口语学习
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口语学习范文第1篇
中图分类号：G623.31 文献标识码： C 文章编号：1672-1578（2012）08-0229-02
在牛津小学英语课本中，需要学生认读和熟练掌握的词汇和口语内容相当可观。很多教师都希望小学生能够在小学阶段多学一些词汇、多掌握一些口语，从而为中学阶段以至今后的英语学习奠定基础，搭建快速接受英语新知识的阶梯。笔者在任教小学英语的几年中，也一直有这样的愿望。但是，如何达到学生普遍扎实掌握词汇、熟练运用口语，关键是要激发学生英语口语学习的兴趣，而这是一个颇具艺术性与艰巨性的长期过程。我在平时的口语教学中进行了初步探索，以下是一些有益的教学心得：
我们知道，词汇是语言知识学习的主要元素，听说读写是语言技能的评价指标，其中，“说”是英语教学最基本也是最直接的目标。那么到底要以怎样的方式来提高学生学习口语的兴趣和语言表达能力？最重要的就是：教师根据知识内容创设不同的语言环境，也就是所谓的情景氛围，把课程教学的重点放在让学生经历和体验上，让教学目标在学生的经历和体验中“自然完成”，这样学生才能不断提高学生开口说英语的兴趣、提升口语应用能力和综合素质，并培养学生终身学习的愿望。
1 日常熏陶，用口语组织教学
在英语课堂上，我们要避免使用中文去组织教学，尤其要在一开始就注重对学生进行一些常用的课堂用语的铺垫，久而久之，学生对那些经常听到的口语就能十分了解了。因此，我们英语老师要规范自己在课堂上的口语，尽可能使用一些简单明了的口语，并且能够自然、流畅、准确的表达，使学生耳濡目染，一听就能领悟，不仅锻炼了他们的听力，还能激发他们也开口的愿望。
因此，老师要避免出现语病或语音、语调方面的错误。因为学生的模仿力相当强，教师的语音，语调直接影响着他们，而且不容易改变。试想如果英语老师的口语非常纯正好听的话，无形中就在影响着学生们学习英语口语的兴趣。所以，在学生学习英语的起始阶段，我们要尽力给他们纯正的英语口语。刚开始，学生在学习上确实有困难，但只要坚持多练，久而久之，所积累的词汇、短语、句型多了，说起来就更容易了，学起来也就更得心应手了。
2 培养兴趣，让学生“脱口而出”
兴趣是推动人探究新事物的主要原因，特别是小学生，没有强烈的求知欲，但是，如果是有趣的、新鲜的事物，便能激起他们认识新事物的动机。所以，在课堂上，有很多学生不愿开口说英语，甚至是大声读英语，因为他们担心自己读错、说错，会被别人笑。这样“沉默”的学生在课堂上始终处于被动位置。一节课下来，他都没有开过口，如何能提高他们的口语？因此，教师应给学生创造一个良好的语言环境，可渐渐消除他们的心理障碍。例如，在课堂上先让学生欣赏本单元的歌或者是小诗的动画，让他们在轻松快乐的氛围中激发他们的兴趣，让他们跟着旋律哼唱。虽然刚开始仍有学生会害羞、畏惧怕错的心态，所以在培养他们兴趣的过程中，老师要对表现积极的学生给予表扬，增强他们的信心，培养他们对英语的兴趣。如果发现表达有误的同学，教师不应马上制止或批评，而是因势导利，启发他们大胆开口说话。
3 经常问候，用口语直接交流
中国学生学习英语缺乏语言环境，加之教学方法和手段的落后，许多学生感到英语学习枯燥无味，从而失去兴趣。很多学生经过八年或十二年的外语学习，然而大多数学生却难以与外国人直接交流……可见营造良好的语言环境，能使学生尽可能多地接触英语，有利于增强学生的语感，有利于学生读、听、说、写能力的提高。
教育学家第斯多惠说“教学的艺术不在于传播本领，而在于激励、唤醒、鼓舞”。中国学生学习英语口语缺乏英语语言环境，我们农村小学的孩子更加如此。作为老师有责任和义务给学生提供学习英语口语的语言氛围。
一天早晨，笔者在楼梯口看到了六年级的一个女生在打扫，就随口说了句“Good morning ！Pretty girl！”那个女生很礼貌地回答笔者说“Good morning Miss xu ！”下午笔者去他们班上课的时候，她主动地跟笔者打招呼说“Good afternoon Miss xu！”笔者也很热情地回答了她，后来笔者去他们班上课的时候，他们都乐意和笔者打招呼，笔者利用这个机会让他们在课堂上的Free talk 中自由交谈，内容自由选择，可以是学过的课文中的对话，也可以联系课本模拟生活中的情境，他们努力到书本中去挖掘内容，尝试着编写对话，从一开始的一两句慢慢多到两三句，不仅很好地巩固了所学的知识还能及时复习以前学过的知识，更有一些英语能力比较强的学生自主预习新课文，在对话的时候运用，带动了整个班的英语学习气氛。
一段时间下来，学生的口语表达能力确实得到了提高，背诵课文更是很积极，默写情况也有很大的进步。这样的进步很是令我欣慰，同时也鼓舞着我去研究教材、根据知识内容创设学生学习口语的情境，给学生提供各种机会来提高他们的英语口语表达能力。
4 模拟场景，让学生感受趣味
生活是语言的源泉，英语学习必须贴近生活，与生活脱节，那就是割断了学习语言的源泉，没有源泉，语言是没有生命的，它的光彩也必将黯然失色。因此，在英语教学中，我们应尝试着让学生看到、感受到生活就在你身边，在真实情境中感受和记忆。把学生有意识与无意识的功能调动起来，并使之互相协调。
3B第九单元Shopping（购物），笔者事先叫学生带好与新单词有关的实物，并在上面贴上标价，然后让学生练习句型How much is it ？ It’s ……yuan.在教授完新单词后，笔者说Welcome to Miss xu’s shop （欢迎来到徐老师的商店），然后叫一个英语能力比较强的学生和自己配合来模仿营业员和顾客的对话，在学生熟悉整个操练过程后，我让他们拿出事先带来的东西，相互练习。整个操练过程很活跃，小朋友们很投入，课堂里“商品”琳琅满目，“叫卖”声不断，很难让人分辨是课堂还是市场。
口语学习范文第2篇
【关键词】 英语 口语学习 听力 说英语
【中图分类号】 G633.41 【文献标识码】 A 【文章编号】 1674-4772（2013）11-009-01
当学生在路上遇见老外问路的时候，可以操一口纯正的英语很流利的告诉他：Go along this street and turn left at zhe second corner.或者淡定从容的来一句：Hi，nice to meet you.Welcome to China！对学生来说，不仅仅是一个荣耀，我想作为他的英语老师，我们也会会心一笑吧！不由得想起我们英语教师间流传的一个笑话：有一天，一个学生在路上遇到一个老外，老外用英语向学生问路，学生用英语回答之后，老外一脸的莫名其妙，于是学生无奈的说：“他说的不是英语，我用英语回答他听不懂。”虽说是个冷笑话，但笑过之后，我们却不得不对其深刻内涵报以深思。
英语本身就是一个语言学科，换言之，如果我们英语老师教出来的学生无法用所学到的语言跟人沟通，那么学英语的意义何在？相反的，我们教学生学习英语不是为了高考，或者为了过四级、六级，而是作为一种语言能力，为学生以后的经济全球化的形势下能够顺利的与人沟通，简而言之，学英语就是为了进行语言沟通。
平时的英语课上无论是做题也好，做试卷也好，听力训练也好，其最终的目的只有一个：让学生学会用英语与人沟通，也就是学习和提高英语口语能力。因此，我认为英语学习过程中，学生要特别注意训练自己听音、辨音和模仿的能力。具体要注意以下几点：
1. 认真听英语
首先课堂上，专心听老师的发音和磁带上的录音，争取当堂学会。对于那些比较拗口的单词、短语或句子，课下一定要挤时间反复模仿，直到读准、读熟为止。再次，熟练掌握读音规则，培养自己根据读音规则把字母（或字母组合）与读音建立起联系的能力。要经常复习巩固每单元最后一课的“Listen，read and say”和课本附录中的"Pronunciation and spelling”，这些内容都是根据教学大纲要求，精心挑选出来的优美的文章，囊括了包括字词、优美的句子和一些必备的语法知识点，如果不重视这些内容。我觉得这可能会是高中英语学习很大的缺撼。
其次，文章中优美的文章或者句子、段落，可以让学生抽空熟读甚至背下来，这样可以在一定程度上提升学生的英语语感。语感的形成是英语学习一个很重要的部分。也不一定非要死记硬背，还可以让学生通过一些自己比较感兴趣的方式培养语感能力，可以建议学生利用课余时间或者节假日多看英文电影，例如《阿甘正传》、《公主日记》、《蒙娜丽莎的微笑》等；也可以多听英文歌曲，例如《God is a girl》、《As long as you love me》、《Take me to my heart》等经典歌曲，还务必鼓励学生要在一定程度下跟唱模仿 ，平时也一定要多参加各种英语形式的比赛等。
最后，听力训练过程中要选择纯正的英语磁带。听英语的最终目的是说英语，因此，听歌也好，电影也好，磁带也好，最好都是原声的纯正英语，学生可以一边听，一边学习模仿。高中生正是记忆力超群的年纪，模仿能力也是惊人的，如果可以引发他们的学习兴趣，那么我相信学习英语将不再是个难题。
2. 别怕说英语
从1994年李阳创办李阳·克立兹国际英语推广工作室，致力于疯狂英语传播，到现在风靡全球，成为疯狂英语的创始人，全球著名英语口语教育专家，英语成功学励志导师，中国教育慈善家，全国新青年十大新锐人物，全国五百多所中学的名誉校长和英语顾问，北京奥运会志愿者英语口语培训总教练。你若问他疯狂英语的诀窍在哪里，他会告诉你：第一，敢说；第二，敢说；第三，要敢说！李阳并不是天生就是个英语天才，相反的，他到大二上学期即将结束时，名列全年级倒数，英语连续两个学期考试不及格。可正因为如此，他选择了英语作为突破口，发誓要通过4个月后举行的国家英语四级考试。李阳发现，在大声朗读英语时，注意力会变得很集中，于是他就天天跑到校园的空旷处去大喊英语，直到把历届四级考试题脱口而出……李阳成功了，他不忘在宣传的时候大声的告诉学生：学英语不要怕说！
学生在课堂上学习英语的时候，教师可以鼓励他们在课堂上全部用英语交流，如果不会说的话，可以相互请教，说错了也不要紧，可以相互纠正；在课下可以组织英语兴趣小组，大家进行竞赛或者组织英语脱口秀等比较能锻炼英语听力的竞赛形式；回到家，也可以尝试着用英语和家人交流，如果家人不会英语，可以与家人一起学英语，在教家人学英语的过程中既巩固了已学的英语知识点，又锻炼了英语口语能力。
3. 创造良好的英语学习氛围
口语学习范文第3篇
题 目：网络自主学习状态下英语口语学习效能研究
学 院： 语 言 文 学 学 院
专业班级： 2006级英语063班
姓 名： 杨 跃 琴
学 号： 106092074
指导教师： 楼 青
完成日期： 2010年 6 月
A STUDY ON PERCEIVED ACADEMIC EFFICACY OF ORAL ENGLISH IN WEB-BASED AUTONOMOUS LEARNING
BY
YANG YUEQIN
REGISTERED NO. 106092074
SCHOOL OF LANGUAGES AND LITERATURE
ZHEJIANG UNIVERSITY OF
SCIENCE AND TECHNOLOGY
JUNE, 2010
摘 要
学习效能感作为学生学习能力的一种衡量标准，越来越受到国内外学者的关注。学习效能受到学习策略、学习动机等诸多因素的影响。目前，社会各界对人才的英语口语能力提出了更高的要求，因此如何提高英语口语的学习效能也就成了当务之急。本文将结合调查问卷对浙江科技学院非英语专业学生展开调查，分析其在网络自主学习状态下英语口语的学习效能状况以及产生这种状况的原因，最后为网络自主学习者提高英语口语学习效能提出一些建议。
关键词：网络；自主学习；英语口语；学习效能
ABSTRACT
Perceived academic efficacy, as a standard to measure students’ learning ability, has drawn more and more attentions by scholars both at home and abroad. It is acknowledged that perceived academic efficacy is affected by many factors such as learning strategies, learning motivations, etc. At present, higher requirement is put forward to oral English learners by the society. Therefore, the issue that how to improve the perceived academic efficacy of oral English becomes a top priority. Meanwhile, web-based autonomous learning is popular with the public especially among undergraduates. The paper will survey the undergraduates who are in non-English majors of Zhejiang University of Science and Technology with questionnaires to have a general idea about the level of their perceived academic efficacy of oral English in web-based autonomous learning and then to analyze the reason why they are in that level. At last, the paper tries to give some advice for those autonomous learners who are attempting to improve their perceived academic efficacy of oral English on the Internet.
