How to Improve Spoken English in Middle School eng

How to Improve Spoken English in Middle School Abstract: Language is the direct embodiment of thought. The richness and the profundity of the thought are manifested in the language. Therefore, a teaching course of oral communication is not only a course of improving listening and speaking abilities of students, but also a course of developing the thinking ability of students.In recent years, much more importance has been attached to language using ability of the students in our country. Nevertheless, speaking skills of the students are not developed during a course of practical teaching. The commonest problem that the Chinese students encounter in spoken English is that they are very shy and not willing to speak due to a fear of making grammatical mistakes. In fact, if you are afraid of making mistakes, you are destined to making mistakes and allow the communication to be failed. As for the reasons, some students have internal causes and are also influenced by external causes. Thus, much attention and deep analysis should be paid on this problem.

Key words: improvement, spoken English, middle school

1.current situation of spoken English of junior school students:

After China enters the WTO, an opening-up level of China has been raised continuously and the communication with the world has become increasingly frequent. Characteristics of the informatization and globalization have been presented in social life. English, as an

international language, has an especially important effect on foreign contacts. On one hand, spoken English plays a significant role in current economic construction, foreign exchange and cooperation as well as cultural education of our country. [1] On the other hand, spoken English has a close relationship with job selection, interviews, foreign negotiations, oversea visits and cultural exchanges. However, spoken English levels of the English beginners- the junior school students are different. Most of them can just speak a little English and don’t know what to do when they meet complicated conditions. In addition, they are too shy to speak in classes of foreign teachers. Whether they can understand or not, they never communicate with their foreign teachers consciously or practice their spoken English in English corners. Therefore, the chances to practice the spoken English have been reduced, and dumb English forms. Additionally, teachers dominate the classes and teach students mechanically, which results in that a student-centered teaching mode has not widely applied completely. The teachers teach unilaterally, but they do not leave the students with enough practice time. Learning laziness of students on spoken English has been formed due to this phenomenon. The students accept English symbolically without innovating and converting what they learn into knowledge useful to themselves.Meanwhile, the learning enthusiasm for spoken English is reduced result from English study adapting to a

test.[2]

2.main problems of failing to improve spoken English:

2.1ignore real context experience

The essential difference between a classroom language environment and a social language environment is that the latter provides a specific language environment for an oral communication participant directly, but the former can only provide the participant with oral communication training in an environment of the context and the classroom language environment indirectly. [3]This condition requires the teacher to design, so that the specific language environment close to the real language environment can be introduced into a classroom. Only under the circumstances can students experience the language environment, however, in the practical teaching, the teachers are very prone to ignore language environment experience. The specific conditions are as follows:

2.1.1Spoken language teaching is conducted by listening to

dialogues and then asking questions, however, the students

do not completely take part in an oral communication

activity.

2.1.2Dialogues are started in pairs, but the students just repeat the

dialogue text actually.

2.1.3The role-play is performed on the basis of recitation, but the

students are only spokespeople of dialogue participants and

the spokespeople without dynamic roles.

2.1.4Under the guidance of teachers, the students design the

dialogues voluntarily according to original dialogues

(namely the dialogue text in teaching materials). In fact, the

students act in a play by using their own script. Even if

played extremely, the training is still the role experience of

actors instead of the real context experience of the

participants in daily dialogues.[4]

Teaching values of the above classroom training patterns are

not denied by the behaviors listed above. The essence

which is required to be pointed out is that if the spoken

English training methods of the teachers are not improved,

the real context experience can’t be achieved in the

classroom training.

2.2ignore interaction

As previously mentioned, the interaction is an interpersonal dynamic course which must have the following factors:

2.2.1The participants take part in the dialogues together.

2.2.2The participants do not know a dialogue process in advance.

2.2.3The participants cooperate, start, promote, maintain and

finally accomplish the dialogue activities.

2.2.4The interaction of the participants is always based on a

certain specific task.

