On How to Improve Spoken English for Primary School Students---开题报告

Literature Review

According to Liying & Wen minchao’s research (2010), it is known that it is almost blank about the research of pronunciation and intonation in spoken English from 1995 to 2004 in China. And the study objects of spoken English are only involved students in high school and university from 2000 to 2009. However, the quantity and contents of researching spoken English have rapid development in these years, including the research for primary students.

As Zhou rongrong(2011)researched : the English teaching in Germany, France and other non-English-speaking countries is more advanced than us. Germans great pay attention to the spoken English. Not only can they speak German, but also can they speak in very fluent English. Currently, in foreign language teaching reform of primary and secondary schools in Europe, one of the teaching goal and teaching method is training in listening, speaking, reading and writing four main skills, advocate cultivate communicative competence. European countries have suggested English teachers that let students express themselves in English as much as possible in class. Teachers should avoid interrupting to them just in order to point out the mistakes of vocabulary and grammar. The teaching materials should be close to the practice of students and try to reflect their interest and experience.

English is also our compulsory course at the basic education stage like Germany, but students still feel difficult to speak. As we all know, our traditional teaching methods focus on instilling knowledge in students, pay attention to grammar teaching, emphasis on writing training but ignored students’ oral communication ability.

From all the problems, we can notice that teacher is the core people to organize and guide students learn better. Jeremy Harmer（2000）is a collection through a very comprehensive angle to teach teachers how to teach English. He mentioned that some students are easily affected by visual stimuli, thus better able to remember what they see; But others are easily affect by sound, at the result of better response to what they hear. There are many other differences in students’ learning, so due to a variety of learning style, teachers should provide a wide range of different activities to satisfy individual’s differences and needs.

For primary school’s students, one class should be designed easily to understand.  Written in Xie helian（2010）research paper that in the 1960s, James Asher proposed Total Physical Response. This method advocates associate language with behavior, and through body language to teach foreign language. According to the rule and perspective of learning language, the first ability students should learn is hearing; then on that basis, to develop next ability-speaking. Total Physical Response is very popular among young learners abroad, because it can enhance the hearing by a vivid form, and then learn to speak English.

Gao liwen(2009) observes that games using in teaching will arouse students’ interest in learning, encourage them take part in actively, think actively, express boldly, and improve their perceptibility to language. And then they can listen, speak, read and write in English preliminary, to firm a good foundation for future’s English learning. Games include listening, drawing, singing, playing acting and so on. After the comparison of traditional teaching method and games teaching method teaching in two different classes, drew a conclusion that the games teaching method is worthy to be widely spread.

In sum, all the designs like personalized teaching, class design and spoken English teaching should be students centered. All the above studies can help teachers to teach, but every teacher should design their own class with own situation. Thus my study may hopefully help myself and at the same time help those people who have the same situation like me.

2. Outline

•

1. Introduction

2. The present situation of spoken English in primary school

2.1 Cramming teaching, students are lack of speaking opportunity

2.2 Lack a good language environment

2.3 The influence of psychological barriers

Some teachers’ spoken English are relatively not high

The number of students is too large in one oral class

Characteristics of primary students

Like fresh things

Lively and active

Competitive

Studious 

Strategies to improve primary students’ spoken English 

4.1 Change teachers’ traditional education concept

4.2 By listening to lectures of other excellent teachers, to find and correct own lack

4.3 Stick to organize classroom instructions in English.

4.4 Create English communication atmosphere, training students’ English communicative ability.

4.5 Strengthen students’ listening and train their oral ability on the basis of listening.

4.6 Inspire students’ will, and establish their confidence to communicate in English

5. Conclusion

三、参考文献

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[2] Jeremy Harmer. How to Teach English.[M]. 外语教学与研究出版社，2000.

[3] 张海森. 基于多用户虚拟环境的英语口语教学研究：理论与实践[M]. 对外经济贸易大学出版，2010

[4] Kathleen M. Bailey. 口语教学实用技巧[M]. 译林出版社，2008.

[5] Rebecca Hughes口语教学与研究：应用语言学实践系列. 外语教学与研究出版社[M].，2006.

[6] Gillian Brown、George Yule.  Teaching the Spoken Language.[M]. 人民教育出版社、外语教学与研究出版社、剑桥大学出版社，2000.

[7] Hadfield. J 、Hadfield. C. Simple Speaking Activities.[M]. 上海教育出版社，2005.

[8]葛文山. 做最好的英语老师[M]. 福建教育出版社，2013.

[9] Angella Cooze. 事半功倍教英语[M]. 教育科学出版社，2006.

[10]David Nunan 、Kathleen M. Bailey. Practical English Language Teaching Speaking.[M]. 清华大学出版社，2013.

[11]李英 闵尚超. 国内英语口语研究现状及发展趋势.[J].中国外语 2010.11第七卷第六期 85-91， 

[12]高丽雯. 运用游戏活动提高小学生的英语口语交际能力.[D].内蒙古师范大学 2009:32-38

[13]周蓉蓉. 小学生英语口语学习现状调查及策略研究.[D].南京师范大学 2011

[14]谢和莲. 浅析TPR幼儿英语教学法.[A].长沙师范学校外语系 2010