Present situation and countermeasures of oral English teaching for non-English majors in colleges and universities

Present situation and countermeasures of oral English teaching for non-English majors in colleges and universities

Paper Keywords: non-professional oral English teaching countermeasures Abstract: College English is an important basic course in China's higher education. With the continuous improvement of oral English requirements, the cultivation of students' oral expression ability has been paid more and more attention. However, the teaching effect is not ideal. The author analyzes the present situation and main problems of college oral English teaching for non-English majors in China from the aspects of concepts, classroom teaching, oral textbooks, teachers and students, studies the countermeasures to improve the present situation of college oral English teaching, and puts forward some countermeasures.

Oral English is the most direct, convenient, important and important communication tool. Economic globalization and internationalization of science and technology are becoming the new characteristics of the times. In order to adapt to this change and improve international competitiveness, many countries in the world have begun to take measures to strengthen English teaching and encourage students to go abroad by studying abroad, short-term visits, scientific and technological cooperation, tourism and other means, aiming at cultivating first-class talents with strong international competitiveness? . The Ministry of Education lists college English as one of the most important basic courses in China. The College English Curriculum Requirements (2004) clearly points out that the purpose of college English teaching in China is? Cultivate students' comprehensive English application ability, especially listening and speaking ability, so that they can communicate effectively in English in their future work and social interaction, and at the same time enhance their autonomous learning ability and improve their comprehensive quality to meet the needs of China's social development and international communication? . It can be said that improving college students' oral English is the need of society, the trend of the times and the requirement of teaching syllabus. At present, although the majority of English teachers and students have gradually realized the importance of improving their oral English communication ability and increased their teaching input, most students' oral English ability is still relatively backward, and the current situation of college oral English teaching is not optimistic.

First of all, the current situation of oral English teaching for non-English majors in China universities.

Although the situation in different regions and schools in China is different, the current situation of oral English teaching in China University can be summarized as follows:

1. Concept: The concept of college oral English teaching in China is generally outdated. For a long time, oral English has not been tested in senior high school entrance examination and college entrance examination, and English teaching only focuses on the cultivation of listening and written test ability. The neglect of oral English in middle school is an important reason for the poor oral English foundation of college students. In addition, it is more serious for college students to learn English in order to pass the grade. For a long time, CET-4 and CET-6 still pay attention to listening, reading and writing, and there is almost no requirement for oral English. Influenced by the examination baton, many students neglect oral English training.

2. Classroom teaching: Oral teaching is inefficient, teaching methods and means are single, and the effect is not ideal. In terms of curriculum, apart from a few colleges and universities offering specialized oral English classes, there are basically only intensive reading classes and listening and speaking classes. In the traditional English intensive reading class, most teachers only pay attention to the overall understanding of the text and the explanation of the main points, leading the whole teaching process, so students rarely have the opportunity to practice oral English. In listening and speaking classes, due to the influence of exam-oriented education, teachers generally only pay attention to students' listening training, while ignoring students' oral expression. In terms of classroom capacity, most college English classes in colleges and universities are taught in large classes, and the average speaking time of each student is only a few tens of seconds, which makes it difficult to achieve the expected teaching effect.

In addition, the teaching methods and means are not really diversified. At present, in college English teaching, most teachers still adopt traditional grammar teaching methods. Classroom activities are mainly teacher-centered teaching activities to impart knowledge. In some colleges and universities, phonetic equipment is relatively scarce, which also limits the flexibility of oral English class to a great extent.

3. Teaching materials: The compilation of oral teaching materials is random, lacking systematicness and long-term, which is not conducive to oral teaching. In recent years, various spoken books have appeared in the world. Among them, most of them involve a wide range and are systematically standardized. However, on the whole, college oral English textbooks are still limited and scattered. Some textbooks are theoretical, and their contents are no longer suitable for the development of today's society. Some topics have little to do with students' real life and thoughts, and some topics are too simple or difficult for students to say.