2.2.5The participants conduct random adjustment on words and

sentences continuously during the interaction.

2.2.6The participants conduct random adjustment on the attitude,

the opinion and the behavior continuously during the

interaction.

2.2.7The participants explore mutually and continuously during

the interaction.

2.2.8The participants explain the lexeme mutually and

continuously during the interaction. However, the classroom

activities carried out by the students are obviously lack of

the above eight points during oral training in class.

2.3Ignore the communication strategy

As the oral communication has greater randomness and informality, dialogue strategies are required to be supported. We can see a great amount of operational training in English classroom teaching, but the teachers always ignore the development of the speaking strategies. [5] There are several aspects:

2.3.1Strategy goals are not introduced into the overall design of

teaching.

2.3.2The classroom design of a teacher is lack of a strategy

concept.

2.3.3The teachers do not master systematic strategy training

methods and applied technologies.

2.3.4The teachers cannot provide the students with vivid dialogue

strategy demonstration, that is, the teachers cannot show

students the realness of words with real examples.

2.3.5The teachers have not attached much importance to values of

native language strategy experience on English strategy

development.

2.4tediousness

The junior school students are English beginners and mainly practice spoken English by reciting a certain number of words, sentence patterns, idioms and texts, but they are mentally half-mature and half-childish, cannot monitor and control themselves very well, cannot study perseveringly and have weaker willpower. Moreover, they just contact English, so that most students study English by memorizing mechanically. [6]This learning method particularly appears in junior-grade students, which cause the problems that the students well memorize materials that they are interested in, but cannot memorize the difficult ones. The students are not easy to practice spoken English

intently for a long time due to their psychological characteristics.

They often feel that practicing English is too tedious, too mechanical and too boring, so that they lose interest in English, and finally hate English.[7]

3.Three factors influencing the poor expressive ability of spoken

English of the junior school students:

3.1fear-to-speak mentality

Chinese is our mother tongue. The junior school students nowadays have already been used to the mother-tongue thought. It is difficult for them to study English for the lack of an appropriate language environment. In addition, obstacles of learning English bring them serious psychological obstacles. The students are often anxious and nervous during oral expression because of the feared mentality, so that they cannot think and express normally. The reasons resulting in the mentality are that the students do not have enough chances to practice their spoken English at ordinary times, do not have sense of autonomy when they speak and spend much more time thinking that whether the sentences and words he spoke meet grammatical rules. The mentality directly leads to abnormal progression of the oral communication.[8]

3.2the influence of the mother tongue

Some students have made mistakes during an English learning

process for a long time. They believe that they can speak fluently and flexibly only by memorizing more words. However, it is not true. Additionally, the limitation of teaching conditions can also influence the improvement of the spoken English level of the students. Most schools don’t offer spoken lessens for the students specially. The common spoken language teaching is accomplished in aural-oral lessons. Therefore, some students are not willing to practice spoken English after the classes. The chances for the students to communicate with native English speakers are slimmer.

The common mistakes in spoken English cannot be corrected in time.[9]

3.3the influence of the cultural difference

Different social environments and backgrounds bring many obstacle s of cross-cultural communication. The cultural difference is divided into the cultural difference and the pragmatic level of words from the aspect of language. If people don’t know the difference between the English language and the Chinese language on cultural connotation, the difficulty of expressing the spoken English can appear or the spoken English cannot be expressed accurately, and finally a communication failure arises. During the emergence and development courses of the whole human language, culture is developed and changed with the language at the same

time. Differences exist in different cultures on value orientation, manners and customs, thinking modes and social regulations.

4.The scheme to solve the problem of spoken English:

4.1favorable English learning environment

A favorable communication environment is provided. It is very

vital to create a rich learning atmosphere for the study of the mother tongue. A language learning environment is ubiquitous.

