'tworryaboutsoundinglikeanative,itismoreimportanttospeakclearlyandpleasantlythanitistosoundliketheQueenofEngland.Themostimportantthingtothinkaboutiscanpeopleunderstandyou?IfyouhaveaproblembeingunderstoodthenfindsomeonewhospeaksEnglishclearlyandtrytocopythewaytheyspeak.Payparticularattentiontospeedanddiction.4Don'tgettoohungupontryingtosoundlikeanativespeaker.WouldyoustartlearningthepianoinanattempttosoundlikeMozart?Probablynot.Accentsdon'tmatter,aslongaspeoplecanunderstandyou,butpronunciationisimportant.b.TalkinEnglishwithothers.ThebestwaytoimprovethespokenEnglishskillistotalkinEnglishwithothers.5Thiswillenhancestudents’Englishlanguageskills.WhenastudentcantalkeasilywithanotherpersoninEnglish,thenheknowsthatheiswellconversantinthelanguage.c.WatchEnglishfilms.AnotherbetterwaytolearnthelanguageistoseealotofEnglishmovies.Whenthestudentseesthecharactersspeakinginfrontofhimthenhetendstolearnthelanguagebetter.Thecharactersspeakwithdifferentmoodsandthereforepeoplewholistenintentlycanlearnthelanguagebetter.d.Bepatientandmakeunremittingefforts.6Learninganylanguagecanbefrustrating,butfrustrationwon'thelpyou,soletitgo.Itissaidthatconstantdrippingwearsawaystone.IthinkstudentsshouldmakeaplantopracticeSpokenEnglish.SuchasreadandlistenEnglishatsethourseachday.B.Measuresthatshouldbetakenbyteacherstoimprovestudents’SpokenEnglish.1.TeachersshouldenrichtheirknowledgeofEnglishinoverallaspects.7Richexpertiseandprofessionalknowledgewouldensureyouobtaingoodresultswhenyouteachthestudents,andrichprofessionalknowledgeisthebasicconditionsforoneteacher.AsanEnglishteacher,itisnecessaryheorshemustbesolidinallaspectsofthebasicskills,includingvocabulary,grammar,listening,speakingandwriting.Teachersthemselvesareverygoodattheseskills,andthentheycanteachothershowtodoabetterjob.Inordertoimprovethemselves,teachersshoulddoasfollows:First,Reading.Ingeneralthecontentofreadingtextbooksislimited.Readingisnotforthepurposeofmemorization,butfocusonthecorrectpronunciationandthecontinuoustone.ThroughreadingwecanmasterwordsandtheirusageandunderstandtheEnglishlanguage,context,andenhanceasenseofthephrase.Oneonlyspendsabouthalfanhoureverydayinreadingandhasenoughperseverance,andthenhewouldbesucceeded.Second,Listening.TobuyEnglishseriestape,andinsistonlisteningtoacertainperiodoftimeeveryday,howlongtolistentheycancontrolbythemselves.Third,speaking.SpeakingcanenhancespokenEnglishandtheabilityofmemory,sothattheknowledgelearned10 clearlyreflectedinthemind,andisnoteasilyforgotten.Fourth,Writing.TowriteadailydiaryinEnglishishelpful,butmanypeoplecannotdothis,soIproposetowriteanarticleatleastonceaweek,whichenhancethesenseofEnglishlanguageandwritingskillsareextremelyhelpful.Fifth,Teachersshoulddoalotofexercise.Throughagreatdealofexercise,theycanenhancethepracticalexperience.Thentheycanimprovethemselvesinallaspects,suchasgrammars,phrases,pronunciationandsoon.2.Teachersshouldimproveteachingmethod.a.Payattentiontoemotionalteachingandclassroominteraction.8Speakingactivitiesareprobablythemostdemandingforstudentsandteachersintermsoftheaffectivefactorsinvolved.Tryingtoproducelanguageinfrontofotherstudentscangeneratehighlevelsofanxiety.Studentsmayfeelthattheyarepresentingthemselvesatamuchlowerlevelofcognitiveabilitythantheyreallypossess;theymayhaveanaturalanxietyaboutbeingincomprehensible;theymayhaveculturalinhibitionsaboutloosingface,ortheymaysimplybeshypersonalitieswhodonotspeakverymuchintheirfirstlanguage.Itisthereforeamajorresponsibilityfortheteachertocreateareassuringclassroomenvironmentinwhichstudentsarepreparedtotakerisksandexperimentwiththelanguage.Students’spokenEnglishisintimatelyboundupwithemotionalteaching.Teachers’positivewords,affirmativelooks,oreventheircarelesssmileswillallgivestudentsgreatencouragementandincentive,whichmaymakestudentsspeakEnglishinclasswithconfidence.What’smore,studentscanexpressthemselvesfreelywithnodoubt.TothosewhohavedifficultiestospeakEnglishinclass,Englishteachersshouldforgivetheirmistakes,too.Andteachersshouldshowmorelovetothem,speaktothemmoreskillfullyandgivethemmoreencouragement.Thefollowingsentencesareallgoodexamplesforemotionalteaching:OK.Itdoesn’tmatter.Allright.Takeiteasy.Goon.Comeon.Herewe’dbettersay…You’dbetter…10 Anyvolunteer?Haveatry!Teachers’rolesarealsomultiple.Theyaremainlydirectors,judges,leadingactors.Theycanalsobeadvisors,audiencesandsupportingactors.Teachersplayavarietyofrolesindifferenttypesofclasses,differentscenesoratdifferentlevels.Theysometimesspeakfreelyandfranklyandleadthestudentsskillfullybyorderlymethod;theysometimesgivethestudentsincisivecommentsanddevotealltheirattentiontoguidethestudents;theysometimeslistentothestudentssilently.ThefinalaimistoletthestudentsplaythepartofthemainroleandbeactivetopracticespeakingandcommunicateinEnglish.Thenthestudentsbecomethemainbodyoflearningnaturally.9Atthesametime,teachersshouldalsoletthestudentsunderstand:whattheyhavelearntfromlisteningtolessonsispassiveandtakingnotesisnothingbuttheoriesandtheyhaven’tdoneanypracticeyet;iftheywanttoimprovetheirspokenEnglish,theyoughttotakeanactivepartinallactivitiesinclasseverydayfromthebeginningofstudyingofEnglish;andtheyoughttohelpeachotherandlearnfromeachother.Thentheinteractionbetweenteachersandstudentscanbereallyputintoeffectandmakesaperfectclassroomenvironment.ItisconfirmedthatharmoniousclassroomatmospherecanhelpstudentsstudyEnglishpleasantlyandtheirbodyandmindaredevelopedhealthilybecauseofteachers’emotionalinvestmentandclassroominteraction.b.Useactivitities.Activitiesisincentivestoworkhardandchancesforstudentstogetfeelingsofsuccesses.10Oneofteachers’jobsistoensurestudentsavarietyofactivities.Bypresentingstudentswithavarietyofactivitiesteacherscanensuretheircontinuinginterestinthelanguagelearningprogrammer.Classeswhichcontinuallyhavethesameactivitiesarenotlikelytosustaininterest,particularlywherethestudentshavenoextrinsicmotivationanddonotperceiveclearlong-termgoals.Aprogrammer,however,thatpresentsavarietyisfarmorelikelycontinuallytoengagethestudents’interest.ThroughEnglishactivities,studentscanhavemorechancestospeakEnglishaswellasuseEnglishintheEnglishsurroundings.Theycanhavemorechancestogetfeelingsofsuccess.Accomplishmentistheassuranceoftheirprogressinstudy.Thereforeactivitiesshouldbeflexible.Inclass,teacherscanprovidestudentswithtextplayacting,sketchactinganddialogueactingaccordingtothecontentsoftextsandtheirEnglishlevels.Byworkingingroupsoffourorthree,helpingeachotherandcooperatingwitheachother,thestudentscanfeelateasewhilespeakingEnglishandtheybecometoenjoyspeakingEnglish.Outsideclass,Englishcorner,readingcompetition,EnglishsongscompetitionandEnglishpartyetc.areallgoodactivitieswhichalwaysattractthestudentsandimpelthemtospeakmoreEnglish.Anddebatesrelevanttohotissuesintheworldseemtobethemostpopularactivities.Teacherscanorganizethestudentstoargueaboutsomecurrentaffairs,whichlinkswhattheylearnwithpractice10 