4. Teachers: At present, the continuous expansion of enrollment in colleges and universities has brought great pressure to college English teaching, far exceeding the ability of existing teachers. At the same time, many teachers' pronunciation, grammar and culture need to be improved, and teaching theories and methods need to be further improved. Compared with domestic teachers, foreign teachers have more pure English pronunciation and a better understanding of the cultural customs of English-speaking countries. ? However, they (foreign teachers) are not as familiar with students' study and life as domestic English teachers, and they don't know much about the national conditions in China, so it is difficult to teach targeted classes and the teaching effect is difficult to improve. ? (Lin Meichan, 2005: 8) In addition, due to the existence of objective reasons such as large mobility, small number and uneven distribution of foreign teachers, although most colleges and universities have hired foreign teachers at present, they are not all oriented to foreign language teaching.

5. Students: In recent ten years, China's college English teaching has made great progress, and the overall English level of college students has been greatly improved. However, the oral communication ability of non-English majors is relatively backward: the oral communication ability of college students is uneven; Most students' oral English foundation is weak, and their weak language ability seriously affects their pragmatic competence.

Second, improve the status quo of college oral English teaching countermeasures

In the actual oral teaching process, teachers often encounter the above problems. All these problems need to be solved in order to improve the present situation of oral English teaching for college students in China, and thus improve their oral English communication ability. In view of the above problems, the following lists the relevant countermeasures for the reference of the majority of oral English teachers.

1. Reform ideas and courses. Teachers should make students understand that passing CET-4 and CET-6 is not the ultimate goal of learning English. Four basic skills, namely, listening, speaking, reading and writing, are indispensable when learning Grade One. Re-adjust college English curriculum according to curriculum requirements. Taking oral English course as an integral part of college English course series, appropriately reducing the class hours of basic knowledge and increasing the series of skill-based, knowledge-based and application-oriented elective courses.

2. Create a student-centered classroom teaching mode to create real language communication for students. Compared with traditional teaching methods, multimedia network technology integrates words, sounds and images, which can provide more realistic language and communication scenes. Therefore, teachers should make full use of network multimedia technology to provide students with authentic language input and make necessary preparations for language output. Besides, will the teacher change? A word? The new teaching mode has been replaced by the student-centered classroom teaching mode. In oral English classroom teaching, teachers only do necessary guidance, prompt and correction, leaving limited classroom time for students.

3. In the choice of teaching materials, teachers can use a practical and interesting teaching material, supplemented by some real materials, and use both teaching materials and extracurricular materials. Textbooks can provide systematic situational training to help students solve problems? What did you say?/Sorry? problem Teaching AIDS are more flexible, keep pace with the times, practical and interesting, and are closer to the culture of English-speaking countries, which is helpful to solve students' problems? Say what? problem

4. Pay attention to the training of teachers and constantly improve their professional quality. A qualified oral English teacher should have excellent professional knowledge, including listening, speaking, reading and writing. Understand and be able to control all kinds of things freely; Understand the basic theory of students and second language acquisition; In understanding, cultural connotation can penetrate into English teaching; Master modern educational technology and skillfully use multimedia and other auxiliary teaching methods; Have the ability to constantly update teaching concepts and understand and apply new linguistic theories at any time. The improvement of teachers' professional quality needs their own efforts and the support of competent departments at all levels. In addition, the role of foreign teachers can not be ignored.

5. Pay attention to the cultivation of students' abilities. First of all, a solid language foundation is the guarantee to improve oral communication ability, so we should pay attention to the cultivation of students' language foundation in oral teaching. Secondly, we should strengthen students' understanding of western culture and cultivate their cross-cultural communication ability, so as to achieve the purpose of cross-cultural communication. Finally, we should pay attention to cultivating students' habit of thinking in English and strengthen the training of English thinking ability.

Improving college students' oral English is one of the main tasks of college English teaching in China. As college English teachers, we should use our limited classroom time and spare time to provide students with opportunities to practice oral communication to the maximum extent, and solve the main problems existing in the current college oral English teaching in China, so as to effectively improve students' oral communication ability.

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