Key words：Internet; autonomous learning; oral English; perceived academic efficacy
Contents
1. Introduction 1
2. A literature review of perceived academic efficacy 3
2.1 Researches on perceived academic efficacy at home 3
2.1.1 Definition of perceived academic efficacy 3
2.1.2 Mesurement of perceived academic efficacy 3
2.2 Researches on perceived academic efficacy abroad 4
2.2.1 Definition of perceived academic efficacy 4
2.2.2 Mesurement of perceived academic efficacy 4
3. Researches on oral English learning 5
3.1 Learning strategies of oral English 5
3.1.1 Learning strategies of oral English at home 5
3.1.2 Learning strategies of oral English abroad 6
3.2 Motivation of oral English learning 7
3.2.1 Learning motivation of oral English at home 7
3.2.2 Learning motivation of oral English abroad 7
3.3 Researches on web-based oral English autonomous learning 8
4. Investigation and research 10
4.1 Questionnaire design 10
4.1.1 Respondent and purpose 10
4.1.2 Instrument 10
4.2 Result and interpretation 11
4.2.1 Collection 11
4.2.2 Analysis 11
5. Conclusion 20
Acknowledgements 22
References 23
Appendix 25
1．Introduction
In 1977，Albert Bandura proposed the concept of self-efficacy 146-161.
However, there is only a small group of researchers who have studied the perceived academic efficacy of oral English, especially for those learners who try to improve their perceived academic efficacy of oral English and consider the Internet as a tool for autonomous learning. The traditional learning mode that many students want to grasp as much as possible oral techniques in class prevents the students from gaining a comprehensive view of oral English learning, because the time of in-class learning is limited. Therefore, more and more educators advocate the way of autonomous learning which now has been a favorable way of learning in college. At the same time, the Internet provides learners huge information as well as convenience, so autonomous learning of oral English combined with the Internet becomes popular among college students. However, how about the perceived academic efficacy of oral English during their autonomous learning combined with the Internet is still a question for both teachers and students, and is there some better ways to improve the perceived academic efficacy during the autonomous learning combined with the Internet?
This paper will explore the perceived academic efficacy of oral English in web-based autonomous learning and its influential factors, especially for non-English majors’ students in colleges, and try to find some possible ways to improve the perceived academic efficacy for those oral English learners when they are in web-based autonomous learning
2. A literature review of perceived academic efficacy
The concept of perceived academic efficacy is derived from the self-efficacy when it is applied in students’ learning ability, and there are a lot of experts who are specialized in education, psychology or any other related fields trying to figure out the importance and ways of improvement of perceived academic efficacy both at home and abroad.
2.1 Researches on perceived academic efficacy at home
With the educational reform, domestic scholars have paid more and more attention to do researches on perceived academic efficacy, such as Bian Yufang, Ji Yanhong, Wang Kairong, Xin Tao, Li Qiong, Wang Zhenhong, Liu Ping, Gao Shenchun, Guo Zhanji, He Xianyou, Zhou Yong, Dong Qi.
2.1.1 Definition of perceived academic efficacy
Efficacy is the capacity to produce an effect. It is used to mean different specific things in different fields .
2.1.2 Measurement of perceived academic efficacy
On one hand, domestic scholars in many cases take GSES (General Perceived Self-efficacy Scale), questionnaire made from relevant authoritative measuring scales, or self-made measuring scales as the tool of measurement during their researches. On the other hand, home scholars prefer analysis of empirical research on perceived academic efficacy and they are likely to do research on primary students, middle school students and high school students. However, with the prevailing of the Internet which is an important tool in CAI (Computer Aided Instruction) and the proved advantages of autonomous learning, more attention has been paid to college students.
However, the above measurement of perceived academic efficacy is generally lack of the process of confirmatory factor analysis scientifically and fails to get understood the validity and reliability; domestic measurement is scarcely adopted by the intervention in perceived academic efficacy [7]34.
2.2 Researches on perceived academic efficacy abroad
Since Bandura gave further study on self-efficacy which influences people’s behavior in different ways [8]122-147, many foreign experts have concentrated on the related research, like the influence of self-efficacy on the choice-making, effort people make in an activity, the perseverance and resilience people show when they confronted with adversity, the goal setting, the anxiety and stress people feel, etc.
2.2.1 Definition of perceived academic efficacy
Perceived academic efficacy is defined as a student’s belief that he or she can successfully engage in and complete course-specific academic tasks, such as accomplishing course outcomes, demonstrating competency skills used in the course, satisfactorily completing assignments, passing the course, and meeting the requirements to continue on in his or her major[9]1-25.
2.2.2 Measurement of perceived academic efficacy
Since the concept of Self-efficacy was raised by Bandura, the generalization of the concept has become common phenomenon in various fields. Meanwhile, with the availability of science and technology, numerous methods of measurement have been conducted to measure the perceived academic efficacy, like the meta-analysis of self-efficacy study, congruence of measurement specificity, the utility of questioning.
3. Researches on oral English learning
As is acknowledged, there are four skills in English learning: speaking, listening, reading and writing. In the current English learning experience, oral English become s a critical skill for English learners with the development of international exchanges since speaking is the most direct and efficient way to communicate. Since proficiency is the evidence showing to what degree the speaker is, a lot of scholars give emphasis on the researches on oral English learning. They have been focus on the learning strategies, learning motivations, learning aid tools, etc. However, the researches on different fields of oral English learning share the same purpose: how to learn oral English efficiently and how to improve the learning ability.
3.1 Learning strategies of oral English
Oral English, as the most frequently-used language to communicate with people from both English speaking countries and non-English speaking countries now, has become a must for people who live in modern times. In most significant events, English always acts as the communicative tool. After stepping into a new era, learning English turns into a big issue all around the world. Learning strategies of oral English，as a vital part of oral English researches, has attracted more and more experts’ attention.
Researches suggests that learning strategies are determined by the students themselves, and it interferes with learning process, improves cognitive function, regulates learning method, and directly or indirectly affects learners’ degree of creative learning. Therefore, grasping the learning strategy is a process that unites the self-monitoring, enthusiasm and creativity. As a result, the researches on learning strategies of oral English become popular at home and abroad.
3.1.1 Learning strategies of oral English at home
Domestic researches of oral English learning strategies have been done on the following aspects, such as how to cultivate the learners’ oral communicative competence with the help of CLT(College Language Teaching), how to improve the students’ communicative competence, how to enrich oral English leaning strategies. The findings in these studies suggest that some instructional procedures should be employed to facilitate the successful communication among students as well as foreigners. The survey also indicates that CLT is probably the main trend which dominates oral English learning today. Students either pay more attention to the meanings conveyed or ignore the linguistic forms, or vice versa, which hinder their development of communicative competence [10]22.
On the theoretical level, home scholars who explore the relation between learning strategies and improvement of oral English are likely to do researches to combine the meta-cognition theory. For example, Wen Qiufang110-126 think that self-regulation of the learners is the main factor that influences the learning quality and effects of senior students.
3.1.2 Learning strategies of oral English abroad
Learning strategy which was gradually established in 1956 by Jeromo S. Bruner plays an important role in oral English learning. But the definition of learning strategy by Jeromo S. Bruner only focuses on the teaching of knowledge. Up to now, there is not yet a uniform definition of learning strategy. It is a psychological adjustment of learning methods and activities referring to different situations in effective. It involves all activities that have an influence on perceived efficacy and quality.
