期刊文章分类查询,尽在期刊图书馆刘宁 兰州交通大学外国语学院 730070
Abstract: At present, English becomes more important since our country is devoted to establishing diplomatic relations with other countries. The advanced translators are needed urgently. However, the English speaking teaching in college schools is not optimism. This article points the problems in college English speaking teaching, and offers some particular measures to solve them.
1. Introduction
With the development of globalization, there are more and more interactions and communications between China and foreign countries. Companies eagerly want to communicate with the foreigners directly. The demand of the tip-top talent in many business of the society is increasing rapidly. Every walk of life needs the advanced translators to do business with the foreign countries. So the English speaking teaching in colleges in China is particularly important. Many colleges pay more attention to improve the English speaking skills of the students to meet the need of society. However, there are some problems in college English speaking teaching. In this article, the author points some problems the college schools faced and also puts forwards some particular measures to solve them.
2. The influencing factors in college English speaking teaching
Although the college English speaking teaching has made great progress, the current situation is not very active. There are some factors influencing the college English speaking teaching.
2.1 The teachers’ factor
In china, the traditional English teaching methods are teacher-centered. Under the guidance of these methods, teachers speak a lot, but the students speak a little or keep silent. Many teachers teach the oral class just like they teach the intensive class. They spent a lot of times in analyzing the vocabulary, sentences structures and texts intensively (Zhao Jingsui, 2000). Finally, there is just a little time for students to speak and express their own ideas. In class, teachers usually explain the syntactic features of some texts and paraphrases hence, students have no choice to speak anything.
2.2 The learners’ factor
Yue Chen (2012) points that students’ language foundation and linguistic competence are weak. Hence they can not make a complete sentence, especially when they communicate with teachers in classroom, whey they answer questions in class, they also will make some mistakes in grammar.
Attitude is an important factor influencing the oral English acquiring. For most students, they are expecting to improve their oral English skills in amusement. Some students they just want to discuss some interesting topics. When they are interested in the topics, they are willing to talk with group members. But for some challenging topics they usually speak a little, or keep silent (Yu Hong, 2001).
For some students, the biggest problem is they are not willing to speak anything in class. Maybe this is because the learners can not extract the English patterns stored in their brain. In such situation, they are not able to speak anything in classroom. Sometimes, they are feared to make mistakes and to be laughed by others. Dong Yanli (2011) points that some students think they are poor in English, so they do not want to take any risk of making mistakes.
3. Some methods to improve the English speaking skills
In this article, the author points some specific measures to solve the above problems we discussed, from the perspective of school, teacher, and students.
3.1 The schools should take effective measures to attract the excellent teachers. Usually the excellent teachers with rich experience have the better methods to improve students’ speaking skills. Besides, schools should equip the audio equipment, which is useful to practice students’ listening and speaking skills.
3.2 The teachers ought to learn the professional knowledge and modern instructional teaching methodology. Mastering the modernistic teaching methods is an important and necessary part for teachers to improve their own teaching ideas. For example, the teachers should learn how to use the simultaneous interpretation room, which is used to practice the students’ listening and speaking skills simultaneously.
Helping students to overcome the mental barriers and removing the anxiety by creating comfortable and natural atmosphere is another method the teacher can take to help students to improve the English speaking. Before a student was asked to speak before the whole class, he/she will discuss the topic in group sp that they will decrease the mistake and build confidence.
4. Conclusion
So far, there are many factors influencing students’ English speaking skills. For example, some schools do not equip with the useful equipments; the teachers influenced by the traditional teaching methods attach great importance to the grammar and vocabulary; students don’t have the correct attitude towards the English speaking course. In order to solve these problems in college schools in China, many researchers put forward some methods, such as the schools should upgrade the teaching equipments; teachers ought to widen the teaching horizon; the students are supposed to correct the attitude towards the English speaking course (Peng Yuanqin, 2014). However, there are also some problems should be solved. For example, the English speaking teaching time is short. Up to now, no one method can solve these problems that influencing the English speaking teaching. New methods should be put forward by researchers to solve these problems.
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论文作者:刘宁
论文发表刊物:《文化研究》2016年4月
论文发表时间:2016/8/27
标签：英语口语论文; 大学论文; 外语论文; 对策论文; 大英论文; 环宇论文; 制约因素论文; 《文化研究》2016年4月论文;