On the Problems and Countermeasures of English Oral Teaching

On the Problems and Countermeasures of English Oral Teaching

Abstract of the thesis: The article starts from the problems of English oral teaching in the university, and puts forward the measures to improve the teaching of oral teaching, which is aimed at better cultivating the college students' oral English The article is based on the problems of university English speaking teaching.

With the increase of Sino-foreign exchanges, the importance of English expression ability is becoming more and more prominent. From the feedback of successive college students towards the aftermath, the vast majority of them face the challenge of spoken English. In the process, many recruiters, especially sole proprietorships or joint ventures, have high requirements for applicants' application ability, especially speaking, which happens to be the weak point of most graduates. Therefore, the university oral language teaching becomes one of the key points and difficulties in the reform of foreign language teaching.

I. Problems Existing in College Oral English Teaching

1. Unfavorable Factors Existing in Teachers

(1) Outdated Teaching Methods Limit the Cultivation of Students' Creative Ability. Students in the English classroom to receive most of the class as a unit of the overall learning, mainly in the traditional ? style? teaching. Its teaching process is roughly divided into: new word learning? Grammar hints? Translation? Practice after class? Conversation Leader? Imitation and performance. Students only single accept the book knowledge, according to the books in the dialogue mode to follow the reading, copy or imitation, lost the independent thinking, play the space for creativity, limiting the cultivation of creative ability.

(2) The traditional teaching mode affects the effect of oral teaching. The traditional teaching mode gives the teacher the right to act as a leader and dominator in classroom teaching, while the role of students can only obey the arrangements and follow the instructions. The single model highlights the status of the teacher and emphasizes the role of the teacher, but ignores the real core of the teaching process? the student. As Earl Stevick emphasizes, the teaching and learning process ? is crucial to put? learning principles? in the process of teaching and learning. teaching principles before the principles of teaching.

(3) The single teaching content hinders the improvement of the quality of oral teaching. At present, some of the oral English teaching materials are simple in content and single form, only collecting theme-related 'vocabulary phrases, summarizing the main points and important sentence patterns, arranging thematic situational dialogues, and setting up classroom and after-school exercises. The uniform teaching content cannot mobilize students' enthusiasm in learning English, and may even make them? It may even make them bored. The same content can't motivate students to learn English, and even make them get bored.

2. Problems of students

(1) There are obstacles to the learning of spoken English. Subject to their own personality and traditional? face? concepts, many students in the process of learning English are always afraid of speaking wrongly, afraid of being blamed, afraid of being laughed at, which makes them more and more afraid of opening their mouths to speak English, forming a psychological barrier, leading to nervousness and anxiety when expressing themselves orally, and affecting normal thinking and communication. Qiannan Institute of Vocational Technology (hereinafter referred to as ? our college?) The data sampled from the 2009 Business English class show that 75% of the students believe that their personal character and anxious mindset are important factors affecting their learning of spoken English.

(2) The level of spoken English is generally low. For a long time, what most students receive in school is test-oriented ? fill-in English? or? English? In the learning process, students are more inclined to theorizing, conceptualizing and modeling, and there are few or even almost no opportunities for oral training, which leads to the fact that students? know what to say but don't know how to say it? The situation seriously restricts the improvement of English speaking ability.

(3) The lack of vocabulary. Vocabulary is the most basic element that constitutes discourse, forms semantics and builds communication. Due to the lack of vocabulary, many students can't really get the information of the communication object, and even misunderstand and misinterpret the received information, resulting in communication obstacles. At the same time, the lack of vocabulary makes it impossible for students to express their inner views correctly, freely and appropriately, which hinders language communication.

(4) Grammatical rules are too important. Influenced by the test, many students focus on language learning in the process of English learning. Mechanical memorization of grammar rules makes students unable to adapt to the requirements of college English which pays more attention to the cultivation of application ability, and they still can't change the habit of making grammatical judgments and analyzing the components before opening their mouths to speak, so that they miss the best time to exchange information, which seriously hinders the oral communication.

(5) Lack of opportunities and atmosphere to speak English. I was born to learn and grow in a single. In addition to the limited number of English speaking classes every week, daily communication is mostly in Chinese, and there are few opportunities to use English for oral communication. Even in the case of English speaking classes, the situation simulation performance or simulation training, the limited class time can not really meet the requirements of English speaking training, suitable for the cultivation of oral ability.

