非英语专业大学生口语学习现状分析及其教学策略(英文)

1  The investigation of oral English actuality of the non-English majors
In order to complete this essay more efficiently, I designed a questionnaire which was based on the content and form of this essay, in the hopes of a better analysis for the problem.
1. 1 The objectives of the survey
The questionnaire aims to investigate:
(1) Non-English majors’ learning experience in oral English;
(2) Non-English majors’ attitude and psychological factors of learning oral English;
(3) And other factors which influence the oral English level of non-English majors.
According to the understanding of these situations, to discuss those negative factors which prevent non-English majors from improving their Oral English. At the same time, through the analysis of these issues, to put forward some suggestions to the oral English teaching of non-English majors. 
1. 2 The object of investigation
I investigate 100 collage students from Hunan Agricultural University. Their majors including gardening, water conservancy and hydropower, land management, finance, zoology and etc. They came from different provinces and cities, the majority (96.8 %) start to learn English from first-year junior high school and now have seven or eight years of foreign language learning experience. Their English results of College Entrance Examination also varied from one another, ranging from good results 126 to lower than 90.

2  The results and analysis of the survey
According to the survey results, it shows that Chinese students started to learn English in an earlier time, but learning situation of spoken English is not optimistic. The following points sum up my investigation.
2. 1 Description of actuality
This phenomenon reflects that for many years, due to the traditional examination-oriented education, English teaching in primary and secondary schools focused on grammar, reading, writing and translation, but neglect oral English teaching. Most of the time in the foreign language classroom, the teachers acted as a leading role, while the students passively accepted [2]. It seems that in this way students have absorbed a great deal of English knowledge, but once the real communication scenarios come, the students often get confused and do not know how to deal with it. The so-called “dumb English” is an objective portrayal of the situation. Survey results showed that students like to learn even they are eager to learn spoken language well, they also realized the importance of speaking skills, and they believe that more skills, enable them to better adapt to and serve the society and better realize their own values. But in the process of learning English, besides the existence of psychological pressure, they all lack the necessary guidance and adequate exercise. Therefore, we are faced with the result: After six or seven years of learning English, what the students have mastered is “dumb” English.转贴于 酷文网-论文下载中心 http://www.coolwen.net