According to statistics by the world-famous linguists, W.M. Rivers, M.S. Temperley [14]142, 45% of communication is carried out through listening, 30% through speaking, 16% through reading, 9% through writing. It can be clearly seen that communication through listening and speaking is the basic behavior by human beings. Foreign experts never stop seeking for new effective ways of learning oral English, for example, the Second Language Acquisition, the Self-efficacy theory.
SLA (Second Language Acquisition) is a strategic system consisting of 6 parts; they are meta-cognitive strategy, affective strategy, social strategy, memorial strategy, cognitive strategy and compensation strategy [15]234.
Cohan classified strategies into language learning strategies and language use strategies according to the purpose of applying strategies [16]89-113. He thinks that language learning strategies include strategies for identifying the material that is needed to be learned, distinguishing it from other material, grouping it for easier study material, having repeated contact with the material, and formally committing the materials to memory when it does not seem to be acquired naturally.
3.2 Motivation of oral English learning
The acquisition of a language involves a lot of factors, one of which is the learner himself. The factor of learner himself is the most direct and important one among those factors in the process of language acquisition. Therefore, more and more scholars have concentrated on the researches of individual factors in oral English learning, especially on the researches of the learners’ motivation of oral English.
3.2.1 Learning motivation of oral English at home
Up to now, home scholars have paid attention to the researches on learning motivation of oral English, but few of them make contributions to the further development of researches of learning motivation. For example, Wen Qiufang does research on the internal structure of college students’ oral English learning; Hao Ruoping, Li Shujing, Gao Yihong, Qian Min, study the relation between learning motivation and other factors. At the same time, people in China have a high level of enthusiasm in learning oral English because of the Beijing Olympic Games, 2008 and Shanghai Exposition, 2010.
3.2.1 Learning motivation of oral English abroad
Foreign scholars construct the different oral English learning motivation modes in theories. The two pioneers Gardner and Lambert are the first to focus on the research on learning motivation. They also categorize the learning motivation into two parts: integrative motivation and instrumental motivation. The former one shows the interest in people and culture of the target language and hopes to become the member of the community of the target language; while the latter one is to fulfill the requirement in the coming days, such as employment, promotion, etc 132-141 give a further research on integrative motivation and instrumental motivation that are proposed by Gardner and Lambert. They give the definition of motivation which refers to a cognitive and emotional power that prompts people to make a conscious decision to act and to maintain considerable efforts to achieve the desired objectives. And Dornyei puts forward the cognitive and social constructivism motive mode on the basis of three dimensions, they are underlying language, learner and learning situation.
3.3 Researches on web-based oral English autonomous learning
With the instruction of the Internet in the 1990s, many researchers focus their study on web-based autonomous learning. In the literature, web-based oral English learning has been often referred to as internet-based study by Onay in 1999, online study by Dringus and Terrell in 1999, online study by Clark in 2001, web study by Chang in 1999, virtual study by Dillenbourg in 2000 and Internet study by Beyth-Marom in 2003, digital study by Smith in 2004, but only a few of them give a clear description of what it is.
In order to support effective web-based learning, a learning environment based on Internet needs to include various resources, support collaboration, provide group study, implement internet-based activities as part of the study framework and support for both novices and experts [19]23. For example, computer set, the Internet, learning software are the basic equipment of web-based autonomous learning.
Web-based learning should have potential to create a wealth of online and distance learning activities to learners which is not readily available in textbooks and faculty lectures .So, in its broad sense, web-based learning can be described as the delivery of and access to a coordinated collection of study materials over an electronic medium using an internet server to deliver the materials, an internet browser to access them, and the TCP/IP and HTTP protocols to mediate the exchange [20]171-183.
Autonomous learning is a concept of Pedagogic Psychology, and it was first brought into foreign language teaching by Holec in 1981. In the following decades, it has drawn extensive attention of the world. Foreign experts like Holec, Dickinson, Dam, Hurd and Lewis carried out the omni-directional research and achieved great success on the subject of autonomous learning of the definition and the ability of autonomous learning foreign language and the theoretical basis for implementing strategies to courses and practical results. In our country, the research of autonomous learning started in 1990s and then some theories was introduced in home educational field.
And after autonomous learning of oral English becomes popular in domestic teaching and learning field, more experts have concentrated on the competence of autonomous learning of oral En glish [21], the learners’ meta-cognition of autonomous learning of oral English on the Internet [22], and the current situation of oral English learning in college [23]64-66.
According to previous researches, learning oral English online has two kinds of characteristics: 1) learners are confronted with a variety of Internet resources directly with less pressure of being monitored by teachers than that in class and under such environment, learners not only need to possess the capability of self-monitor and autonomy in addition to some basic computer skills and knowledge but also have to be able to choose properly what to learn, and adjust their study speed according to their own knowledge structure; 2) the study material of internet is quite different from the textbooks used in class. Learners need to select and edit the relevant materials by themselves. The study under internet environment requires higher autonomous and initiative abilities of learners [24]5.
4. Investigation and research
Since perceived academic efficacy has profound influence on English learning, it is important to identify how students perform and to what degree students are during oral English learning. The major advantage of the questionnaire is that it can be conducted as a large-scale survey, involving large groups of learners, which is essential for gathering sufficient and reliable samples and statistics and answering research questions.
4.1 Questionnaire design
4.1.1 Respondents and purpose
There are 100 non-English major students aging from 20 to 23 from Zhejiang University of Science and Technology with average of 7 years of English learning experience in the investigation. And each of them is in science or engineering majors including Automatics, Industrial Engineering, Urban Planning, Civil Engineering, Machinery Manufacturing, etc.
This investigation is to find out the level of these non-English major students’ perceived academic efficacy of oral English and why they are in such level. The first questionnaire is to know the perceived academic efficacy of oral English in the traditional in-class learning; the second questionnaire tries to explore the perceived academic efficacy of oral English in web-based autonomous learning.
The purposes of this study are: 1)to identify whether perceived academic efficacy of oral English in web-based autonomous learning is higher than that in traditional in-class learning; 2)to find out the influential factors affect the perceived academic efficacy of oral English in web-based autonomous learning; 3)and try to give some helpful suggestions to non-English major students to improve their efficacy of perceived academic efficacy in web-based autonomous learning.
4.1.2 Instrument
In order to have good understanding of students’ perceived academic efficacy, instruments are applied in the study, and they are questionnaires and statistical analysis which are used in the analysis of the questionnaire to have a general idea about the percentage of each item, and to summarise the present situation of perceived academic efficacy of oral English in web-based autonomous learning. Correlation analysis is also adopted to analyze the correlations between two continuous variances, such as perceived academic efficacy and oral English performance in this study.
4.2 Result and interpretation
4.2.1 Collection
There are 100 questionnaires in all and the number of total collection is 95, so the rate of collection is 95%.
4.2.2 Analysis
Data collected from the questionnaire will be showed in this part, which is divided into three parts according to the structure of questionnaire: figures in background information, data showed in perceived academic efficacy of oral English in web-based autonomous learning and data presented in perceived academic efficacy of oral English in traditional learning and teaching surroundings.
Part I: background information
The ages of the students are from 20 to 23. There are 27 students who are in 20, 32 students in 21, 23 students in 22, and 13 students in 23.
There are 56 male students accepting the investigation, and 39 females in all.
The distribution of majors shows in table 1
Major Automatics Industrial Engineering Urban Planning Civil Engineering Machinery Manufacturing
Amount 23 26 20 19 7
Table 1
Part II: Data in perceived academic efficacy of web-based oral English autonomous learning (See Appendix I)
While the most significant figure is demonstrated in the following tables:
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 1 15% 27% 36% 22%
Table 2
For the first question “If I try my best, I could solve the problem in oral English learning”, 58％of them agree and totally agree, while 15％disagree and totally disagree . This indicates that most of the students think they are capable of learning oral English, and if they make efforts to do it, they will certainly succeed. However, there sti ll 27% students who don’t look on themselves objectively. They think although they make efforts, they are incapable of learning it, which shows low perceived academic efficacy in oral English learning. But as the data shows that most students are confident in themselves when they spend time and energy in oral English learning, because they believe that no pains, no gains.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 2 18% 28% 31% 23%
Table 3
The second question “Although someone is against me, I will find another way to achieve my goal in oral English learning” This question is to testify one’s willpower. 23% of the students totally agree with it while 18% totally not. This gives the evidence that those who have more willpower to resist the pressure from outside. And for those who are not agreeing, they give the implication that when they meets objection from outside, their confidence and willpower will decrease.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 3 31% 27% 31% 11%
Table 4
The third question “Insisting on my belief and achieving a goal in oral English learning is easy for me”, more than half of the participants disagree, this question shows that many students have lower confidence in themselves when learning oral English, which is an important reason that why they have lower perceived academic efficacy.
Question No.1, No2 and No.3 give some evidence that possessing a proper motivation during the process of oral English learning has profound function in the learning process of oral English.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 4 11% 31% 35% 23%
Table 5
The fourth question “I am self-confident in myself that I can deal with something happening in oral English learning within expectation” tests one’s belief in him as being capable and flexible. Those who agree account more than disagree. The result shows that the different attitude to certain circumstance which is an indispensable part in perceived academic efficacy.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 5 23% 25% 32% 20%
Table 6
The fifth question tests one’s ability when he faces up with unexpected problems in oral English learning. According to the data, about 20% of the students think this is totally identical with their condition, and 23% think this is not identical with their condition. And more than half students think they are not absolutely agree with the condition because they have the notion that it depends on what situation they are facing up with. When something happens unexpectedly in learning process of oral English, the ability to meet an emergency can mirror one’s confidence in him, which can also be treated as a mark of perceived academic efficacy.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 6 20% 23% 35% 22%
Table 7
The sixth question is made to testify student’s ability to solve problems when he makes necessary effort in oral English leaning. It can be concluded that most students think they can deal with the problem with necessary effort.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 7 20% 24% 36% 20%
Table 8
The seventh question is to testify one’s psychology when one meets some difficulties in oral English learning. From the data above, it shows that only one fifth students disagree totally, which implies that most of the students hold a relatively high perceived academic efficacy and confidence in their ability to deal with difficulty when they are learning oral English.