andhelpsthemtoexpresstheirrealthoughts.Thepropositionscanbe:WarsinIraqAreyouafraidofSARS?Inaword,allactivitiesaredeterminedbyteachers.Soteachers’abilityshouldbebothadaptableandflexible.ConclusionSpokenEnglishisveryimportantfortheteachingandqualityofthestudentsandtheinternationalworld.Anditisalong-termtasktoimprovestudents’SpokenEnglish.ThereareavarietyofreasonsthattheyarepooratSpokenEnglish.Themainreasonisthestudentsthemselvesandteachers,suchasstudents’motivation,interestandlearningmethod,teachers’knowledgeofEnglishandteachingcapacity.TohelpthestudentswhoarepooratSpokenEnglishisthedutyoftheteacher.Mostofthemaren’tconfident,buttheyarewillingtobegoodatSpokenEnglish.AsanEnglishteacher,weshouldnotonlyenrichourknowledgeofEnglishinoverallaspects,butalsoshouldimproveteachingmethod.Themostimportantthingisthatweshouldrespectthestudents,understandthemandlovethem.Ifwedowellenough,thesestudentswillmakeprogressinvariousdegrees.ToimprovespokenEnglishabilityisanimportantaimofstudyingEnglish.Indifferentways,spokenEnglishteachinggoesthroughthewholeEnglishteaching.EnglishteachingislinkedtogetherwithKnowledgeinclassandoutsideclass,whichhighlightsthestudents’mainbodyroleinclassandenhancesEnglishteachers’guidingrole.AndstudentsareactivetospeakEnglishandstudyEnglish,whichistheaimofspokenEnglishteaching. ItisevidentthattheimprovingofspokenEnglishwilldevelopthereadingandwritingabilities.ThestudentswillgraspdailyEnglishsystematicallyandtheirabilityofthinkinginEnglishwillbeformedandstrengthenedafterthepracticeforSpokenEnglish.Andtheirabilityofanalyzingquestionsandcomingupwithopinionswillbeenhanced,too.What’simportant,thestudents’rolewillbegreatchanged.Theyareneverthosepassivelistenersbutactiveparticipantsinclass.Theirmainbodyrolehasbeenheightenedandrespected,whichmakesthemstudypositivelyandhelpstodeveloptheirabilityofstudying.Atthesametimetheirpioneeringspiritwillbeenhancedandtheirabilityofcreatingwillbetrained.Thatisthecoreofqualityeducation.10 Notes1.常汝吉英语课程标准[Z].北京：北京师范大学出版社，20012.张履祥，葛明贵，2001，《基础心理学》安徽：安徽大学出版社3.姚本先，2001，《儿童发展与教育心理学》安徽：安徽大学出版社4.Johnson,K.E.UnderstandingCommunicativeLanguageClassrooms.Cambridge:CambridgeUniversityPress,1995.5.王才仁英语教学交际论[M].广西：广西教育出版社，1996.6.Tricia,Hedge.TeachingandLearningintheLanguageClassroom[M].上海：上海外语教育出版社，2002.7.舒白梅等外语教学法[Z].北京：高等教育出版社，2001.8.Richard,J.ApproachesandMethodsinLanguageTeaching.Cambridge:CambridgeUniversityPress,1986.9.Nunan,D.DesigningTasksfortheCommunicativeClassroom.Cambridge:CambridgeUniversityPress,1989.10.Krashen,S.PrinciplesandPracticeinSecondLanguageAcquisition.Oxford:Pergamon,1982.10 BibliographyAlderson,J.Charles,ClaphamCaroline,WallDianne.LanguageTestConstructionandEvaluation.Cambridge:CambridgeUniversityPress,1995.KrashenS.D.PrincipleandPracticeinsecondlanguageAcquisition,Oxford.PergamonPress,1982肖嫚.互动式教学模式与英语口语能力培养[J].科技信息,2009,(02).韩炳华.浅议提高英语口语训练有效性的策略[J].扬州教育学院学报,2007,(01).张恩华.非英语语境下如何快速提高英语口语水平[J].职业教育研究,2006,(11).刘芳.如何提高学生英语口语能力[J].湖南教育(教育综合),2008,(01).张东瑞.提高英语口语的方法初探[J].湖北广播电视大学学报,2007,(09).潘月红.如何提高学生英语口语能力[J].巢湖学院学报,2007,(01).李丽君,贺凯达.大学生英语口语自主学习的探讨[J].成功(教育),2009,(02).马琼.提高英语教学中跨文化交流途径探析[J].重庆工贸职业技术学院学报,2008,(04).10
