提高小学生英语口语能力初探(英文)

Abstract: This paper attempts to discuss the scientific ways of improving primary school student’s spoken English ability from the angles of new students, new teaching and new evaluation according to the Multi-Intelligence Theory. The research is of great significance for improving primary school students’ spoken English ability.
 
Key words: Multi-intelligence Theory；Primary school English.；Spoken English teaching

摘  要:本文根据加纳德的多元智能理论从树立新的学生观、教学观 、评价观的角度，试图探讨提高小学生英语口语能力的有效途径。本研究对如何提高小学生的英语口语能力具有启示作用。

关键词：多元智能理论；小学英语；口语教学

Introduction
In recent years, under the background of the globalization, with regard to how to develop students’ English ability especial the primary school students’ spoken English ability, there appear many new educational theories, educational modes and assessment programs. From the metaphase of the 1970s, the language testing field of foreign country emergence the communication testing theory, which point out that mastering a language means that you can use the language to communicate with people very fluently under certain context environment. While, in China’s primary school English class, many teachers practice the educational assessment program during their teaching process in order to bring up the confidence and enthusiasm of the student, consequently, to develop their abilities of studying English.
Gardner, the psychology expert of the Harvard university of the United States, has once indicated, “the assessment should become one part of the natural context and it should be fulfilled between the individual participation and the study context, while isn’t the compulsive extra-content during the students’ spare time.” [1] This paper introduces the scientific suggestions of improving primary school student’s spoken English ability from the angles of new students, new teaching and new evaluation according to Multi-Intelligence Theory. The present author aims to supply some suggestions that can find out and develop the primary school students’ English study ability especially the primary school students’ spoken English ability. The whole paper can be divided into three parts: the first part is a brief introduction of the Multi- Intelligence Theory; The second part is the survey on the situation of the primary school students’ spoken English teaching; The third part is the result and discussion on the situation of the primary school students’ spoken English teaching; The fourth part is implication; The last part is the conclusion. The author attempts to point out the validity of the Multi-Intelligence Theory.

1  A brief introduction of the Multi-Intelligence Theory
The Multi-Intelligence Theory is put forward by Gardner, the psychology expert of the Harvard University of the United States in his book The Structure of the Intelligence in 1983. The Multi-Intelligence Theory gives a rigorous challenge to the traditional Intelligence Theory and give a new explanation to human’s intelligence structure. The Multi-Intelligence Theory make the contribution to the basic education reform of our country and it has been entered into the exact subject teaching realm. This paper attempts to discuss the scientific ways of improving primary school student’s spoken English ability from the angles of the definition and the characteristics of the Multi-Intelligence Theory.
According to a great number of experiments of the human potential ability in recent years, Gardner puts forward the Multi-Intelligence Theory, according to this theory, the intelligence namely the individual’s ability for solving real hard nuts that oneself meets or for creating valid products. Its basic property is diverse which is not one kind of ability but is a set of ability. What to prop up the Multi-Intelligence Theory is the eight kinds of intelligence that individual body exists independently and relates with particular cognition realm and knowledge realm. The eight greatest intelligence education methods, sparked the Olympic flame of education reform, developed a new era for mankind great talent to grow. These eight kinds of intelligence respectively are: Verbal—the linguistic intelligence, Musical—the rhythmic intelligence, Logical—the mathematical intelligence, Visual—the spatial intelligence, Bodily—the kinesthetic intelligence, Interpersonal intelligence, Communication intelligence and Naturalist intelligence. Eight kinds of intelligence performance individual difference, each person has his strong item and weak item; some present early, someone presents later. In the following parts, the present author will introduce the eight intelligences.
1.1 The linguistic intelligence
Verbal—the linguistic intelligence. It means human's ability of grasping and using language flexibly. Therefore in addition to encourage the student to follow the teacher or the tape to read loudly, to imitate repeatedly, to control a good language sound and tone, the teachers should pay special attention to dialogue training, it is more helpful to improve the students’ open-eared ability and comprehension ability, at the same time let the student to take appropriate reaction and to try to use English communicate with teacher and classmates. When the student is enriching his spoken English to carry on his expression, the teacher can see the student's vocabulary quantity is greatly extended. In the teaching experiment, the teacher can divide into a class into a few groups, let the student collect the best opinions from their group companions and turn these ideas to become their personal understanding, gradually promote the student's spoken English ability.转贴于 酷文网-论文下载中心 http://www.coolwen.net