培养学生英语即兴表达能力的尝试，本文主要内容关键词为：英语论文,培养学生论文,能力论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
一、问题的提出
在真实的情景中运用英语接收和传递信息的即兴表达能力是英语教育的目标之一，它是语言综合能力的一个反映。人与人之间面对面的即兴交谈往往是无计划无准备的，它需要说话人对所听到的语言迅速作出反应，脱口而出。
我们时常看到的英语课上的warm-up activity（热身运动）往往是在学生有准备的前提下进行的，有时甚至是学生课前将口语素材全文背诵后再在课堂上演示。就其表面形式而言，学生的口头表达能力得到了训练，但一旦需要他们临场发挥，即兴讲话，则会显得结巴语塞或不知所云。有准备的口头交际形式失去了口语训练的真正意义，从根本上违背了英语语言交际功能的原则。
事实上，学生的内心世界相当丰富，想法多多，他们迫切希望把自己的观点表达出来，却苦于一时无法找到合适的英语表达方式，抑或根本就不知道如何表达。目前的英语教学状况是“学生不是想说什么就说什么，而是会说什么才说什么”（胡春洞，1990）。马克思也曾就外语学习问题说过：如果一个人不能掌握所学语言的本质，那么他就无法对其做到运用自如。“想说什么就说什么”即指学习者有能力将目标语自如运用。培养学生根据特定的情景与场合，自如地用英语口头表述自己想要表达的思想，是当前值得英语教师研究的一个课题。
基于上述指导思想，笔者在多年教育实践中不断尝试，逐步形成了培养学生即兴表达能力的“五步讲话训练法”。以下就该训练方法作一阐述，供学界同仁们参考。
二、即兴讲话训练
（一）即兴讲话训练原则
1.即兴讲话需要有一个较为轻松自然的语言环境，不宜有太大的外在压力，无需强烈的任务意识，纯粹是为了“学讲话而讲话”，交谈者之间永远面带微笑，以友好的方式相互倾听，互为修正。
2.话题由教师或学生事先考虑设计后当堂提供。话题宜小不宜大，尽量给合学生的学习、生活、活动环境等，或针对与学生相关的社会现象，让讲话者有话可说。
3.讲话者接题后需在1～2分钟内对话题打一个粗略腹稿，以便讲话时条理清晰，前后连贯，并有一定的逻辑性。
4.主讲学生结束后，其余学生应就该生所讲内容进行即兴问答或点评，以较大范围地训练学生的听力、理解力、思辨力和即兴表达能力。
5.教师控制整个讲话过程，掌握好时间，把握分寸，适时帮助学生排除语言障碍，使即兴讲话顺利进行。
6.阶段性训练后教师需作阶段小结，承前启后，为下一步训练的适度调整作预告准备。
（二）即兴讲话训练步骤
1.师生对讲
即兴讲话初始训练阶段，话题由教师当堂给出，教师随时调控即兴对讲的合适度，即：长度、广度、深度、切题度，并从一开始就营造一种轻松愉快的气氛，以消除学生的恐惧心理，帮助学生进入角色，将师生对讲活动引入自然状态。例如：
What's your impression on me?
T:What's your impression on me?
S1:(shyly)I'm a little afraid of you.
T:Why?Do you think I'm always having a straight face?
S1:Yes.Sometimes,maybe,because you're strict on teaching.
T:I'm sorry my parents didn't give me a smiling-looking face like this.(with a gesture)(The whole class roaring with laughter)But actually I'm not such a kind of serious person.
S1:Would you try to smile more while giving lessons?
T:OK,I'll do my best.But sometimes I find it hard to control my face expression.(to the whole class)Any suggestions for my expression improvement?
S2:Always think about humorous things.
S3:Always treat teaching as great fun.
S4:Always regard yourself as a girl of our same age.
2.生生对讲
从该步骤起，教师要求每位学生课前准备好几个话题，记在心里。上课时当两位学生站到前面，教师确定其中一位为主讲学生，然后随机请出第三位学生来提供话题。此时教师站立一侧，偶作提示，或帮助排除语言障碍，使生生对讲活动顺利进行。例如：
Your dream
S1:My dream is to be a primary school teacher,because I love children.They are lovely and active.I'd like to go into their world.It's pure and clean.That's my ideal world.
S2:When did you begin to have this dream?
S1:Well,it was when I was a small girl in the primary school.At that time I had a small blackboard at home.I used to act as a teacher,teaching my younger brother.
