论文总字数：31127字

摘 要

农村小学英语口语表达存在的主要问题有，学生语言知识积累的不够、教学设备与教学方法都较为落后、跨文化交际上的冲突、英语教师口语水平与教学水平、学生焦虑、紧张的心理。本文针对以上问题提出以下一些方法与策略：让学生吸收更多的语言输入，为口语做好准备；改进教学方法；培养跨文化意识；开展各种口语活动，激发学生的学习兴趣；培养优秀、有能力的教师。

关键词：农村；口语英语学习；问题和对策

Contents

1. Introduction 1

2. Literature Review 3

3. The Main Problems of Oral English Expressions 4

3.1 Insufficient accumulation of students" language knowledge 4

3.2 Teaching equipment and methods are relatively backward 5

3.3 Conflicts in cross-cultural communication 5

3.4 Students" anxiety and tension 5

3.5 English teachers" oral English level and teaching level 6

4.Teaching Methods and Strategies of Oral English Expressions 6

4.1 Language input, preparation for speaking 7

4.2 Enhancement of teaching methods 8

4.3 Cultivation of cross-cultural awareness 8

4.4 Development of various oral language activities 9

4.5 Training of excellent and capable teachers 10

5. Conclusion 11

Works Cited 13

Introduction

With the advent of the era of knowledge economy and information technology in the 21st century, the global economy has gradually formed a situation of economic integration, and economic cooperation and trade exchanges between countries have become closer and more frequent. The number of people speaking English is very large worldwide, almost exceeding the number of people speaking any language. Forty-five countries in the world make English the official language, one third of the world"s population speaks English, 75% of television programs use English, computer keyboards are English. what conference is called as an international conference, its working language must also be English. It is self-evident that the importance of English learning has attracted more and more attention from parents, teachers, schools and educational managers since the English subject entered the primary school classroom.

In our current English teaching, students have invested a lot of energy and time, and parents have also invested a lot money, however, still does not change the dilemma of poor general effectiveness and efficiency. Even though many college graduates have studied English for many years, they still can"t communicate with people in fluent English and are not competent for the jobs in the field of Chinese and foreign exchanges. Such education violates the most direct and ultimate goal of learning English, and the talents trained are not English talents in the real sense. Traditional teaching methods neglect the cultivation of primary school student English ability, and English "listening, speaking, reading and writing" can not be fully trained and valued. Teaching always emphasizes knowledge input and syntax knowledge. It simply emphasizes the training of reading and writing ability, but ignores the cultivation of primary school students" oral English communicative competence. It is momentous that foster students" oral English communicative competence. Only in this way can we achieve the real purpose of learning English, that is, to communicate with others in English, not only limited to the written examination questions in traditional examinations.

Due to the influence of traditional teaching and examinations, English test result are paid more attention by parents and society, rather than thinking deeply about whether English communicative competence can keep up with. Of course, oral English has attracted more and more attention from the society, which can be seen from the increase of oral test in the senior high school entrance examination. However, the emphasis on the cultivation of students" oral English skills is still insufficient. Especially for students in rural areas, their vision and knowledge are limited by their living environment and family quality. Rural students are also members of the society, they also have the right to enjoy the same high-quality resources and learning conditions as urban students. Rural students even need to understand the real meaning of English and the cultural background, customs and habits of English-speaking countries. However, the fewer class hours and the heavy teaching tasks of teachers make it more difficult to cultivate students" oral English skills. Because there is no pressure of examinations, there is no need to learn and practice. School administrators, teachers, students themselves, parents and the general public pay little attention to rural primary school students" oral English. Even teachers themselves are tired of practicing, resulting in their own good oral English quality gradually shrinking. Most of the children of rural families, family environment is not rich, family population is large, parents do not attach great importance to children"s learning. It is assumed that if oral English classes in rural primary schools can really be incorporated into the regular curriculum of schools, also an incentive for teachers. It will make children to get more systematic and holistic training in oral skills. While cultivating students" abilities, teachers should constantly cultivate ourselves so as to make real teaching mutually beneficial.

