A Discussion About Spoken English Teaching英語畢業(yè)論文

1、a discussion about spoken english teachingbeing one of the four micro skills of english language, speaking plays an important role. practically speaking, it can reflect ones english proficiency directly, which is bound up with job-hunting, social communication etc. on the other hand, together with s

2、peaking, it is productive skill, through which language learners produce output. according to swains “output hypothesis” and longs “interactional hypothesis”, language learners out put is significant in the process of second language acquisition (sla). thus, speaking can also facilitate language acq

3、uisition. based on some theories, previous studies and the realities of spoken english teaching in china, this essay aims to discuss spoken english teaching from two aspects: what to teach and how to teach. 1. what to teach1.1 communicative competencebefore the discussion about what to teach in spok

4、en english class, there should be an insight into the levels of knowledge and skills involved in language use. canal and swain (1980) termed the knowledge and skills involved in language use as “communicative competence”, which they divided into three levels: grammatical, sociolinguistic and strateg

5、ic. keith johnson renamed the first one as “systematic”. systematic competence covers the knowledge and skills related to the way language works as a system. this competence includes knowledge and skills about pronunciation (phonetics and phonology), grammar (morphology and syntax) and words meaning

6、s (semantics). even hand writing, spelling and punctuation are involved which are “mechanical skills”. sociolinguistic competence can be further divided into “rules of use” and “rules of discourse”. the former one means how to use language appropriately in different contexts. the contexts here can r

7、efer to both different countries and some concrete situations (e.g. wedding &funeral; restaurants& shops). in different countries with different culture and customs, speakers should obey local “rules” to use the language. the same goes to different concrete situations. the latter function is to join

8、 language together, in other words, to achieve the coherence in a language. strategic competence can be descried as verbal and nun-verbal communication strategies that may be called into action to compensate for breakdowns in communication. according to keith johnson, this is a very important type o

9、f competence for learner to develop, because speakers will inevitably encounter many breakdowns in communication when struggling to use the foreign language with their restricted linguistic resources.1.2 what to teach in spoken english classbased on the framework of communicative competence, what sh

10、ould be taught in the class of spoken english? first of all, the knowledge and skills in the systematic competence should not be taught specially in the class of spoken english, because the function orientation of this class is different from the grammar class, reading class and vocabulary class. sp

11、oken english class should focus on how to teacher students to speak english correctly, how to express themselves and to develop students communicative competence. although english pronunciation, vocabulary and grammar are closely related to spoken english, they should not take large amount of time t

12、o be thought specially in spoken english class. teachers can choose to correct students phonetic, lexical and grammatical errors when they emerge or teach them when necessary. secondly, it is very necessary to teach knowledge and skills within sociolinguistic competence. when limited in the context

13、of classrooms and the group of people who share the same culture and customs, students seldom need to express their certain demand and they seldom encounter embarrassment caused by culture difference. imagine a context where a chinese student who goes to america for the first time needs to go to see

14、 a doctor. how should he/she express his/her idea? without qualified sociolinguistic competence, most students will fail. to develop students sociolinguistic competence, in spoken english class teachers on one hand should expose students to culture and social customs in english speaking countries, o

15、n the other hand, teachers should get students acquainted with how to express themselves in english in different situations, such as how to go shopping, how to deliver a speech, how to participate in job interview etc. thirdly, knowledge and skills related to strategic competence can never be ignore

16、d in spoken english class. due to students restricted language proficiency, the conversation is likely to break down if they know nothing about this competence. according to a research conducted by gao haihong (2000), chinese students know little about strategic competence. they adopt strategy of re

17、duction most, which means they prefer to deduce the further discussion about the topic or change another if they encounter communicative difficulties, which is unbeneficial to language acquisition. thus, it is very necessary for teachers to teach students communicative strategies to remain or repair

18、 their conversation. for instance, students can use stalling strategy which provides them with more time to recollect their knowledge to bridge the information gap. 2. how to teach by using “how to teach”, i do not intend to discuss which teaching method should be chosen in spoken english class, suc

19、h as communicative language teaching(clt), task based language teaching(tblt). wang zuoliang used to say that some methods are useful to some people sometimes in some places; no method is helpful to all people all times at all places. since each teaching method has its advantages and disadvantages,

20、sensible middle view has been accepted by more and more teachers. i just want to discuss how to teach spoken english from several specific aspects.2.1 output and interaction in spoken english classin traditional english classrooms, english teachers take the dominant position by grasping classroom di

21、scourse. (zhao xiaohong, 1998) in spoken english class, however, teachers must abandon this kind of method. krashen. (1983，1985) pointed out that comprehensible input is a necessary condition for second language acquisition(sla). swain (1985) put forwarded “output hypothesis”. she asserted that comp