The above questions are related to the meta-cognitive learning strategy, and show the students’ attitudes to the oral English learning are generally good.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 8 20% 16% 36% 28%
Table 9
The eighth question is designed to test one’s intelligence when he faces up with problems in oral English learning. The data presents that 20% of the students fail to think new ways to solve the problem in oral English learning, and 16% are partly certain. It means that most of the students are confident in themselves in finding out different ways to solve the problem. The students with high perceived academic efficacy are more than the students who possess low self-efficacy.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 9 21% 20% 35% 24%
Table 10
The ninth question tests students’ ability to deal with frequently emerged trouble in oral English learning. The data shows that there are more students who think that they are able to think out ways to deal with those frequently emerged problems in oral English learning with a high percentage of 59％ including “basically yes” and “absolutely yes”. This implies high perceived academic efficacy in dealing with oral English learning problems.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 10 33% 29% 28% 10%
Table 11
The tenth question is made to test the strong confidence in one’s ability in dealing with problems of oral English learning. By analyzing the data, it can be conclude that more than half of the students don’t think they are capable of dealing with the problems emerging in the process of oral English learning, and only 10% are totally agree. Thus, people with high perceived academic efficacy are less than people with low perceived academic efficacy if they meet the complicated problems when they are learning oral English.
The above questions from question No.4 to No.10 are related to the meta-cognitive learning strategy, and show the students’ attitudes to the oral English learning are generally good.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 11 5% 16% 24% 55%
Table 12
The eleventh question shows that a large number of students which accounts for 79% believe and totally believe that the variety of the learning resources is helpful to improve their perceived academic efficacy when they learning oral English online.
Question
Choice Absolutely no Partly yes Basically yes Absolutely yes
Q 12 6% 12% 32% 50%
Table 13
From the result of question No.12, it can be concluded that the sense of anxiety of students decreases when they try to improve their oral English on the Internet. So learning oral English online makes contribution to improving the perceived academic efficacy for students when they are under the state of autonomous learning.
Part III: Data in perceived academic efficacy of traditional oral English autonomous learning (See Appendix II)
Question
Choice A B C D
Q 1 18% 53% 20% 9%
Q 2 12% 34% 42% 16%
Table 14
Question No.1 and No.2 try to have an idea of the time of the non-English major students spend on oral English autonomous learning. As the data shows most students spend only about 3 hours a week in learning oral English with traditional autonomous learning mode while 9% never spend time on it. When it comes to the learning interest and confidence of oral English learning students who chose B&C most are apt to give the hint that they have the confidence and interests but the desire is in a moderate level. Reasons will be showed in the following analysis.
Question
Choice A B C D
Q 3 19% 33% 44% 4%
Table 15
As table 15 shows only 4% non-English majors students don’t know the autonomous learning room in Building A3, most students have been there. But as data indicates, 33% students go there with the purpose of finishing tasks; this gives the proof that those students are lack of a proper motivation of oral English learning in traditional learning mode, which will definitely decrease the perceived academic efficacy. There 44% students scarcely go autonomous learning room, the reason might be similar to those 33%. Therefore, the lack of appropriate learning motivation has an bad influence on perceived academic efficacy.
Question
Choice A B C D
Q 4 63% 19% 5% 13%
Table 16
The result of question No.4 give a powerful evidence that more than half of those non-English major students are likely to choose Internet as a learning media during autonomous learning. Only 5% students like the in-class learning mode. The explanation to the result may be that students can have a relatively relaxing and flexible environment; their learning motivation may be directed by their interests and individual preference, because students in these ages are curious about new things and they are eagerly to grasp advanced skills even though their primitive learning motivation man not be so strong.
Question
Choice A B C D
Q 5 6% 19% 63% 12%
Q6 3% 13% 47% 37%
Table 17
Question No.5 focus on the emotion and feeling in traditional autonomous learning of oral English compared with this in web-based environment. And question No.6 explains the reason why those students are in such moods. As the result of No.5 shows that 63% students feel some nervous in traditional learning mode, 12% feel very nervous and anxious, and only one fourth students are passionate and active in the traditional autonomous learning process. The result of No.6 gives the evidence to support No.5. The sense of anxiety and being nervous prevents the students’ perceived academic efficacy from stimulating the learning motivation and applying the learning strategies, and the stressful traditional autonomous learning environments also do harm to the function of those students’ perceived academic efficacy. Therefore, it can be concluded that a relatively relaxing environment can promote a proper learning motivation and learning effect and web-based autonomous learning of oral English is a favourable autonomous learning mode compared to traditional learning environment, and the perceived academic efficacy of oral English are higher in web-based autonomous learning compared with traditional mode.
Question
Choice A B C D
Q 7 4% 14% 59% 23%
Q 8 31% 54% 15% 0%
Table 18
Question No.7 shows that 59% students think they have some improvement of oral English in traditional autonomous learning mode to an extent, however, students’ confidence is not high can be seen in the degree of the improvement, and there are still 23% students think they are still in the same level, which indicates the perceived academic efficacy in traditional autonomous learning mode is lower than that in web-based mode.
Question No.8 summarizes the possible reasons why it is so difficult to have a good knowledge of oral English, which may provide reference to students and teachers.
Oral English ability and its research have developed and been improved quickly together with the increasingly pace of modern foreign language learning methods. With the globalization, English is greatly demanded in many occasions, especially oral English. Many international companies and groups put forward new requirement to their employees in English ability.
Compared data from table 12 and table 13 with table 17, it can be seen that the Internet plays as an important role in improving of the perceived academic efficacy of oral English. Because the students believe that the decrease of sense of anxiety and the diversity of information promote their perceived academic efficacy of oral English. They feel easy and relaxed in web-based autonomous learning and their interest of learning oral English is reinforced by the huge information sources provided by the Internet.
Compared data from table 2, 3, 4, 5, 6 and 8 with table 18, it gives the evidence that learning motivation functions significantly in improvement of perceived academic efficacy of oral English and in web-based mode students are more eagerly to learn oral English because their confidence, self-belief, and efforts are enhanced, they are more confident and enthusiastic during the process of learning oral English. Compared table 7, 9, 10 and 11 with table 18, it can be concluded that learning strategies are vital parts of learning process and influence the perceived academic efficacy of oral English in various ways, because a proper learning strategy not only helps learner grasp the skill but also improve the efficacy of the learning process. In web-based autonomous leaning mode, learners are more flexible to choose learning strategy and they use it consciously or unconsciously, thus their perceived academic efficacy is improved.
To summarize the information from the above analysis of the first questionnaire and the second one, it can be concluded that most non-English majors’ students hold a relatively higher perceived academic efficacy in oral English learning when they are in web-based autonomous learning of oral English compared with traditional learning, because the confidence and self-belief of the students under such a relatively relaxing environment increases. And the Internet provides students with diversified information resources, so the interest of learning oral English is stimulated, and sense of anxiety and being nervous decrease, therefore, it is proved that perceived academic efficacy of oral English learning for non-English major students can be improved if they have a relaxing environment (online learning) and aids of appropriate learning strategies, motivations, etc.
5．Conclusion
According to the overall study, the result shows that some non-English major students’ perceived academic efficacy in autonomous learning of oral English on the Internet is relatively higher when it is compared with traditional autonomous learning, and most of them have average confidence and interest in autonomous learning on the Internet. Thus, with the cooperation of all sides, the improvement of perceived academic efficacy of oral English can not be a headache for those non-English major students; on the contrary, it may generate a new rush for science-majored students to learn oral English on the Internet.
But everything has two sides, the validity and accuracy of the questionnaires is often affected by the way of conducting and understanding of learners. Therefore, the approach used in this study is to collect the questionnaire data and information from non-English major college students in their oral English learning.
However, there are some problems and limitations existing in the investigation:
1) The perceived academic efficacy of web-based oral English learning can be affected by many complicated factors, but the design of the questionnaire could not be comprehensive. It is just an exploratory study which is intended to have a general idea about the perceived academic efficacy of non-English major students’ oral English when they are learning on the Internet.
2) The coverage of the amount, majors and personal background information of the students is not comprehensive, so the result could not cover all the difference of perceived academic efficacy of oral English learning for those non-E nglish major students;
3) The analysis of the result depends much on the Excel tool rather than scientific and accurate social statistics tools, so mistakes might be inevitable.
Though limitations exist in the investigation, the significance and value of this investigation is worth of recognition. It might give some positive suggestions for the future oral English learning, and help students to have a proper learning motivation and learning strategy for their coming days.
Therefore, for those non-English major students, they should try to stimulate their confidence and interest in improving their oral English efficacy with the assistance of the Internet, i.e. those students can attempt to enhance their self-control and self-belief; and at the same time, they could learn from those who have high perceived academic efficacy to grasp new learning strategies and try to mediate their own activities by proper motivations. For teachers, they’d better create more opportunities for non-English major students to get well know about foreign culture and try to cultivate students’ interests and sense of achievement in autonomous learning of oral English; for schools, they should provide more resources in autonomous learning of oral English, such as network education, and school also should build up a complete psychological consultation to have a better understanding of non-English major students’ psychological activities during the process of web-based autonomous learning of oral English.