2. Literature Review

The training of oral English in primary school English teaching is mainly to train students" habit of speaking, so that students can dare to speak. Therefore, teachers should pay attention to the principle of step by step to cultivate students" good habit of speaking English. In the primary school stage, especially in the lower grades of primary school, students are interested in new things, have strong imitation and understanding, and pay more attention to form. When teaching content is visualized and life-oriented, students" subjective initiative is stimulated, and learning efficiency is greatly improved. Especially in a relaxed and free atmosphere, children"s desire for expression and self-awareness are enhanced, and the knowledge taught is more easily accepted by students.

Spoken language is what we commonly call "speaking". Speaking is one of the elementary skills necessary for studying and applying language. It is an important link in language teaching. The eventual goal of our English teaching is students grasp linguistic knowledge, and attain communicative competence. Speaking is the primary form of communicative use of language. The process of "speaking" is the process of language output, the process of using spoken language to express ideas and output information, and the result of active generation of linguistic information after continuous internalization. Therefore, the ability of listening, speaking, reading and writing will be further consolidated and developed only in the continuous practice of "speaking". Speaking regard as significant form of using language, which is indispensable in teaching, and deserves enough attention. Educator Sukhomlinski once said: "If teachers do not try to make pupils" emotional and intellectual state of mind, but just do not understand the emotional mental work, it will bring fatigue." The teaching mode of "activity-pleasure" in English classroom in rural primary schools is based on the cognitive, psychological and thinking characteristics of pupils. It organizes teaching with activity as the center, creates a relaxed learning atmosphere for students and makes them happy to learn English. In teaching activities, students" initiative is emphasized. The whole activity is full of transformation and innovation. It can meet students" various development needs, enrich students" emotions and experiences, and make students feel happy physically and mentally. This model is suitable for the characteristics of primary school students, and teaching aids are simple and feasible, especially for rural primary schools.

3. The Main Problems of Oral English Expressions

The main problems of primary school students" oral English expression are insufficient accumulation of language knowledge, conflicts in cross-cultural communication, English teachers" oral English level and teaching level, students" anxiety and nervousness. Under certain conditions, these problems can exist independently and interactively, influencing and restricting each other.

3.1 Insufficient accumulation of students" language knowledge

The insufficient accumulation of students" linguistic knowledge. Primary school students" cognitive level is very good, and their mother tongue expressive ability is very proficient. Most students can tell stories orally, act in plays and even participate in more difficult debates. However, in general, the English language accumulation of rural pupils is still very limited. In terms of vocabulary, pupils have little English vocabulary and a single meaning. For example, the word "flower" can be spoken and written by pupils, and they also know its Chinese meaning. However, pupils have never learned such flower names as jasmine, narcissus, peony and so on. In phonetics, most English teachers in rural areas are transferred teachers, so their limited level of teaching is not enough, and their own learning efforts cannot keep up with the development of modern teaching. In addition, students usually do not pay attention to pronunciation training, many words only know form and meaning, cannot pronounce, or inaccurate pronunciation. “It is even more difficult for students to understand and grasp the rules of pronunciation, such as continuous reading, weak reading, loss of blasting, stress movement and so on.”(Chen160) In grammar, pupils generally have to master some main grammar items, such as statements, questions, affirmative sentences, imperative sentences and other structures and usages. In tense, pupils generally have to master the general tense, including the present and past tenses, now progressive tense and the general future tense. Because the students" vocabulary is insufficient, even if they grasp those grammars, it is hard to achieves killed application.

3.2 Teaching equipment and methods are relatively backward

The current teaching methods are constantly updated, there are multimedia and projectors in the teaching equipment of the urban primary schools. However, for the rural primary schools, the teaching equipment is relatively backward compared with the urban primary schools due to the limitations of various conditions. Schoolteachers can only adopt the convention English teaching approach in English class. This teaching method often makes the students feel the boring of the English course, which leads to the inactivity of the classroom atmosphere. Over time students will lose interest in English classes.