S2:Oh,you had the talent for teaching in your early age.(The word"talent"given by the teacher)But a primary school teacher has a lower income,do you care about it?
S1:I think the teacher's income is enough for my living.Do you think so?
S2:My daily expense may be a little higher.
(T:You are not as thrifty as she.Maybe you should learn from her.)
S2:Yes,I will.
S3:Have you changed your dream after many years of study?
S1:Yes,I did.But after comparing with other professions,I think I'm more fit for teaching post.
S4:Will you change your dream in this colorful world?
S1:At present,I won't.I still stick to it.
3.命题讲话
该步骤仍由学生命题，但由单个学生即兴独立完成。教师要求主讲学生结合平时所学课文的文体结构，在1～2分钟内迅速确定讲话切入点，列出outline。讲话要求有观点、有事例作证、有结论。例如：
Colors
S1:In general,colors are divided into two parts:warm colors and cool colors.Different people like different colors.Colors can even show one's characteristics.(The word"characteristics"given by the teacher)
Warm colors are red,orange and yellow.People who prefer warm colors are active and,energetic.Sociable people,who like to be with others,love red color.Cool colors are relaxing.Those who prefer cool colors like to spend time alone.
Different colors have connection with different objects or feelings.Red,for example,stands for fire,heat,blood and danger.Red is an exciting and active color.It's also connected with strong feelings...
on the whole we can sometimes judge a person from the colors he prefers.
S2:What color do you prefer?
S1:Judging from my colthes and objects,you will get the answer.
S3:Do the colors you perfer really show your personality?
S1:Yes,but not always.Sometimes I will change the colors of my clothes and objects according to my feelings.
4.命题讨论
该步骤一般由教师命题。教师结合当前所学课文内容，拓展广度，挖掘深度，让讨论话题具有一定难度，以训练学生针对话题迅速反应后的即兴表达能力。学生分组讨论后选派代表根据小组讨论提纲即兴陈述小组观点。例如，SEFC Book 1B Unit 16 Fire可引伸出讨论题：
Fireour enemy and our friend
S1:In fact,everything has its two sides.Though fire causes a lot of damages and kills many people each year,fire is also one of man's greatest friends,indeed.Suppose we were still living in the very very old days,we could not in winter have comfortable places to stay in without fire.We could not eat cooked food without fire.We must be careful with fire,because many big fires are caused by carelessness.On the other hand,we can use fire to do a lot of useful things.
S2:It is said that fire is a good servant but a bad master.We are the master of fire.We can actually control fire and make fire serve us as we like.Many things cannot be done without fire.So if we can make use of fire properly,we could have less loss caused by fire,but better effect made by fire.For example,...
5.命题辩论
这样的辩论是微型的。教学中有时因小组讨论结果相悖而引起组际之间争论，讨论题即成了辩论题。辩论的目的不在胜负，而在于绝大部分同学的积极参与、即兴表达。命题辩论是英语即兴表达能力的较高境界，学生需要有一定的语言知识与能力才能根据对方讲话内容即兴反驳，同时还要能兼顾语言的连贯性与恰当性。如SEFC Book 2A Unit 2 No Smoking,Please!一课，可针对“国家从烟草业获得丰厚税收但因吸烟每年造成大量火灾和患病人数增多”这一论题展开辩论。
三、训练尝试后记
社会活动离不开与人交流的社会语言，因此语言的社会功能体现在实际的交流中。人与人之间的口语交流是随机性的，语速较快，一般不会因不恰当的停顿、犹豫和重复而影响意义的表达。同时，这种交流还要兼顾到口语的质量，即语言内容与运用语言知识的正确程度，使与之交流的对象在获取信息后能作出反应，以便交流能够继续进行下去。
培养学生英语即兴表达能力的五步做法正是基于上述理论，并在教学实践中不断尝试后总结出来的。它需要几年的时间跨度，训练对象并非英语初学者，必须具有一定的语言表、达基础。前两步虽是对话形式，但主题突出，连贯性强，是一个短小的语篇。后三步是独立连贯的讲话过程，要求讲话者对话题迅速做出符合英语语言习惯的反应。讲话者除了要具备相关的语言结构知识外，还需掌握一定的语用规则。为了让所有学生都能在即兴表达训练中得到锻炼，每个学生都将依次成为主讲者，同时还要求听者对所讲内容即兴点评，或要求主讲者结束后向全班提问，以便让更多的学生得到更多的即兴讲话机会。