Acknowledgements
My initial thanks go to my supervisor Lou Qin, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Zhu Liuzhu, Feng Lingying, and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
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网络英语口语学习效能调查问卷
年级 专业 性别
请仔细阅读下面的一些描述，每个描述后有四个选项，请根据真实情况，在最符合您情况的一项上打“√”。
全 部 基 完
不 分 本 全
是 是 是 是
1. 如果我尽力去做，我总是能够解决英语口语学习中的问题
2. 即使有人反对，我仍有办法实现我所要的英语口语学习目标
3. 对我来说，坚持英语口语学习信念和达成目标是轻而易举的
4. 我自信能有效地应付任何预料中的英语口语学习的事情
5. 以我的才智，我能应付意料之外的英语口语学习情况
6. 如果付出必要努力，我定能解决大多数的英语口语学习难题
7. 我能冷静面对英语口语学习困难，我信赖自己处理问题能力
8. 面对一个英语口语学习难题时，我通常能找到多个解决方法
9. 有英语口语学习困难时，我通常能想到一些应付的方法
10. 无论什么学习问题在我身上发生，我都能够应付自如
11. 网络环境下学习资源的多样性有助于口语学习效能的提高
12. 网络自主学习环境下口语学习的焦虑感大大降低
Appendix I
Appendix II
传统自主学习状态下英语口语学习效能调查
年级 专业 性别
1 在传统自主学习模式下，你每周进行多久的英语口语自主学习？
A. 七个小时以上 B.三个小时左右 C. 大概一个小时 D. 从不
2 为什么你愿意花以上的时间来进行英语口语的自主学习？
A．我很喜欢英语也渴望口语水平的提高 B. 我对英语口语学习有点兴趣
C. 我对英语口语的喜好一般 D. 我不喜欢学习英语口语
3 你是否在浙江科技学院A3的语音教室进行过以提高英语口语为目的的自主学习？
A. 经常去 B.很少去，即使去也是为了完成作业
C. 基本不去 D. 我不知道有这回事
4 以下的学习环境，你更喜欢那种来进行英语口语自主学习？
A. 网络自主学习模式 B. 自主学习教室模式
C．课堂模式 D. 培训班模式
5 和网络自主学习相比较，你在传统的自主学习模式下学习英语口语的情绪？
A. 热情高涨 B. 比较兴奋 C. 有点紧张 D. 十分紧张、焦虑
6 你认为你有以上情绪的原因是什么？
A. 我对英语口语学习非常有兴趣同时对自己非常有信心
B. 我比较喜欢英语口语学习同时对自己有一定的信心
C. 我对英语口语学习有点兴趣但是我感到有压力
D. 我对英语口语学习没什么兴趣而且学习环境让我紧张
7 通过传统自主学习，你认为你的英语口语水平是否提高了？
A. 大大提高了 B. 提高了 C. 有些提高 D. 没有提高，和原来一样
8．你认为阻碍你口语提高的最大的瓶颈是什么？
A. 语速太快，听不懂在讲什么
B. 文化差异，俚语、俗语等太多，不会用
C. 完全依靠个人能动性，出现错误没人纠正，无法实现因材施教
D. 其他 （具体说明）
诚 信 承 诺
我谨在此承诺：本人所写的毕业论文《网络自主学习状态下英语口语学习效能研究》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。
承诺人（签名）：
口语学习范文第4篇
本次研究采用文献研究法、问卷调查法、案例分析法和经验分析法为主要研究方法。本次研究的对象主要是长江工程职业技术学院2013级学生，从课题组成员所任的班级中随机抽取9个班级，450名学生作为问卷调查对象。通过开展“高职学生英语口语学习状况”为主题的问卷调查，了解学生英语口语认知和英语口语学习的基本状况，通过SPSS17.0分析高职学生英语口语学习的基本特点和对高职学生英语口语能力进行鉴定。本次问卷由两部分组成，第一部分是关于学生英语学习背景的基本情况；第二部分从学生对英语口语的认知、学生对英语口语教学的评价、学生学习英语口语的兴趣和动机以及学生英语口语的学习水平四个方面对学生的英语口语学习进行调查，每套问卷由12个小题组成，共计24题。本次调查共投放450份问卷，回收427份，回收率为98%。其中有效问卷为405份，有效率为90%。本次问卷统计使用五分制，从不———很少———有时———经常———总是，分别记作1、2、3、4、5，采用SPSS17.0进行统计分析。通过对学生英语口语的学习特点和学习能力进行统计分析，课题组邀请全校所有的英语口语教师制定促进学生英语口语学习的策略，通过案例分析法对英语口语的学习策略进行调整。通过为所抽取的450名学生建立学习档案，观察高职学生在课题研究过程中英语口语学习的动态发展过程，对英语口语学习策略不断调整和完善。
二、高职学生英语口语学习特点的统计分析
1高职学生英语口语学习突出实用性
实践性是高职英语教学的基本特征，在被调查的450名学生中，在学习动机上211名学生选择能够促进以后的就业和工作，占到总人数的46.8%，170名学生选择英语可以是一种交流工具，占到总人数的37.7%，两者均涉及到英语口语在实践过程中的英语表达和英语交际能力，共占到总数中的85%。在学习兴趣上，50%以上的学生选择与口语交流相关的内容，包括看到别的学生说英语口语表达很流利，能够和外国人进行顺畅的英语口语交流，能够听懂英语电影中基本的口语表达。从上述可以看出，高职学生英语学习的特点更加注重英语在实际交流中的实践性，注重英语口语教学的实践运用知识，而不是理论化的口语技能，口语策略。高职英语教学要突出英语的实践性，突出学生英语的实践能力，这是高职英语口语学习不同于其他阶段的最大的特征，也是高职英语口语学习最大的目标，英语能够成为学生在实际生活和工作中的一种重要的交流工具。
2英语口语学习突出情境性
英语口语的主要特征是交际性，交际的一个重要特征是其情境性，不同的交际环境就是一个不同的文化和氛围交流场所，交流者需要根据文化背景的不同和文化氛围的设置来组织不同的语言，不同的交流语态和不同的表达方式。在学生对自我英语口语表达的期待调查中，58%的学生表示期望能够与不同语言背景的人在不同的语言环境和不同的场合中使用恰当的语言进行交流和交际，在对一个班级的群体访谈中，学生表示不同的交流情景中交流语言和交流气氛都呈现出不同的特点，在正餐和闲聊的座谈时的语言突出交流性，而在集体的party中讲究语言的丰趣，在演讲和演说中讲究语言的感染性，而这些不仅是理论知识的英语口语交流策略和英语口语课堂的简单联系无法解决的。而作为在汉语化的中国环境中，这也成为中国学生英语口语学习最大的障碍，在调查中90%以上的学生表示自己的英语口语表达缺乏语言气氛的塑造，不能根据语言情景灵活变动和调整。
三、高职学生英语口语学习的水平分析
1高职学生的英语基础薄弱
高职学生相对于本科院校的学生而言，英语基础较差，对学习英语的重要性认识不够，学习积极性不高，表现为哑巴英语或中国式的英语表达，听不懂英语，用英语来表达都存在困难，更不用说结合语境和对象进行准确和恰当的表达。同时，高职教育有高职教育的教学目标和教学任务，学生英语的基础薄弱特征影响进度的进行和目标的达成，教师又无法在课堂教学中分出多余的时间对学生的英语知识进行查漏补缺，致使学生知识的困惑不断累积，英语学习兴趣不断降低。高职英语的有效进行，需要重新燃起学生对英语的学习兴趣，填补之前的知识空白。在关于学生英语背景的调查中，学生在高中阶段的英语得分平均分为60（满分150），学生在见到不同的人时，对他（她）的外貌都有自己的认识，或是知性的，或是活泼的，是好相处的还是有主见的，但在关于用一个单词描述一个人的外貌的调查中，72%的学生选用的是beautiful、handsome的英语初级词汇。学生英语基础差与高职院校英语实践性的矛盾是高职英语口语教学的做大困难。
2高职学生在英语口语学习上的时间较短
英语口语需要不断的进行交流和学习，英语口语的提高需要学生在不同的交流情景中跟不同的人进行交流才能够真正的提高英语交流水平，改变高职学生哑巴英语、中国式英语表达以及英语表达书面化的特征。在调查中在关于学生课余英语交流的调查中80%以上的学生表示，在课余生活中没有机会参与英语口语活动，没有相关的英语口语学习，在英语学习内容的调查上，9成以上的学生表示大部分时间花在英语词汇的机械记忆和英语阅读理解能力的训练上，并且认为目前的英语教学最重要的还是要通过等级考试，而英语口语无论是从国家层面还是从学校层面都没有关于英语口语的量化要求，这也成为不重视学生英语口语学习的客观因素。
四、提高高职学生英语口语交流能力的策略
1开展内容和形式开放的课堂教学