3.3 Conflicts in cross-cultural communication

English itself is a cultural form. “It is inevitable that oral English expression should have a full understanding of cross-cultural communication.” (Hang 6) The National English Curriculum Standard for Compulsory Education has a special cultural syllabus. However, the cross-cultural teaching in primary school is at the level of knowledge, and the requirement for students is only "knowing" and "understanding". Cross-cultural communication is difficult to achieve if we only stay at the level of "knowing" and "understanding", do not fully understand Western culture, and do not fully understand the living habits, cultural characteristics and hobbies of British and American people. Even though there are no new words and sentences, they can"t understand

3.4 Students" anxiety and tension

Many students in the countryside are not interested in oral expression. Some students feel shyness or discomfiture when they speaking English around others, and some students do not take notice of oral expression. This situation lasts for a long time, and loses confidence in oral expression, resulting in no desire to speak at all. When you have to make oral expression, you will feel passive, uncertain, over-nervous, anxious and so on. As time goes on, it will aggravate the anxiety and nervousness, for fear of being laughed at for saying something wrong.

3.5 English teachers" oral English level and teaching level

Oral English ability is the vocational quality that English teachers should possess. English teachers should make English pronunciation and intonation standard and clear, and make oral English expression authentic and skillful. Then teachers should be able to express English freely, and intervene in students" conversation in time, and output corresponding English information naturally and smoothly. Therefore, English teachers" oral proficiency is the most important condition for teaching students" oral expression well. First of all, a good teacher must possess excellent basic knowledge of English, especially in classroom teaching can be proficient use English to teach. Secondly, teachers should be good at teaching students "understandable English" according to their cognitive level and age characteristics. Thirdly, the teachers should be skilled in organizing oral language teaching. They should not organize oral activities because of the inconvenience of classroom conditions, nor should they fail to teach oral expression in class because of the lack of opportunities for students to practise oral English after class.

4.Teaching Methods and Strategies of Oral English Expressions

According to the problems mentioned above, the corresponding suggested solutions are language input, preparation for speaking, enhancement of teaching methods, cultivation of cross-cultural awareness, development of various oral language activities, and training of excellent and capable teachers.

4.1 Language input, preparation for speaking

English is essentially a language and an instrument for people to exchange in their daily life. In order to improve the spoken English level, it is necessary to provide a good language environment and practice more. Usually, the time for rural students ’exposure to English is in convention English class. However, the English class time is limited. Sometimes some students will not listen clear when the teacher speaks English, which will undoubtedly happen. In addition, because students live in the countryside and are affected by the living environment, their chances of speaking English are almost zero. Therefore, it is hard for students train their oral expression, lacking a language environment for learning English. We all know that language input provides preparation for oral expression. It is impossible to attain good oral expression without language input, language output. Therefore, what teachers should do is to integrate spoken English into students" life, to reduce or even eliminate students" tension and strangeness about spoken English fundamentally, to make them willing to speak and express, and to make spoken English an integral part of their life. This is an effective way to cultivate students" good oral communication habits. The improvement of spoken English requires persistent learning and training, while the primary school English class focuses on learning new knowledge, leaving less time for students to practice spoken English. To this end, teachers should break through the limitations of the classroom and adhere to the educational concept of combining learning with life. Firstly, teachers should expand the sources of language input and help students accumulate basic materials of language knowledge. Teachers can comprehend that students imitate, recite and retell exercises. Then teachers can train students" correct pronunciation and intonation, cultivate students" sense of language and improve their fluency. Secondly, teachers should guide students to expand their vocabulary through various ways, such as reading English poems, listening to English tapes, watching English videos and movies, singing English songs and compiling English short plays. Lastly, teachers should teach grammars to the students. “It is impossible for pupils to learn English without learning English grammar.” (Wang 79) Grammar teaching can help students have a clear and systematic understanding of English language rules and help them establish language norms. However, it should be noted that teachers should not allow students to make grammatical analysis, but should cultivate students" ability to apply English grammar. The explanation of grammatical knowledge should have real contextual requirements.