22、rehensible input provides second language learners with vital condition, but it is not enough. only through meaningful output can learners improve the accuracy of target language to native speakers level. she summarizes the functions of output in sla as followings: 1) learners output must be accurat

23、e, consistent and appropriate during the procession of negotiation of meaning, which will improve learns grammar. this phenomenon is named “pushed language use” by her; 2) output offers learns lots of opportunities to test whether their hypothesis on target language is right or not; 3) output can fo

24、rce learners pay attention to the form of language which covers the meaning, whereas input can not. she stressed that only learners are forced can output be helpful to sla. long (1983), by posing “interaction hypothesis”, on one hand admitted the significance of language input, on the other hand, st

25、ressed the importance of negotiation of meaning. according to him, “two-way communication” is more helpful to sla compared with “one-way communication” in that when one side has difficulty in understanding the other, he/ she is able to inform the other, which will stimulate the negotiation of meanin

26、g and interactional modification. thus, the comprehensibility is improved. the negotiation of meaning can also allow learners to notice the differences between input and output, and result in the transfer from interlanguage to target language. based on these theories, the conclusion can be drawn tha

27、t if teachers still take the dominant position by grasping classroom discourse in spoken english class, students can only get language input, which is not helpful to students english acquisition. thus, students should take the dominant position in spoken english class, which means they must be given

28、 enough time to speak english ( produce output) and participate into interaction in spoken english class, though which students communicative competence can be improved a lot. spoken english class should be students centered. large amounts of interactions fits the character of clt. the reason i do n

29、ot use this term is that i also want integrate teaching task into spoken english teaching which is related to another english teaching method-tblt2.2 teaching taskswhen mentioned tasks, tblt should be mentioned. tblt refers to an approach based on the use of tasks as the core of planning and instruc

30、ting in language teaching. nunan(1989) defined a task as a piece of classroom work which involves learning in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. mentioning teaching tasks does not mean

31、 that i agree that teachers should adopt tblt in spoken english class, nor do i stress the form of tasks. what i what to emphasize is the function of carrying out teaching task. since tasks are believed to be made up of four main components, namely a purpose, a context, a process and a product (clar

32、k, scarino & brownell,1994), by carrying out teaching tasks, students can get certain skill improved or learn some knowledge which is discussed in first part. for example, fluency and accuracy are two inflections of good communicative competence. christine c.m. goh discussed how to improve fluency a

33、nd accuracy by using tasks in the book speaking in language classroom. three types of speaking tasks for developing fluency were introduced in this book: information-gap tasks, problem solving tasks and social monologues. spoken english teachers can design other tasks for students. for example debat

34、ing task can be designed to develop students expressive and logical competence. students can involve in stimulate social context to develop certain ability. by producing output and participating in classroom interaction, students communicative competence can be improved, while carrying out teaching

35、tasks can make this process be goal oriented and not be aimless. students can make visible or invisible progress through various tasks. thus, both interaction and teaching tasks should be integrated into spoken english class. in other words, it should be a combination of clt and tblt, but neither sh

36、ould dominant the class.2.3 teachers feedback sinclair and coulthard (1975) charactered the basic model of exchange between teachers and students as irf. firstly, teachers initiate (i) a conversation by asking a question, following is students response (r), finally comes the teachers feedback (f). i

37、n spoken english class, however, this type of discourse model should be broken because students will have fewer chances to produce output and their communication strategies will be limited if limited to this model which does not fit the character of real conversation. teachers should make use of fee

38、dback to promote students english acquisition. 2.3.1 corrective feedback (negative feedback)corrective feedback is used to correct students errors wich has direct relation with students limited language competence. errors should be distinguished from mistakes which is a failure performance to a know

39、n system( brown, 2000 ). students make mistakes like the misuse of he and she often. teachers should no interrupt students to correct such mistakes since it will break down students speech. teachers should let mistakes pass and remind students to pay attention to such mistakes after students finish

40、their speech. as for errors, like phonetic, grammatical and lexical errors, if they are not serious , it is better for teachers to correct them after students finish their speech, especially when students are involved in communication. if the errors are serious which will lead to misunderstanding, t

41、eachers should correct them directly. an important principle of error correction is that teachers should never damage students self-esteem and confidence to speak english. 2.3.2 evaluative feedback (positive feedback)in spoken english class, teachers positive feedback is important because it provide

42、s learners with affective support and fosters students motivation to continue learning. (ellis, 2009) however, teachers positive feedback should noy be too general and mechanic like very good, welldone in spoken english class. teachers should evaluate students performance in detail, which will enhan

43、ce students confidence a lot. if necessary, teachers should point out where students should improve. 2.4 group work and pair work待添加的隱藏文字內(nèi)容3one of the problems existing in chinese spoken english class is that the size of class is too large. thus students will have less chance to practice their language and get less attention from teachers. group work and pair work are good methods to solve this problem. by participating in group work and pair work, students can