Using Group Work to Improve Oral English
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Abstract: The present situation of English learning in China is not satisfactory. It is common for students to complain about their oral lessons and for teachers to complain about students’ reluctance to participate. This paper discusses some problems in the process of oral English teaching: inappropriate teaching methods and insufficient cultural background knowledge. It also lists the advantages of oral activities in small group work, presents a set of principle, introduces types of oral activities, and emphasizes the indispensable role that teachers play in language teaching. It is suggested that teachers should train students’ communicative abilities by using some new and effective teaching methods to solve problems.
Key words: oral English group work teachers’ role
1 Introduction
Of all the four skills, speaking seems intuitively the most important. People who know a language are referred to as “speakers” of that language. Today, people pay more attention to communicative English. However, the situation in China is far from satisfaction.
An American ambassador to China made a speech on intellectual property rights in People University of China. When he answered questions that students put forward, he scarcely knew what students said. One of the teachers present there said, “Many students’ oral English is a completely foreign language. Not only can we Chinese fail to understand what they said, but also the foreigners.”(Shengmar, 2002)
How can the situation be changed? Teachers should not only see the problems that occurred in speaking activities but also realize the indispensable role that teachers play in language teaching. Teachers should take some effective methods to improve students’ communicative competence. The aim of the paper is to tell others how to use group work to improve students’ oral english.
2 Analysis of the Situation
2.1 The Present Test-oriented System
It is acknowledged by everyone that the test-oriented system is very popular in China. This system has a disproportionate influence over the curriculum. They are well trained in examination techniques rather than well educated. To some extent, students learn English to deal with those numberless disgusting examinations. After class they do not communicate with each other in English as much as possible.
2.2 Poor Teaching Methods
Language is best taught when it is being used to transmit a message not when it is explicitly taught for conscious teaching. Referring to foreign language teaching, many attitudes are completely wrong. Some consider comprehensive reading as reading, neglecting speaking. Thus, more problems with speaking activities appeared.