4.2 Enhancement of teaching methods

Although the teaching facilities in rural primary schools are limited, as a qualified English teacher, they should give full play to their own teaching methods and make full use of intuitive teaching aids, such as pictures or models, as well as physical objects, to carry out teaching. For example, in the course of teaching fruit words, teachers can prepare several corresponding fruit pictures or fruit objects, after learning the words, then carry out touch and guess activities, the teacher will put a fruit in the box in advance, then ask the students to raise their hands to participate, guide them into the box, and the teacher let students answer the name of the fruit they touch in English. At the same time, the students’ multi-senses are involved in English learning activities. It can improve the efficiency of classroom teaching more effectively. In addition, teachers have to make rational use of teaching materials. Most of the knowledge in the textbooks appears in the form of dialogue. At this point, the teachers should develop their imagination, combine the knowledge in the textbooks with the teaching materials, and formulate the situation according to the teaching content. Get students involved in the situation, so that students can not only experience life, but also can speak English naturally.

4.3 Cultivation of cross-cultural awareness

Language has rich cultural connotations. Language is not only a part of culture, but also a carrier of culture. Language and culture are inseparable. The English Curriculum Standard (experimental draft) also describes this in its 25th edition: in foreign language teaching, culture refers to the historical geography, local customs, traditional customs, lifestyle, literature and art, behavioral norms, values and so on of the country in which the language is taught. At the primary school stage, teachers should gradually expand the content and scope of cultural knowledge to the students, so that students can have a rough understanding of the similarities and differences between Chinese and foreign cultures, then the teachers can connect the cultural knowledge of English-speaking countries with their daily life, stimulate students" interest, and help students to be sensitive and discriminatory to the similarities and differences of culture. When teachers transmit cultural knowledge to students, they can adopt the following two methods. First of all, we should make good use of the special "culture" column in the textbooks to organize students to discuss or do some related activities. Secondly, teachers should take the opportunity to infiltrate cultural teaching in foreign language teaching so that students can unconsciously develop positive cross-cultural attitudes, form effective cross-cultural competence and conduct cross-cultural communication. For example, it can be compared from the aspects of address, greeting, farewell, modesty, apology, praise, expression of concern, topic of conversation and values. If we do not understand the cultural differences, we will make mistakes in language choices, which will lead to the phenomenon of applying Chinese politeness terms to English and Chinese-English. Compare the greetings used by Chinese and Western people: Chinese people like to ask names, places of origin, ages, and even salaries when they meet. There are "where to go" or "no meals" and so on, which is very unfamiliar to English-speaking people. English-speaking people greetings are often neutral, mostly about the weather or some hot events.