When we study a foreign language, the lack of the language learning environment is always a great barrier. Therefore, a learning environment for the spoken English is required to be created by us. Under the circumstance, learners can express themselves naturally in a natural and real language environment.

Learners study together, listen and talk. The collective language learning environment is a satisfactory language learning environment, in which the students play leading roles. The students have conversations, simulate performance, rehearse short plays and participate in English speaking competitions in classrooms, English corners and English clubs. They are positive and active participants during the course, so that their learning interest and enthusiasm are improved greatly. Teachers tell the students that if you want to improve your oral communicative competence, you should work with perseverance and study hard.

Only in this way can you make some progress. If everyone in our class develops a good habit of practicing the spoken English, the rich language environment can be formed invisibly. With the help of the environment, the interest and the ability of students’oral communication must be improved.[10]

4.2 match of body language of English teachers

The English teachers should pay attention to silent images of the body languages. Language arts of the teachers influence the students greatly and can allow the students to be educated and edified imperceptibly. The teacher's expression is matched with the graceful body languages such as a smile, a serious expression and a nod. The expressions of joy, anger, sorrow, happiness, love and hate which are revealed naturally along with contents of teaching materials as well as the appropriate body languages are conducive to arouse the empathy of the students on textbooks. The teachers should consciously practice their oral expression ability, the ability to apply teaching languages, the reading ability, the ability to conduct oral communication with the students, the ability to guide the oral communication of the students and the like. An excellent teacher can motivate the learning motivation and the self-confidence of the students, so that the students can feel the pleasure of English communication and have the motivation to speak English. Gradually, a passive state of "unwilling to speak" is converted into a conscious state of "willing to

speak". Then the students have strong desire to speak and have sufficient self-confidence to master English. At the same time, the positive spirits of the teachers attract the students to some extent, which motivates the students to learn English passionately.[11]

4.3 have patience with students' mistakes

The vocabulary of the middle school students are extremely limited, the chances for them to speak English are very low, and they always make mistakes, so that the teachers can slow down in a teaching process and can also repeat many times so as to give the students more time to think. Furthermore, the students will make mistakes during expression due to the fact that they are very nervous or the teaching materials and topics are very unfamiliar. The teachers need not to lose confidence in this case, because the students can make some progress in the following continuous practice. When the students speak, the teachers should allow the students to make some linguistic errors. If the students have several greater and more serious problems, the teachers should correct the mistakes after the students finish their speeches. The teachers can induce and encourage the students properly in order to assist the students in speaking when they interrupt or hesitate. In addition, the teachers must affirm the advantages and progress of the students when they evaluate the classroom performance of the students.[12]

4.4 good teacher resources

A good classroom atmosphere is required to be built. A psychological environment of the student should be optimized. The moderate tension can allow the learners to maintain the dynamic and nimble thought and attitude during foreign language study. Therefore, the teachers can adjust the classroom anxiety to an appropriate level. In a teaching process, the students are allowed to combine freely so as to exert leading roles of the teachers. The excellent students are required to help the poor ones. The teachers ought to encourage more and criticize less. If the students have general mistakes, the teachers ought to correct the mistakes in a summary in a concentrated manner. Moreover, errors in spoken English are not required to be corrected. If the teachers want to improve the oral expression ability of the students, they should have solid basic skills of spoken English, can speak English fluently, should be familiar with customs of English-speaking countries, can have wide information quantity, can comprehend knowledge in every field, should have agile thoughts and flexible skills and should also have sufficient enthusiasm and patience with every student. Additionally, the teachers need to prepare activity modes of the oral training to allow the classroom activities to be diversified and interesting as far as possible. Because the teachers give the students with different characteristics the opportunities to present themselves every now and then, every student can learn from others to overcome their own shortages and improve their spoken English

continuously.[13]

4.5 take full advantage of intuitional teaching aids

When the teaching aids are used for explaining new words, the students are easier to master the contents they learn. Better effects will be exerted if the teachers can give some appropriate directions to the students in a TV watching or movie seeing process. Let's take greetings as examples: greeting styles are different among friends, strangers and leader-member relations. The language materials are various naturally as occasions providing TV and movies are many. The teachers should lead the students to pay attention to accumulating data such as cultural backgrounds and social customs when the students read English newspaper and English novels, listen English broadcasts and television news and watch short English films. For the overwhelming majority of students, to understand the Anglo-American societies mainly depends on indirectly reading and listening to relevant materials. Reading and listening are the most direct approaches to understand all orders of society, various social problems, different customs and cultural characteristics at present.