英语口语教学具有交际性特征，要求英语口语课堂的教学设计的情境性和教学内容设计的实践性，也就是说教学内容要结合高职学生的发展特征选择与高职学生的生活学习密切相关的内容，通过联系学生专业和知识的内容促进学生学习的兴趣。例如，在软件应用专业的学生上一堂关于“接待客户”的英语口语交际教学时，教师的教学内容密切联系学生的专业，将接待客户的场景切换至软件公司的客服部，将接待客户的常规谈话与软件应用的专业知识相联系，通过英语表达学生的专业知识。教师的教学内容设计首先是计算机软件词汇的积累和掌握（引导学生采用头脑风暴法联想在客服部可能用到的英语单词）；其次是在专业相关情境中用英语进行交流（例如，什么时候购买的电脑，电脑出现什么故障，自己是否曾尝试着解决问题，作为技术支持人员该怎么处理问题等等）；再次，教师引导学生设计其它与软件技术专业相关的情境进行对话练习，下节课予以展示。课堂教学的实用性不仅需要教学内容的实践性，同时需要教学形式的情景化。这就要求教学过程要改变传统的讲授模式，充分发挥学生的主体性，强调学生的课堂参与。高职英语口语课堂教学的教学组织形式呈现多样化的特征，包括小组活动，辩论活动，话剧表演，学生教学，学生演讲等等。例如，在对计算机专业的学生开展的一堂专业英语教学中，本课时的目标是根据计算机显示的错误提示（英语呈现），查出计算机的问题所在。教师设置客户和维修员的场景，三个人一个小组相互交流，要求两名维修员首先要读懂错误提示，并进行维修，同时要用通俗的语言回答客户的疑问。此外，设置四个高年级本专业的四名学生作为维修和翻译顾问，询问的过程要用英语表达。最先完成的三个小组要让全班同学解释本组计算机的错误和修理的过程，并有顾客对其服务进行评价。在对旅游专业的学生开展的一堂课堂教学中，教师则以辩论的形式开展教学，围绕“干一行，爱一行还是爱一行，干一行”这一辩题展开辩论，在教学中，教师还可以让学生围绕自己熟悉的话题，例如：“我的家园”开展即兴演讲等等，通过多样化的教学形式促进学生知识的主动建构。
2建立网络共享和交流平台
英语口语教学的交际性特征要求突破课堂教学在时间和空间上的局限性，建立开放性的学习平台，互联网的高速发展为此提供了可能。网络资源共享可以为学生提供丰富的学习资源和逼真的交流对话平台，同时图像、视频、声音等表现方式的多样性，也增加了学生的兴趣。例如，在英语口语教学开展过程中，一名教师组织学生加入由中外学生组织的交流群，（在该群中因为有外国各地的学生，交流的语言为英语），该群的管理者是一些在英语学习方便比较有建树的学生，他们组织的学习内容主要包括以下几部分：第一，他们组织每天有10分钟的交流时间，交流内容关于自己身边发生的新闻或者新鲜事，或对当下世界发生的突出事件进行评论；第二，每周商量一个主题，然后以小组为单位，每个小组四个成员，进行群体语音交流，进行评价，将评价和稿件上传至群共享文件，供大家学习，活动在每周六进行；第三，以周为单位上传自己本周在英语学习中遇到的困难，由群成员予以帮助，活动于每周三进行；第四，在节日或者成员生日时，要制作礼物或英语表达送上祝福。一位教师在专业英语的学习过程中，通过网络平台，引导学生了解本专业发生的改革或新的发展趋势，并与外企相结合，学生通过网络为外企翻译文件，观看外企的会议视频等。另一位教师在英语口语的教学中，将自己担任其它英语口语班的视频给学生看，并将自己查找到的对纠正英语口语有帮助的电影和知名人士的演讲通过共享为学生提供学习资源。一些学计算机编程的同学，还通过开发将网络平台学习的一部分功能转移到手机，开发手机学习软件。网络平台教学模式突破了传统课堂在时间和空间上的局限性，让学生在想学的时间，想学的地点都可以学习，可以进行英语的交流，从而增加学生的口语交际技能和专业英语的使用技能，使英语这门语言工具真正为学生的学习和生活服务。
3建立课外实践平台
高职教育不同于普通的本科院校教育，其突出特点是培养学生的应用能力和实践技能，通过开放的课堂教学和网络平台，学生的理论知识得到了一定的丰富和充实，而应用技能的掌握还是需要理论和实践的不断结合，需要学生的不断实践。开放性实践教学模式的第二点重点正是突出知识的实践性，建立第二实践课堂。现在的许多高职教育开展的校园文化活动、社会性实践活动和校企合作模式对高职英语实践教学具有重要的间接意义。校园文化活动在目前的高职院校开展的形式呈现出多样化的特征。例如，一些学校开展的英语校园广播，通过英语新闻的播报、英语美文的朗诵以及英语歌曲的欣赏，促进学生在实践中结合一定的情境和对象切实使用英语的技能，其次学校组织的英语讲座、英语口语大赛，英语才艺比赛等，促进学生掌握不同题材的英语表达，还有一些英语活动，我爱记单词、英语达人秀（配音、乐器弹唱、歌舞等），引导学生学习英语的积极性；社会性实践活动多以短期为特征，时间一般在一年之内。例如，一些学校为学生提供机会，在学校由外国教授到本校做调研或开讲座时，作为翻译，沟通交流，在本市的文化节，让学生担任该市的志愿者，为外国访问者介绍本国和本地区的文化，在旅游盛季，周末到旅行社带团接待外国游客，包括学校组织的各种实习，酒店管理的到酒店担任前台实习，汽车维修专业到汽车维修部门的实习，护士专业的到医院的实习等等；校企合作模式是高职教育的一种特色，突出理论和实践的结合，在课堂理论知识学习后，学生可以到企业进行实践操作，在实践中加深理论知识的内化和理解。校企合作是理论和实践结合的最为理想的一种形式，在“学中做，在做中学”，理论和实践的相互促进。例如，一所高职院校和一家外企合作，这家外企经营服装设计，企业为学生提供展示服装设计的机会，学生可以将自己认为成功的设计与每周五在企业会议上予以展示（英语表述），如果学生的设计被公司采纳，学生将作为企业的一名成员，该设计的合作对象和合作市场的扩展，学生可以跟随负责人共同进行。课外实践平台促进高职英语理论和实践的结合，促进高职英语的实用性转化。此外，要组织教师学习，改变教师观念，引导教师以多种形式开展教学，注重教学内容的有效设计，引导学生在实践中学习语言知识和技能。
五、总结
口语学习范文第5篇
关键词：口语合作组 合作学习 自主学习能力
一、自主学习与口语合作组
1、自主学习
自主学习主要源于建构主义学习理论(constructivism)，认为学习过程不是由教师向学生传递知识的过程，而是学生主动建构知识的过程。henri holec进一步发展了这一理论，他认为：“自主学习是一种担负起自己学习责任的能力；学习者自主就是学习者在学习过程中能够负责对以下几个方面进行决策：(1)确定学习目标；(2)决定学习内容和进度；(3)选择学习方法和技巧；(4)监控学习的过程；(5)评估学习效果。”
学生的个体差异也决定了大学英语教学的自主性。rod ellis认为，语言学习者在“信念、情感状态、年龄、语言学能、学习方式、动机和个性”等方面都存在个体差异。其中，不同的动机对语言学习的效果影响最为巨大。所谓动机就是对某种活动有明确的目的性以及为该目的而做出的一定的努力。
综上所述，语言教学中要培养学生的自主学习能力，需要满足两个条件：一是对学习感兴趣，具有主动学习的倾向，即“想学”；二是掌握认知策略和元认知策略，知道如何学习，即“会学”。大学英语教学实践表明，口语合作组可以满足这两个条件，是一种比较理想的自主学习模式。
2、口语合作组
关于合作学习，许多学者已有论述：littlewood将合作学习定义为“以小组为单位的交互自主活动”；harmer指出，结对子活动、小组活动赋予学生一种形成相互依赖的机会，这会使学生逐渐摆脱对教师的依赖，学会自己作出决策；brown强调，合作学习可以帮助学生提高学习成绩，强化学习动机，增加在学习上的时间投入，提高自尊，并帮助学生成为积极的社会角色，最终培养学生的自主学习能力。根据上述定义，学生的自主学习活动都是建立在小组活动的基础上，小组活动可以促进学习者相互学习，最终在学生之间形成积极的相互依赖。
但传统的合作学习主要是指课堂内的小组合作学习，而口语合作组则把合作学习从课堂延伸到课外，是课堂的补充和延续，与课堂构成不可分割的有机整体。它主要以学生寝室为单位组成口语学习小组，根据教师布置的口语任务，围绕单元主题在寝室展开层次递进、形式多样的口语活动。活动的效果在课堂上得以检测，即每组成员以某种形式向师生汇报演出，之后1名代表就汇报的主题向本组以外的其他同学提出1~2个问题，接下来其他同学从主题、逻辑、演技、语言等方面对汇报演出进行评论，最后教师打分并进行归纳、总结。
二、改进大学英语课堂教学模式的必要性
从某种意义上说，学生学习兴趣的浓厚，学习积极性主动性能否发挥，主要取决于教师的教学方法。教育心理学认为：学习动机中最现实、最活跃的成分是认识兴趣、或叫求知欲，它是指在学习中带有情绪色彩的意向活动。所以教师在教学中一定要认真钻研教材，研究学生，根据教学内容选择和创新教学方法，要充分利用现代化教学手段，如演示课件、观看录像、收听音乐，开展实践活动、开展口语合作组等等。这样不仅使教学内容直观形象，生动具体，增强教学内容的感知性与趣味性，而且活跃了课堂气氛，激发学生的学习兴趣和求知欲，有利于调动学生学习的积极性与主动性，提高教学效果。
教学的最终目的就是要让学生做到知行统一。使学生的知识转化为能力，观点转化为行动。这一过程只有通过学生自身的不断实践与认识才能完成。教师要在教学中加强指导，带领学生参加各种实践活动，使学生自主获得真实的体验与思考。在这一过程中，教师要对活动的主要框架安排、细节、形式、目标等做好充分的准备，过程中要满怀热情，激发学生的参与意识，帮助学生构建起自主学习探索的习惯，因此英语口语合作组学习模式有着重要的意义与作用。
三、大学英语口语合作组教学模式的作用
所谓“小组合作学习”是指在课堂教学过程中，把全班分成几个小组，然后让学生在学习过程中互相合作，共同努力，从而达到培养学生“自主、合作、探究”能力的一种学习模式。这是对传统学习方式的革新，它较之传统教学方式相比有一个很大的区别——能使每一个学生都能积极地参与到课堂学习及课外活动中去。由于受传统应试教育的影响，我们教师过分强调语法教学和笔试成绩，从而忽略了学习英语的最终目的是为了讲话和交流。随着学生年龄的增长，学生的独立意识和自尊心也不断增强，而这种心理现象却使学生出现了
“怕出错而不敢讲，越不敢讲越容易出错”的现象。因此我们利用小组合作为学生提供一个和谐的、宽松的交流平台是一项有意义的尝试。