4.4 Development of various oral language activities

It is clearly pointed out in the basic requirements of English Curriculum Teaching in Primary School that "according to the characteristics of primary school students, primary school English teaching should establish a teaching mode based on activity classes". Make full use of all kinds of teaching resources, use listening, speaking, singing, playing, acting, doing and other activities to organize teaching, so as to provide a large number of language practice opportunities for students. However, not all oral activities teaching can achieve the desired results. Successful oral activities should be active atmosphere, strong interest, active participation, harmony and equality, inquiry experience. In specific teaching, teachers can teach oral activities through the following methods. Song activity, the song has the rhythm cheerful, the lyrics beautiful, edifies the sentiment the merit. Students can learn to sing through a question-and-answer duet, or sing as they move. The content of songs should be related to the content of textbook study, which simplifies the important and difficult points of the text and improves the enthusiasm of learning. Game activity. Play is the leading activity of children and the best form of activity to promote children physical and mental development. For example, in teaching new words such as apple, pear, banana, teachers use "smell" or "touch" Guessing Game (guess "game to get students to express themselves. Some competition games are a good form of learning and oral practice, and pupils have a strong sense of success. Teachers can not only stimulate students’ interest in learning, but also consolidate and check the level of knowledge they have mastered by the students. Scene activity, scene is a kind of life scene. In English teaching, creating vivid scenes can not only activate the classroom atmosphere, stimulate students’ interest in learning, but also develop their thinking and imagination abilities. The commonly used situational activities of oral expression are performance retelling, that is, the students retell the text dialogue by playing the corresponding role. Look at the picture talk, see picture talk can be a sentence, can also be made up a small story. Under the guidance of teachers, students simulate people daily communicative dialogue, such as telephone calls, shopping, birthday parties, picnics, asking for directions, seeing a doctor, etc., and carry out interactive and cooperative oral communication learning Create effective situations, teachers often use some teaching aids or props, commonly used are: pictures, multimedia, word cards, daily necessities and so on.

4.5 Training of excellent and capable teachers

The success of the student’s oral expression is very crucial for the teachers. First, the teachers should have good oral expression ability, the oral teeth should be clear, strong reaction ability, excellent professional knowledge and deep cultural accomplishment and so on. Second, the teachers should understand the teaching methods and the strategies and be able to apply appropriately because the teachers decides to teach and how to teach. In class, the teachers’ role is changing, and the organization of the activity requires the teacher to adapt to the situation and control the validity of the activity. Again, the teachers should be able to make a fair and reasonable evaluation of the students’ oral expression. The content of the evaluation of oral expression is as follows: whether the pronunciation and intonation are correct, whether the oral teeth are clear or not; the degree of fluency; whether the grammar is correct, whether the wording is appropriate, whether it is in accordance with the English expression habit, whether the content is full or not, and whether the logic is clear. In carrying out the evaluation, the teacher should combine the timely evaluation with the post-evaluation, and should be encouraged and praised in time for the good expression, and the deficiency should be pointed out afterwards. The teachers, as far as possible, ignores the mistakes of the students, and takes the encouragement and affirmative attitude to correct the mistakes, so that the self-confidence of the students is preserved, then the tension and the anxiety of the students are also eliminated. English is a foreign language for English learners in China, especially for rural students, and it is a completely different system of knowledge. In addition, we lack the opportunity to actually associate with those who speak English as their mother tongue, the setting of the course of the teaching materials, the quality and the teaching competence of the teachers themselves, the students’ interest and individual difference, etc., inevitably cause difficulties in the oral expression of the students. Therefore, in the actual oral expression teaching, the teachers should give full play to their creativity, to optimize the classroom teaching, to provide the training opportunities, to pay attention to the teaching skills and the art, to create different forms of activities, to use a variety of strategies to stimulate the students enthusiasm for oral expression.

5. Conclusion

Through the research of this paper, the author finds that although the teaching conditions and learning environment of students in rural areas are relatively poor, they are still enthusiastic when they first come into contact with the English course. Due to the pressure of exams, and the content of learning is deepening, students think that the content of traditional English classes is relatively dull and dull. As time goes on, they have lost their interest in English learning. In addition, English classes are limited to book knowledge, which is less interesting. Students in primary school are more interested in rich and vivid extra-curricular resources because of their physiological age.

As a student from rural primary school, I have a comprehensive understanding of the current situations of rural teaching conditions and their living environment, family background, students" learning and interests. Rural students are different from those who enjoy high-quality resources in the city. Their oral English curriculum implementation needs to be considered in the design of teaching situation, the depth of knowledge difficulty and the development of curriculum resources. Compared with the dull English courses for exams, students are more eager to learn English in class. They have a relaxed and pleasant atmosphere without test-taking pressure and can learn more oral English knowledge which can be used in daily life. This is also the result that the researcher hopes can be achieved.

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