(6) Lack of initiative in oral training. Due to the relatively poor foundation of their own spoken English, as well as the influence of personality and traditional concepts, most students are unwilling to take the initiative to open their mouths for oral training. They participate in teaching activities in the classroom and complete learning tasks after class just to get the corresponding credits and cope with the final exam. The data from the sample survey of the 2009 Business English class in our college show that 43% of the students have almost no oral training every week, 39% of the students have about 1 hour of oral training, and only 18% of the students have more than 2 hours of oral training.

Second, the strategy to improve the teaching of college speaking

1. If you want to learn English well, you must first pass the phonological barrier. The basis of phonetics teaching is phonetic teaching, and learning phonetic symbols is a prerequisite for learning English well. Mastering the correct pronunciation method and pronunciation skills can help students solve the difficulties of word spelling and memorization.

2. Create a good oral English learning

Due to a variety of factors, students usually have fewer opportunities to contact and use English. At the same time, oral English teaching mainly relies on classroom teaching and lacks real communication opportunities. Therefore, teachers of spoken English should create opportunities for students to speak English as much as possible, design English communication scenarios, organize teaching with English, and create a good English-speaking atmosphere for them to promote teaching.

3. Change the concept of teaching spoken English

? Student-centered? s teaching ideology has led to a fundamental change in the role of the teacher. The teacher is no longer the center of the whole classroom, but the organizer and coordinator of teaching activities. In the whole teaching process, the teacher is in a leading position, guiding students to participate in teaching activities, inspiring them to think about the problem, in-depth understanding of the situation, changing ? One-way? Teaching to? Two-way? Interaction.

4. Reasonable use of scientific teaching methods

Teachers of spoken English can't just use a single? The teacher can't just use a single "conversational" method. Teaching, but also with the help of a variety of network resources and multimedia-assisted teaching. Through the five stages of teaching of determining goals, assigning tasks, division of labor, acceptance of results and evaluation and feedback, the use of retelling, summarizing, describing, question and answer, discussion, performance, debate and other ways to play the role of English songs, and classroom interactive games, activate the students' thinking, improve their participation, and fully demonstrate the advantages of the combination of sight, sound, and speech, to enrich the form of teaching, and to improve the quality of teaching.

5. Stimulate students' interest in learning English

Bloom, a famous American scholar, said: ? A student who learns a lesson with positive emotions should learn more easily and far more than those who lack enthusiasm, pleasure or interest, or those who are anxious and fearful of learning.? Interest is the best teacher? , is the beginning of cultivating everything. Therefore, teachers of spoken English should find ways to highlight the practicality of knowledge, the communicative nature of language, and the fun of activities in the speaking classroom. The theme should be close to the students' lives and in line with their age, and the content should be broad and not be confined to the form or limited to the textbook.

6. Carry out a variety of second-class activities

Teachers of spoken English should pay attention to the organic combination of inside and outside the classroom, focusing on classroom teaching at the same time, and actively carry out a variety of second-class activities. Such as English corner, English karaoke contest, English contest, English calligraphy contest, English speech contest, English stage drama performance, English recitation contest, English radio station and English chat room, etc., to encourage students to participate in the classroom practice and enrich the content of learning.

7. Enriching the content of teaching materials

At present, most of the multimedia teaching materials for speaking are for students' independent learning, and there is a relative lack of resources suitable for classroom teaching, such as background information, related videos and audios. Classroom teaching is an important part of spoken language teaching, so spoken language teachers should strengthen their own learning, improve their business level, accumulate teaching experience, collect useful materials in daily life and teaching reform practice, actively introduce valuable resources, and design and develop teaching materials that are suitable for classroom teaching, in line with the actual situation of students, and in line with the students' specialties with the help of multimedia technology.

8. Cultivate cross-consciousness and understand Chinese differences

It is necessary for teachers of oral English to introduce students to relevant cultural background knowledge while teaching oral English, so that they can understand the linguistic characteristics of English, as well as the natural scenery, local customs, backgrounds and practices of English-speaking countries. Through movies, videos, songs and pictures, students are exposed to British and American cultures in an all-round way, cultivating cross-cultural awareness, so that they can really understand English and speak it well.

There are a lot of problems in the teaching of college English speaking course, teachers can use appropriate coping strategies to improve the teaching mode, improve the quality of teaching, and cultivate the students' ability of oral expression in the actual teaching.

References:

[1] Zhang Zhengdong. New Theory of Foreign Language Teaching Skills [M]. Beijing:Beijing Science Press,2003.

[2]Cai Kigang. The new theory of English teaching skills [M]. Foreign Language Teaching and Research,2005,(2).

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