4.6 persist in group activities

A real language environment has been established in listening and speaking teaching. The teachers can implement very rich and colorful group activities so as to establish the real language environment. Many

linguists deem that main values of the group activities lie in that natural language activities are motivated through discussion and conversations, so that the students are encouraged to discuss the current topic. The tension feelings, overcautious feelings and anxiety of the students can be eliminated by persisting in implementing oral activities in groups, so that the possibility that the students speak freely is great. Therefore, the spoken English level is improved greatly. The activity members can be double or multiple. The contents are supposed to combine the teaching materials and social hotspots which are required to be discussed by the students. The students can argue heatedly or give suggestions during group discussion. Everyone should pay attention to mapping modes and well-chosen topics. Only in this way can the students express their own opinions and show their advantages. Furthermore, because most schools at present adopt multimedia teaching, the information quantity received by the students is greater. In this case, sense organs of the students are simulated preferably and the listening and speaking desires of the students are motivated. For example, if the students are showed a piece of movie clip, the teachers must explain the movie clip appropriately, then let the students simulate and finally evaluate the student performance. After the multimedia teaching is finished, the vocabulary and the

self-confidence of the students can be improved and their interest in English can be stimulated greatly.[14]

5.Conclusions:

We should sufficiently realize psychological obstacles existing in spoken English learning. More importantly, the teachers ought to intensify learning and practice of educational psychology, accurately grasp psychological changes of the students, effectively mobilize students' emotions and eliminate and alleviate psychological obstacles of the students to ensure that the enthusiasm and the initiative of the students are fully developed, motives, interests and confidence of the students are intensified, and an effect of improving the oral English teaching of the students is achieved. As students, they ought to correct their learning attitudes timely and maintain good attitudes towards English in order to lay a solid foundation for their lifelong learning and development.

References:

［1］张白佳．激活词语提高口语能力［M］．山东外语教学，1997(3)．

［2］杨静．英语口语水平提高的障碍［J］．贵州师范大学学报，2003(1)．

［3］Roseberry－Mckibbin，C．Multicultural Students With Special Language Needs ［M］．Oceanside，CA: Academic Communications Associates．1995．

［4］Selinker，L．Rediscovering Interlanguage［M］．London: Longman．1992．

［5］程方平，《课堂过程操作策略全书》，国际文化出版公司，1996．

［6］罗少茜，《英语教学中的行为夫现理论与买践》，.北京教育出版社.2001．

［7］文秋芳．英语口语测试与教学［M］．上海:上海外语教育出版社，2003．

［8］张文忠．第二语言口语流利性发展的定性研究［J］．现代外语，2000，(3)．

［9］叶奕乾,祝蓓里.普通心理学[M].上海:华东师范大学出版社,2004:152-153.

［10］王银泉,万玉书.外语学习焦虑及其对外语学习的影响[J].外语教学与研

究,2001(2):122-126.

［11］闫红杰.浅谈学生逆反心理的成因及对策[J].漯河职业技术学院报,2008(6):141-142.

［12］马泽玉.英语口语学习心理障碍及其对策探讨[J].江西教育学院学报,2008(4):48-49.

［13］张霜.课堂心理气氛对英语口语教学效果的影响[J].四川教育学院报,2007(2):44-45.

［14］章兼中.外语教育学[M].杭州:浙江教育出版社,1993:302.

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