The veracity of language in intercommunication is necessary. The degree of students’ speech, intonation, glossary and syntax will impact the effect of communication [5]. Besides those mistakes on grammar phraseology and speech, they problems mainly embody in the wrong usage of sentence structure. For those functional words, they have not enough language feeling, and what they express lacks continuity. Therefore, the teacher should guide the students to generalize and conclude those functional sentence types, but not just simple scene practice and mechanical imitation. Try to help them accumulate useful vocabulary to improve the veracity of language. But in fact, a lot of teachers stress overly on veracity of language, and they correct students’ error ceaselessly when he or she is speaking English, which in turn affects their fluency. Consequently, the training of fluency is necessary and feasible in oral English teaching. Teachers should make effects to build a relaxing class atmosphere, and provide interesting topics with affirmative guidance and encouragement.
2. 2. 4 Difficulty in organizing teaching activities
Non-English major students’ limited communication capabilities decide that the organization of oral teaching activities has certain degree of difficulty. It is necessary to consider the usage of relatively simple exercise form, but also ensure a lively practice contents which can stimulate students to participate actively. The author investigates what forms of teaching and learning activities non-English major students prefer, the more welcomed by the students is the role-playing and discussion. At the same time, they stress that the practice should be closely integrated with their life experiences or personal experience. Some of them believe that picture description and story retelling can help to improve their oral English level. Only 33.3 percent of students choose “debate” as a necessary form of exercise, because debate demands students to master the language in a higher capacity, which is clearly inappropriate for non-English major students. However, the usage of role playing, discussions and other forms, we must take students’ ability, interest and flexibility into account.
2. 3 The necessity of learning oral English
From the oral English actuality of China’s students (non-English majors) in colleges and universities, we must have a clear understanding of the emergence of reform and opening up! The rapid development of new situation demands college students to improve their speaking ability. “Whether one can use fluent foreign language to contact outside world or not has become one necessary guideline to review one’s working ability.”( Liu Runqing, 1999) Therefore, large-scale oral tests will become the trend of the time. At present, English Teaching in the University attaches insufficient importance to listening, speaking and other integrated ability. Therefore, we should actively avoid the phenomenon of paying too much attention to grammar and writing, but neglect speaking. The current college English teaching model can’t match the employer’s demand of new complex talent. Using English to communicate will become the trend of the times.
3 The strategies of oral English teaching
The seventies of 20th century has witnessed a shift from the study of language seen as purely as a system to the study of language as a communication channel. Communicative approach to language teaching starts from a theory of language as communication. The goal of language teaching is to develop learners’ “communicative competence” (CC), which is the knowledge enabling someone to use a language effectively, and their ability to use this knowledge for communication.
According to the “College English courses teaching requirements” promulgate by Ministry of Education in 2004, the requirements of English teaching in college phase are divided into three levels, namely, general requirement, relatively higher requirement and higher requirement. The speaking capacity of the general requirements is as follows: firstly, they have the capacity to use English to contact in the learning process and can make a discussion on a certain theme. Secondly, they will be able to chat with people from English speaking countries on daily topics. Thirdly, they can make a brief speech on familiar topic after a short-time preparation; they can express it quite clearly with the correct sound and tone. Last but not least, they can use the basic conversation strategy in the conversation. In response to this new requirement, they can combine the strategy with the spoken language teaching practice of a number of experts, and propose the corresponding oral English teaching strategies for non-English speaking students of the university.
3. 1 Developing language competence
Teachers should help students to get access to language information in a multi-channel and multi-facet way and exercise it in oral practice. Chinese students get access to English speech information from teaching, networking, sound recording, radio, television, movies and other English voice. And obtain letter information through intensive reading, extensive reading and other reading materials. Rich language information is the foundation for learners to use language creatively. 转贴于 酷文网-论文下载中心 http://www.coolwen.net
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