Question 37 tells us that only 39.07% of students read English frequently. That shows most students have not formed the habit of read English frequently. Question 38 reflects that 78.71% of them recite short English essays or dialogues. Most of students have already realized the importance of reciting English to spoken English. For question 39, we can see that 59.26% students sometimes try to raise their spoken English proficiency, but according to their present methods of learning spoken English, the result is not obvious or a little. What’s worse, some don’t have the methods of learning spoken English at all. Thus, students should improve their methods.
3 Discussion
After analyzing the teaching situation in QiYang, the reasons for emergence of these regional issues can be summed up as internal and external factors.
3. 1 External factors affecting spoken English teaching
External factors refers to the low quality of teachers, the outdated English teaching model, a large class capacity and local education departments not allocating sufficient funds to support teaching.
(1) The problems of English teachers’ quality. In the countryside, the educational background of most English teachers in junior middle schools in this area is low. In addition, teachers are scarce. Partial teachers are transformed from the primary school. Moreover, the incumbent teachers settle in the simple educational model. Owing to lack of sense of competition, they never think over improving themselves. Along with information technology’s changing with each day and new technology’s constant emergence, they start not to be able to follow the development of times. They feel troubled in teaching new knowledge to the students. Owing to various reasons, the qualified English teachers who are raised afterwards will not work at the countryside schools. Thus, the professional knowledge of these teachers is not very solid and their pronunciation and intonation are out of standard. Therefore, the overall quality of them is not high. With regard to the teaching, under the influence of examination-oriented education system and traditional educational model, English teachers adopt the model which emphasizes the instruction of knowledge, neglecting to raise the ability of students. Teachers have become the leaders of the class. That runs against with the idea of new English curriculum and it will frustrate students’ enthusiasm of learning spoken English. Now as new teaching materials are promoted, it will bring about both of challenge and pressure to them. Therefore, they have to improve their quality of teaching.
(2) The problem of teacher-centered educational model. Under the sole educational model, teachers only consider the contents of each class, fearing that the richly colorful activities will waste time. Therefore, in the class, teachers only pay great attention on the grammar, the syntax and the word. Students only need to listen to what their teachers have taught seriously. Thus, the class atmosphere appears silent. That is not in factor of exercising students’ spoken English.
(3) A large number of students in a class. The less the number of the students is, the better the teachers teach spoken English. However, in our country, most middle –school classes have a big capacity, generally ranging from 50-60 students .There are so many students that it is difficult to guarantee that each student has the exercise opportunity.
(4) The influence of school authority. In the countryside, schools’ honor is evaluated according to the criteria of the enrollment quotes. If the proportion is high, the teaching quality is high. Therefore, as faculty meeting is held, school leaders will only stress how to increase the scores of examination. Teachers can also only comply with this kind of requirement. Therefore, schools have not attempted to promote students’ spoken English through some activities.
(5) Lack of fund in the school to afford the audiovisual equipment. Since the educational department in the area doesn’t give the school enough money, majority of countryside schools can’t afford the audiovisual equipment. At present, some schools still use the wood-made desks. The top of them is already tattered and torn, far from use of the audiovisual equipment as the assistant tool for English teaching. Since lack of fund, the teaching facilities are also in the poor conditions. That is one of the reasons why few of graduates don’t join in teachers’ troop of countryside. And that is a great difference between urban schools and countryside schools.
3. 2 Internal factors affecting spoken English teaching
Internal factors are the main cause of the problems in the area. There are the results of influences of countryside students’ individual characters and students themselves lack of the methods of learning English.
(1) The influence of countryside students’ individual characters. Chinese people who speak English are characterized as following. Generally speaking, students of countryside fear making mistakes as they speak English. They are unwilling to speak English. They feel inferior but are full of self-respect. In daily life, they seldom carry a conversation in PuTongHua, let alone speak English. Actually, middle-school students of this area started to learn English in the third grade at elementary schools. They dare to speak English at the early learning stage. But after long with their growth, they consider that their own pronunciation is inferior to others and fear the strange accents bring in scoffs from others. Therefore, they prefer not to speak English. In addition, the countryside students are characterized by the introvert character. They are afraid of making mistakes and are not good at expressing themselves. All these had bad effect on their self-confidence as well as their language skills’ development.
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