英语口语教学法文献综述

AStudyonTeachingMethodsofEnglishSpeakinginJuniorMiddleSchool“初中英语口语教学方法探究”LiteratureReviewⅠ.IntroductionSpokenlanguageisdefinedasakindofoutputcapabilities.Stimulatedbytheexternalsoundorotherinformation,speakersproduceaninitialmotivationandintention,formdeepsyntacticstructurethroughinternallanguagestage,andthenexpandintoanexternalspeechbasedonasurfacestructure.(ZhuChun,1993)LinguistFrenchoncesaidthatspeakingisabasisofotherabilities(listening,readingandwriting).N.chomskybelievedthatnoonewouldbeborntospeak,andpeoplecancommunicatewithothersonlybymuchpractice.TheFatherofApplicationlinguisticinBritishthoughtthat,tolearnEnglish,youneedtoopenyourmouth,toread,tosay.LinguistThomas(D.HYMES)said,languagerefersnotonlyabilityofwhetheronecanmakegrammaticalsentence,butalsotheabilityofwhetheronecanapplyitproperly.Hesaidspeechisanimportantformoflanguageandasignificantwayincommunication.Witheconomicglobalization,thedeepeningofChina'sreformandopeningup,thecurrentworldischangingrapidlyandinternationalexchangesincreasefrequently.IthasbecameanecessityofthesocietytolearnEnglishanduseEnglishincommoncommunication.Englishisalanguagecommunicationtool.EnhancingtheteachingofspokenEnglishandhelpingstudentsimproveoverallleveloforalEnglishcommunicationhavebeenpaidmuchattention.Itisnotonlyarealapplicationoftheknowledgeonthebooksindailylife,butalsoarespondtofacework,business,andotherproblemsencounteredinfuture.EnglishspeakingteachingisanimportantandintegralpartofEnglishteachinginjuniormiddleschool.JuniormiddleschoolisakeystageofEnglishstudyforallChinesestudents.Itisaperiodwhichtransitionfromsimplewordrecognitioninprimaryschooltoproficientlyexpressioninseniorhighschool.SpeakinglearningofthisstagewilllayasolidfoundationfordeepEnglishstudyinfuture,alsohelpinallaspectsofEnglishlearningcapabilities.However,ithasbeenreportedthatEnglishteachinginourjuniormiddleschoolstillexiststhefollowingquestions.Firstly,influencedbytheexamination-orientededucation,mostoftheteachingmethodscannotachievetheoutlineofthestandardreleasedbytheMinistryofEducation.Secondly,insufficientemphasisisputontheteachingofpronunciation.Thirdly,thecommonlevelofteachersisnotadvanced.Fourthly,becauseoftheoverclasssize,feweropportunitiestopracticeisgiventhestudents.Fifthly,lackthenecessarylanguageenvironment.TheseproblemsencourageustomakefurtherexplorationonEnglishteachingmethodsofthejuniormiddleschool,soastoimprovethestandardofteachingandtoenhancestudents'speakinglevel.ThefollowingpaperreviewsresearchesonmainteachingmethodsofEnglishspeakinginandabroad.Ⅱ.ResearchstatusinandabroadSpeakingisoneofmainlanguageoutputskills.AmericanlinguistKrashenputforwardtheSecondLanguageAcquisitionTheoryinthe1970s,whichattractedmuchattentioninbothlinguisticsfieldandlanguageteachingcircle.OnaccountofthedefectsofKrashen'sInputHypothesis,secondlanguageacquisitionresearcherMerrillSwainproposedthelanguageoutputassumptionsin1985.Hebelievesthatlanguageinputisimportantforlanguageacquisition,butitcannotmakepeopleuselanguageaccuratelyandfluently.AccordingtoSwain,outputplaysamajorroleinthefollowingthreeaspects:1)Notingandtriggeringfunction2)testingthehypothesisfunction3)meta-languagefunction.Swainpointedoutthat,althoughcomprehensiblelanguageinputplayedanimportantroleinlanguageacquisition,learnersmustrelyonmeaningfullanguageoutputtoachieveaccuracyandfluencyofapplyingtargetlanguage.Inrecentyears,theEnglishteachinginjuniormiddleschoolofChinahasgonethroughmuchreformandtheimportanceofteachinghasbeenwidespreadlyconcerned.ThenewEnglishteachingtextbooksormaterialsfocusonteachingtheskillsofspeaking.Tosomeextent,teacherhavepaidalotofattentiononstudents'abilityoforalcommunication.However,therateofprogressisquiteslowandtheresultsarealwaysnotpleased.Juniorstudents'abilitiesofusingEnglishtoexpresstheirthoughtsandfeelingsareverylimited,mostremainingthelevelofgreeting.EffectedbyKrashen'sinputhypothesis,Englishteachingfocusedonthelanguageinput.Teachersstressedstudents'listening,reading,ignoringthelanguageoftheoutputforalongtime.Theseyears,manybooksandresearchpapersonteachingmethodsofEnglishspeakinginjuniormiddleschoolhavebeenpublished.Theymadeanalysisofthecurrentsituationandreformsuggestionsonthistopic,showingthatwehaverecognizedtheimportanceofspeakingability.ThetextbookACourseinEnglishLanguageTeaching(EditedbyWangQiang)summarizedtheprinciplesforteachingspeakinganddesignedsomespeakingtasks.Inthepaper“ResearchesonTeachingMethodsofEnglishSpeakinginJuniorMiddleSchool”,theauthorLiShengliansummarizedthecurrentexistedproblemsanditsreasonsofEnglishspeakingteaching,designeddifferentteachingmethodsandproceduresaccordingtostudents’levels,andintroducestheexactstrategiesinEnglishspeakingteaching.ThepaperEnglishTeachingResearchesonOralFluencyTheoryinandabroadliststheresearchfruitsonoralfluencyofsecondlanguageinhomeandabroad.ItisofgreatmeaningtocombinethemwithourEnglishteaching.ZhuMingjupublishedapapernamedTheinputandoutputinEnglishSpeakingTeaching.Itisproposedinthepaperthattheinputwhichbestencourageslearners'thinkinginEnglishismostdesirable,but