From the results, the lack of real communication environment is another problem the survey reflected. Since our university didn’t set up specialized oral English class for non-English majors, and oral activities in English class are limited, what’s more, we also doubt whether the limited oral communication activities are scientific. There are many teachers allow students to give a report in English, or organize them to discuss in small groups or whole class. Because of their poor spoken English level, the students harvest only a little, and the results are not often satisfying. One of the main reasons is the true English input is not enough. Sometimes many students have nothing to say, and sometimes students just enter the role of the classroom but had to stop because of time constraints. The most important thing is, classroom activities and real-life communication English is not one thing, and there still exist significant gaps.
2. 1. 1 Non-English majors’ uneven English listening and speaking ability
According to the investigation, these 100 students came from different district of the country, from their English ability, it is not hard to find that there exists difference in their quality of English teaching. For example, some districts pay attention to the cultivation of listening and speaking ability, while some stress reading and writing; some students receive English education from elementary school, while others receive normal English teaching from their junior high school. Despite these exterior factors, the hardworking of the students themselves and their learning ability and interest and other interior factors also affect their English learning.
2. 1. 2 Not optimistic conditions of Non-English majors’ English
Their ability of listening and speaking are worse than their reading and writing. If students are taught English entirely, they aren’t able to understand the simple dialogue, simple listening exercise; they have poor pronunciation of words, speech and intonation of sentence; they can’t use English to conduct simple expression; they have a small quantity of vocabulary.
2. 1. 3 Non-English majors’ lacking ability of English speaking
Due to the fact they have no training of English speaking, they used to find the information, namely, what they want to say, in Chinese before they express, then translate it into English. What is expressed in this way is not authentic, is just so-called chinglish, for example, when showing a guest comes into a door or gets on a car first, some English learner are based on the Chinese way of expression and say “you go first” or “go first”, but accurately, it is “after you.”[3]
2. 2 Existing problems and reasons
According to the survey results, there exist many problems in non-English majors’ oral English learning.
2. 2. 1 Relatively weak linguistic competence
Compared with English majors, the language knowledge systems (including vocabulary, morphology, and syntax) of non-English majors are relatively weak, which largely affect them to use appropriate vocabulary and accurate grammar to express more complex meaning in oral communication. According to the survey results, it shows that most of the students like to recite rich-contented and interesting essay, and then to start verbal exercises based on the recited content. They also hope the teachers provide useful phrases and sentences for them to practice. The limited language skills of Non-English majors make them enhance verbal fluency and accuracy through reciting or access to language information with the help of teachers.
2. 2 .2 Pragmatic competences develop slowly
Pragmatic competences, including sociolinguistic competence, discourse competence and strategic competence (Widdowson, 1989) [4] . Surveys found that because of lack of vocabulary, many students often blocked in the oral communication, and unable to express meaning smoothly. In fact, an English learner already has a basic vocabulary of about 5,000, if he or she is able to use the communication strategies effectively, then he can maintain the ongoing communicate in most case Therefore, the language ability for the non-English major is much-needed to develop. In addition, their development of social linguistic competence and discourse competence is quite slow, which is mainly because of their inadequate knowledge of western social and cultural practices. Their oral expression has a long distance to the coherent, appropriate standards.
English and Chinese are two completely dissimilar languages. Due to the fact they are shaped in two different culture backgrounds. For instance, when some students are asked “aren’t you a student?” they give answer “no, I am” without any hesitation. Apparently, this is wrong. They should say “yes, I am.” In English, for people to give an answer is based on truth, without considering what the question is. However, things are different in Chinese, Chinese people tend to give an answer first to what is asked, and then explain the truth.
2. 2. 3 Too much emphasis on the veracity of language
转贴于 酷文网-论文下载中心 http://www.coolwen.net
共9页: 上一页 [1] [2] 3 [4] [5] [6] [7] [8] [9] 下一页
网摘收藏:
当前位置:
载入中...
-> 在百度中搜索：
-> 在Google中搜索：