口语合作组是外语教学改革的产物，其特点是以室友为合作对象、以寝室为活动场所，小组成员通力合作，充分说明这种学习模式是培养学生自主学习能力的有效途径。传统课堂教学只注重掌握语言规则而忽视让学生在真实的语言环境中感知、实践后归纳与总结规则。而在小组活动中，通过提问、对话、讨论、角色扮演等，为每个学生增加了更多接触目的语的机会，也增加了为真正的交际目的使用英语的机会。同时，他的情感过滤假设认为情感因素影响了语言习得。多样的小组活动可激发学生学习的兴趣，加强了学习英语的动机；学生主体性得以发挥后，自信心与自尊心增强，焦虑感降低，这样在一个低情感过滤的环境中进行口语训练，语言输入会更多，输出的效果会更好。
1、口语合作组为学生提供了良好的自主学习氛围
由于口语合作组学习模式相对教师与学生这样传与受的硬性、单项教学模式来说更为民主，更加和谐，有利于交流，因而是一种良好的培养学生自主学习能力的教学方式。比如有的性格内向的学生往往只善于在相对固定的小圈子里交流沟通，一旦将其放在大环境下，往往会出现胆怯、忘词的情况，口语合作组学习模式能够使这类学生放下心理包袱，轻松上阵，并逐步的学会合理评估自己的学习情况，逐渐摆正心态，因此对学生来说是十分受欢迎的。
2、口语合作组为学生提供了更多交流和参与的机会
语言是沟通的产物，只有交流人类才会不断进步。口语合作组教学模式使小组同学能够就自己感兴趣的交流内容，充分发表自己的 看法观点，从而获得了语言实践的机会，且这些有意义的交流内容也能够为学生的日后交流积累素材，提高学生语言听说能力，因此是一种良好的学习模式。
3、口语合作组有利于激发学生自主学习动机
学习动机指的是学生自身对于学习的愿望,即“想学”。口语合作组特有的轻松活跃的氛围、灵活多样的话题和丰富多彩的形式可以极大地激发学生的学习动机，使他们变得自律、勤奋，有学习动力，主动学习，且能持之以恒。而学习动机和自主学习能力的关系非常密切，因为“强化了的学习动机是学生为自己的学习承担责任的前提条件，由此使得学生明白自己学习的成败完全取决于自身的努力和学习策略而非其他课外的因素”。
4、利用小组竞赛，提高彼此之间的学习意识
小组合作学习是同学之间互教互学、彼此交流知识的过程，也是互爱互助、相互沟通情感的过程；学习的过程不仅直接作用于学生的认知发展，并且还通过情意因素促进学生认知的发展以及非认知品质（如人际交往等）的提高，同时也满足了每个学生“影响力”和“归属”方面的情感需求。所以，小组合作学习理所当然是研究性学习比较合适的教学组织形式。
结语
填鸭式教学及应试教学培养出了一群只会被动吸收、不会反思以及独立思考的学生，他们在课堂上往往不会自主提出问题，缺乏求证意识，更谈不上所谓的创造性思维。他们对知识的理解仅仅是刻板的复制，没有怀疑精神，没有创新，因此无法获得真正的进步，长此以往，我国的教育水平以及国民素质必将受到极大的考验，因此，当前加强学生自主质疑、释疑的训练是我们势在必行的教育改革方案，教师应该加强认识，在实践中摸索，加强策略指导。新形势下我们教育的根本方向之一就是着重培养学生独立自主学习能力，灵活掌握学习方法，教师在教学过程中也不要甘当保姆，而是以“授人以鱼不如授人以渔”的态度，真正实现高质量的英语教学。所谓策略训练是指教师指导学生在学习过程中根据需要有效地运用策略的一种活动。学习的策略训练与学生的自主学习之间是一种手段与目的的关系。学习策略训练不仅有利于更好地实现学习目标，而且有利于学生探索适合自己的学习方法，增强学生自主学习的能力。因此在进行策略训练时，要根据学习对象、学习内容、学习环境等灵活选择合适的策略，以利于提高训练的效果。英语口语合作组这种学习模式能够将学习和实践结合起来，将课堂上的学习与课堂外的练习活动有机的联系起来，从而为学生提供了更多的交流和参与机会，鼓励学生积极地培养自身的英语技能，在交流中互相学习，取长补短，同时挖掘出每个人的潜能，因而是一种值得推荐和尝试的学习模式。
参考文献：
[1]heloc.autonomy and foreign language learning[m].oxford:pergamon press,1981.
[2] 陈媛. 合作环境下的自主学习培养：基于口语课堂教学的实
证研究[d]重庆大学, 2004 .
[3]彭金定.大学英语教学中的“学习者自主”问题研究[j].外语界,2002,(3).
[4] 侯百成.加强自主学习 造就高效课堂[j]. 中职英语之友(下旬), 2010, (10) .
口语学习范文第6篇
关键词： 英语教学 心理障碍 化解策略
学习英语的目的就是能用英语与人交际，而口语正是交际的关键所在。因此，口语的重要性逐渐显现出来，在中考中口语测试也占一定比例，这就要求教师重视学生口语能力的培养。但是，口语在教学中，并不是那么容易的，需要我们加大研究力度。因为在实际操作中，我们发现了许多问题，如学生心理障碍、学习环境等，我们要对这些问题进行分析，并探索一些对策解决这些问题。那么，在初中英语课堂教学中，我们该如何做呢？
一、口语心理障碍的成因
1.外界因素。
首先在教英语时，许多教师喜欢采用翻译的方法进行教学，他们只关注语法知识和句法结构的运用，对于口语能力的培养往往不够重视。学生在教师教学方式的指引下，也都认为只要学好语法知识，就能在英语考试中取得高分，口语练不练都无所谓。其次，学校没有合适的英语氛围，学生只有在英语课上才有机会说英语、用英语。在平时的生活、学习中，他们接触到的都是方言，就是想用英语也不太可能。再次，没有适合的口语材料，学生的口语训练无从下手。还有些教师自身口语能力不佳，让他们用英语组织教学，还是有点难度的。还有就是班级人数太多，即使想训练口语，也很难达到预期的效果。
2.学生因素。
在口语表达时，不仅需要学生具有一定的语言知识，还需要有平和的心态。有些学生个性内向，不愿意说话，他们天生敏感谨慎，就怕出错。他们宁愿不说，也不愿意说错，要培养这些学生的口语能力很困难。而有些学生性格外向，不怕丢人，想说就说，这些学生的口语必然会进步很快。听力能力直接影响学生的口语能力，如果学生听力能力很差，则他们的口语表达必定受挫。因为他们听不懂，根本就不知道该如何回答，不知道自己该说些什么。所以，口语操练需要与听力技能同时训练，听力水平要略高于口语水平，才能知道怎样说。
有些学生在表述时，不知道该从何说起，他们虽然背了很多单词、短语和句型，知道了许多英语基础知识，但是在口语表达时，却仍然不知所措，神情紧张、思路不清、反应迟钝，完全不知道自己该怎样说、该说什么，也没有一个完整的概念，从而陷入一种迷茫的状态。还有些学生有说的欲望，但是他们因为过度焦虑，记忆受到干扰，对想说的材料不能完整表述，所说出的内容缺乏正确性、连贯性和逻辑性。这些因素，都导致学生口语表达出现问题，因此，我们要针对这些问题，寻求解决策略，这样才能让学生口语能力的提升成为可能。
二、心理障碍消除的策略
1.激发兴趣，让学生愿说。
兴趣是学习的动力，可以促使学生更加主动地学习。因此，在口语教学中，教师要注意培养学生说的兴趣，给他们一些感兴趣的话题，让他们在融洽、和谐的氛围中，更加主动地说英语。而教师也要有耐心，会引导、善启发，这样才能活跃课堂气氛，激发学生说英语的热情，使学生自觉、主动地参与到英语口语活动中。在学生刚开始说时，不要过于强调语言的正确性，只要学生能对话题感兴趣，愿意说即可，至于他们说得怎么样，不要过于苛求。让他们在最初阶段养成愿说的习惯，这才是最重要的。
2.趣味训练，让学生想说。
在把学生的紧张感消除以后，我们可以设置一些趣味性的训练，让他们不仅愿意说还想说。因此，在教学时，我充分利用图片、教具和多媒体教学手段，调动学生的积极性。在进行口语操练时，多用小组讨论、情景对话、讲故事、演讲等方式，让他们充满兴趣地说。同时，在训练时，要强调语言的正确性，这样才可以逐步培养他们运用正确语言表达的意识。
3.情境创设，让学生会说。
情境是学生学习英语必要的环境，只有在相对真实的环境中练习口语，学生的口语才会更有感染性，才能取得实质的进步。因此，在口语训练时，我特别注重情境的创设。例如：在教有关问路的话题时，我给学生编了一个故事情节，让他们在较为真实的故事背景中训练，他们有了说的欲望，也能逐渐知道该如何说。曾经给学生创设这样一个故事情境：一位老爷爷去城里看望儿子一家，但是在火车上把儿子的电话号码弄丢了，手里只有地址。他只有拿着地址去寻找，在寻找的路上，他碰见了形形的人，有警察，有小贩，有商店店员，等等，他边走边问，终于找到了儿子的家。这样的情境学生既感兴趣，又学会运用单元中的重点句型，学起来也会觉得特别容易。
另外，在情境中训练口语，还能让学生分清不同的场合该说怎样的话，如果不符合角色身份，就不能运用。这对于学生了解西方国家的风俗习惯也有好处。此时的口语教学，不仅仅训练了口语，还锤炼了学生语言运用能力，检验了他们对已学语言知识掌握的程度，达到了巩固新知的目的。
4.变换方法，让学生乐说。
口语学习范文第7篇
关键词： 英语口语 口头表达能力 对策
近年来，我国大学生的整体英语水平有了很大提高，但是语言交际能力仍然较差。随着2008年奥运会在中国的召开，运用英语这种应用最广泛的国际通用语言的的能力就显得十分紧要。另外，在经济发展全球化的大环境下，也迫切需要英语口语人才，这使得如何提高大学生英语口语水平和实际运用英语的能力成为大学英语教育中亟待解决的问题。
一、影响大学生口头表达能力的因素
下面从三个方面来浅析影响大学生口头表达能力的因素。
1.社会因素
我国大学英语口语教学的观念普遍来说还较为陈旧。尽管从1999年开始全国大学英语四、六级考试已经开始在几个院校试行口试，但长期以来，四、六级考试都还是注重听、读、写，对口语几乎不作要求。许多学生在考试指挥棒的作用下忽略了口语的训练，认为只要能通过四、六级考试就行。另外，长期以来教育部的教学大纲要求也明显地向书面英语倾斜，并未对听说能力的培养给予足够的关注。
2.教师因素
虽然大学英语四、六级改革增加了听力部分的比重，可英语口语考试只是少数高分学生才能参加的。在有限的公共英语课上，教师把绝大多数时间放在了应付四级考试上，口语只能退而求其次。长期以来，英语教学一直采用结构教学法，侧重语法知识的传授和一般语言能力的培养，而对语言的实际使用能力特别是语用能力的培养重视不够；课堂教学侧重点仍然强调语法、阅读、写作、翻译能力的培养。
即使在有限的口语教学中，大部分教师仍然在采用过去的以教师为主、学生为辅的模式。在目前条件下，大学英语属于公共课且多数是合班上课，学生人数从50～60不等，教师很难用交际法或整体语言教学法进行教学，更无法让那么多学生在45分钟内都有机会练习英语口语或进行英语对话。
3.学生因素
第二语言习得研究表明：要想学习好口语就必须大胆地练习、主动地找人练习，在实践的过程中不断地提高。但是，很多学生由于自卑心理，常常逃避与他人交往，怕说错了被别人笑话，也有学生因为受地方方言的影响，发音不标准，不敢开口说话，从而失去了练习的好机会。在英语课上，自愿发言者也是寥寥无几。学生们一般并不是真正拒绝回答教师的问题，也并不是因为基础差而不能回答问题。他们的消极心理因素才是阻碍英语口语提高的真正的原因。
英语教学目标认定的误导是影响学生口语提高的另一主要原因。在许多学校，大学英语四级考试是与学位紧密挂钩的，通不过四级考试，不仅拿不到学位，甚至有可能无法毕业，更不可能找到一份满意的工作。在大学英语四、六级考试的“魔棒”的指挥下，学生为应付考试而整日背单词和语法规则，其语言表达能力却因长期不训练而在无形中被削弱了。
另外，学生的知识面很窄。在多年的教学过程中发现绝大多数学生在大学期间，除了学习专业课和英语课本外，再不愿花精力和时间来旁顾政治、历史、哲学、社会等学科的知识，甚至很少看报刊杂志。由于学生长期把自己封闭在一个很小的领域内，其结果便是当老师谈论到“环境问题”时，学生只知道air pollution，water pollution，再谈下去，便无下文。狭窄的知识面和有限的词汇量难以使学不愿在大庭广众场合讲英语，也害怕在课堂上用英语回答教师的问题。即便开口说英语，也是吞吞吐吐、答非所问或前言难接后语。
二、提高大学生英语口语水平的对策
1．在教学指导思想上，从“以语言知识为本”向“以语言运用为本”转变。
“语言是社会交际需要和实践的产物。语言在交际中才有生命。人们在使用语言过程才真正学会使用语言”。（束定芳，庄智象，1996：22）也就是说，语言运用是语言学习的归宿，又是语言学习成功的保证。语言知识是语言运用的基础，但知识并不等于能力，“知道”并不意味着“会用”。因此，在语言测试中应增加对学生语用能力的考查。
2．努力增强学生的自信心，鼓励他们参与到实际的英语教学活动中。
在课堂上，教师要采用鼓励教学原则，激发学生的学习热情，鼓励学生大胆参加，让他们体验到成功表达的快乐，减少其挫折感和失败感。教师还应采取情感教育原则，尽量消除学生交际时的紧张感，在包容口语错误的环境中，帮助学生解除心理压力，让学生轻轻松松、毫无顾忌地说英语。使学生具有“开口说”的强烈愿望和“开口能说”的充分自信，为“能说会道”打下良好的基础。
3.积累英语知识，确保学生能说。
作为英语学习者来说，胸有语库，出口才能滔滔不绝。要想丰富学生的语言仓库，就必须督促学生多读、多听、多记，同时要纠正他们不正确的英语发音和改正其使用不当的句型等。在这里，朗读十分重要，它可以使学生深入理解课文、增强英语语感，锻炼记忆能力，从而提高他们正确而有表情的口语表达能力。更重要的是，学生在反复朗读过程中，可以把课文的语言变成自己的语言，增加词汇量。
4.培养语用能力，教会学生巧说。
语用能力指正确理解和实施言语行为的能力，它是语言交际能力的重要组成部分。只有懂得何时何地向何人说什么，以及如何说，交际才有成功的可能。为达此目的，教师应做到：①改变以往以句子为基本单位的作法，提倡话语教学在实际语言交流中成功的关键，在于能否恰当地运用英语而不是能否说出合乎语法的句子；②给学生讲解必要的语用知识，如会话合作原则、礼貌原则、会话含义等。如果忽视这方面的知识，在跨文化交际中，即使口语讲得再流利，对方还是不理解，有的甚至会引起对方的误解；③组织学生观看原版英语电影、录像，阅读英文书刊，邀请外籍英语教师举办讲座，等等。学生可以通过这些渠道，了解汉英文化差异，培养“文化差异”意识。
5.积极开展第二课堂教学及网络教学。
大学生自由支配的时间很多，可以开展很多有意义的课外活动。为了加强学生的英语口语交际能力和提高学习英语的兴趣，可鼓励他们多参加英语角、组织英语演讲比赛和英语短剧表演等。网络教学是对课堂教学的延伸，既可以实现由教师现场指导的实时同步学习，也可以实现在教学计划指导下的非实时自学，还可以实现通过使用电子邮件、网上讨论区、网络通话等手段的小组合作型学习等。
英语口语能力的提高非一日之功，需要长期、艰苦的努力。我们只有正确分析学生英语口语滞后的原因，巧下对策、积极引导，才会提高学生的英语口语能力。相信在教师和学生的共同努力下，英语口语教学将迈进一个新台阶，会有更多的学生能自信地用英语自如地表达自己，切实提高自身的实际运用英语的能力。
参考文献：
［1］戴军熔.中学英语口语能力滞后探源［J］.中小学英语教学与研究，1999.5.
［2］周雪林.语用失误与英语语用能力的培养［J］.扬州师院学报，1996.3.
［3］叶爱香.大学英语口语学习情况的调查分析［J］.浙江万里学院学报，2004.3.
［4］束定芳，庄智象.现代外语教学――理论、实践与方法［M］.上海：上海外语教育出版社，1996.
［5］秦晔.大学英语口语教学的问题与对策［J］.南京医科大学学报，2004.3.
口语学习范文第8篇
关键词：培养学生；英语；口语能力
中图分类号：G427 文献标识码：A 文章编号：1992-7711（2014）01-048-1
一、Change change “A B C”
我们说之所以会出现“哑巴英语”是因为我们的教学观念不能很好地指导我们的教学。比如只为了提高学生成绩的“应试教育”，每天“填鸭式的教学”从来不重视学生的应用能力，这些情况都不利于培养学生的口头表达能力。
所以首先，我们要改变教师的教学观念，要以教师的主导作用确保学生的主体地位的实现，重视多维素质的培养与发展。不把学生的考试成绩，作为衡量学习质量的唯一标准，要充分关爱学生，承认学生的差异性和主动性，坚信每一个学生都具有发展的潜能然后去帮助他们提高自身的能力。
其次，我们要改变学生的思维方式，我们都了解我们在用英语交流时，并非是用这种语言思考和表达的，而是用中文思考，再转换成英文。这种思维方式恰恰阻碍了英语的交流。所以我们要培养学生用英语去思考，要在自己大脑里建立这种语言的意识，用这种语言思考和表达，做到一种条件反射的境界。比如，你是一位英语主持人，那么你就应该设想如何约稿，如何布置会场，大会主席该如何致词等，让自己进入这一角色，有声地完成整个过程。这就需要我们在日常生活中经常地、有针对性地对自己进行这样的思维和训练。要在自己的大脑中建立起外语语境，需要一个阶段用一定的强度、用相当的数量对自己的大脑施以相当的“强制”来进行。过了这个阶段，才是对新建立的语言体系进行补充，使其日臻完整。单靠平平常常的积累很难达到这个境界。
二、Listen listen “A B C”
我们都知道说是在听的基础上开展的，这是人类语言发展的自然规律，由此可见听的重要性。在课堂上，老师应多提供学生听的机会。给学生听录音让学生跟着读，多利用光盘、多媒体等进行教学，并帮助学生分析语音、语调及发音方法。教师也可以要求学生每天回家听英语，具体做法可以是有目的地听磁带并且模仿英语的韵律和语调。要求学生每天至少听半小时的磁带，并持之以恒。在每节课讲新课之前，检查学生所听内容，并给予鼓励。其实就是说，要让学生有足够的时间去模仿，去形成语感，形成听的好习惯。切忌不听录音，拿过来就念，这样只能是土腔土调越来越浓，原汁原味越来越淡。
三、Speak speak “A B C”
1.多创设情境，利用任务型教学模式，促使学生养成英语思维和大胆说英语的好习惯。
2.在课堂教学中，我都会设置Free talk的环节，把头天所学的知识转化成语言进行交流，一周再进行汇总交流。通过师生Free talk，生生Freetalk来增加学生说的锻炼。
3.每天要求听多少就说多少。做到听说两样不分家。要听懂自己在说什么，最好每天对着镜子练习，把自己的声音录制下来听一听效果最好。
四、Practice practice “A B C”
1.自言自语练习
对于学英语的小学生来说，课后与别人的交流少之又少。因此，我们提倡学生“自言自语”练习口语，也就是所谓的家庭作业。可要求学生多听磁带跟录音仿读课文中的词语或句子；独立的朗读所学的词语和课文；熟读英语口语表达句型，并做一些简单的词语替换练习。所有这些练习的目的是让学生熟悉掌握英语的韵律和语调，积累英语语言材料。
自言自语练习，虽然起到了说的效果，但对于课后的这项任务，完成的人数较少，学生的意志力非常薄弱，能坚持的学生少之又少，因此要求教师交代清楚任务并做出相应的检查，也可定期的开展朗读比赛，以竞赛的方式提高学生说的能力。这需要教师做出一个长期的计划跟努力。
2.英语角练习
在小学开设英语角进行交流可能有点不切实际，学生词汇量少，会说的不多，进行起来有点困难，因此需要在教师的指导下进行操作。
每周我们可以安排一个固定的时间，搞一些小活动。如：播放简单的英语歌曲让学生重复跟唱；通过玩游戏来锻炼说的能力，像用英文说数字，当说到三的倍数时说bingo等一系列小游戏；也可以讲一些耳熟能详的英语小故事，像“灰姑娘”“白雪公主和七个小矮人”的故事等。可能刚开始学生会听不懂，但是他听过这个故事就会体会到或者说能感知到故事情节的发展。它对形成英语思维也有一定的帮助。
3.课本剧练习