英語演講比賽專家意見

1、marveling at their english abilitiesmr. david quartermain, deputy director, mpi-bell centre of english, macaopolytechnic institutein recent years, it has been my great honour and undoubted pleasure to participate in 21st century english speaking competitions in cities as far apart as macao, wuhan, a

2、nd xian. as a question master, my role is somewhat different from the scoring judges. usually, the questions are written days, if not weeks, before the competition is held. this means that during the actual event itself, i can sit back and enjoy the elegant prose of the competitors. the fact that i

3、don't have to provide a mark relieves me of the pressure of having to an alyse every word spoken. in stead, i can spend my time marveli ng at the english abilities of some of china's finest public speakers.whilst listening to these speeches, i often find myself wondering why it is that so ma

4、ny university students spend so much of their time, and so much of their energy, preparing for this competition. what is the reward they, their parents, and their schools hope to gain from their endeavour over so many weeks and mon ths? well, the motive is probably not financial; few of the regi ona

5、l competitions offer large cash prizes. in stead, what students gain by participating is membership of a worldwide movement composed of people from all walks of life who are learning english. did you know that more than 80% of home pages on the web are in english? nearly two-thirds of the worlds e-m

6、ails are also written in english (including over 90% of all spam!). english is the ian guage of in ternational business, telecommunications, aviation & medici ne. now if you combine this with the ability to speak clearly in public and you have a powerful combi nation. and if you don't believ

7、e me, just ask barack obama where he'd be today without the power to give a good speech!but what is it that separates a contestant from a winner; a speaker from a champion speaker?there are 2 main areas the judges focus on; the content (what you say), and the delivery (how you say it). the key i

8、n both is to make your speech stand out from the crowd. in short, you must make what you say, and how you say it, memorable. there are many ways in which you can do this. often, contestants do this through the use of memorable phrases, personal anecdotes or interesting contrasts. frequently, speaker

9、s employ quotations from famous voices of the past. william shakespeare, charles dickens, and oscar wilde are popular sources of inspiration, but whoever you choose, you should make sure that the quotation is inexorably linked with the general theme of your speech. doryt just toss in a few quotation

10、s, as if they were seasoning on a salad.one useful technique is to use what is often referred to as 'the rule of 3/ frequently, the human brain remembers ideas presented in groups of three, and throughout the years many great speakers have used this to considerable effect. british prime minister

11、 winston churchill, when speaking about the challenge faced by nazi germany, said u have nothing to offer, but blood, sweat and tears.5 abraham lincoln, in delivering the gettysburg address, called for government of the people, by the people, for the people? and more recently, barack obama proudly d

12、eclared 'there's not a black america, or a white america, there's a united states of america.1humour is also a valuable tool in the speech-maker's armory. this doesn't mean that you need to be a great comedian in order to deliver a winning speech. rather, that the careful use of

13、a few amusing phrases or funny comparisons can impress both the audience and the judges alike. for example, <globalisation, has been a common theme of recent speech competitions. what is globalization? well, according to one speaker, the death of england princess diana was the perfect example of

14、globalization. she was an english princess, riding with her egyptian boyfriend, who crashed in a french tunnel whilst sitting in a german car, driven by a belgian who was drunk on scottish whiskey, followed closely by italian paparazzi, on japanese motorcycles. and this story is being brought to you

15、 by an english teacher who found it on an american website whilst using his chinese-made lenovo computer! thatfs globalization!so thafs the content 一 the 4what now let's think about the delivery 一 the 'howl too many speeches tried to cram too many words into too short a time, the result bein

16、g that judges often feel that they are being taken on a relentless roller-coaster ride in which they barely have enough time to catch their breath as one idea collides with another, and another, and another. remember that the gaps are just as important as the words. a speech should be presented in t

17、he same manner as a piece of classical music, with you, the speaker, playing the part of the conductor. vary your speed, your intonation, and your volume. decide which places need to be delivered loudly with gusto, and which should soothe your audienee like a gently flowing stream.ln that way, if yo

18、u can think both about the what, and the how, of your speech, then you'll produce a winning speech that the audienee, your friends，and the judges will remember. and who knows, someday you might even get to be president!extensive reading does help a lotmr. david quartermain, deputy director, mpi-

19、bell centre of english, macao polytechnic instituteto become a top speaker, students have to expand knowledge through extensive reading, always tend to develop your points a little bit different and never refuse to switch an angle when observing an issue. and let humor be part of your characteristic

20、 and lastly, slow down and give yourself some time during the intension, for the silenee of just few seconds may then burst into the beautiful outflow of wisdom.con tent and strategy aren't enoughprofessor pattis on, english department of hubei un iversitygood con tent and strategy is eno ugh to

21、 do a great job but there is still one missing. critical thin king is the core of a successful interview. in their college study, students are suggested to absorb all kinds of viewpoints to form their own perceptions creatively. an innovative point can easily attract people's attention, which is

22、 very important.practice makes your oral english perfectdbe, jp president, english speaking union (hong kong)dr. rosanna wonglearning another ianguage never did anyone any harm quite the opposite! as for english, we all know that english is the world's language. one of the most exciting things a

23、bout english is that it has become a linguistic bridge that crosses cultures and nationalities, allowing us to communicate with people from around the world, whether for business, education or pleasureit is therefore very important to have the confide nee to speak in english i know it is a challenge

24、 that faces all you ng people - and not just those from china for whom this in ternational language is not their mother ton gue, but it is a challe nge that can be met.i encourage you to take up this challenge to learn how to speak and discourse in english to the best of your abilities. of course, t

25、here are many ways to do this, and to be involved in competitions is just one. but however you go about it, i think that learning to speak another language should never become a burden it should be fun!i honestly believe - and i say this to all young people everywhere - make opportunities to speak i

26、n english. look out for different kinds of settings, with all kinds of people and speak in english! it is only with constant practice that your skills and abilities will improve more importantly, your confidence will also grow and soon you will not worry about pronunciation and understanding. it rea

27、lly is only through constant practice, that the speaking of english will become second nature to you.so, set yourself the task to improve your abilities in the english ianguage; make the opportunities; and enjoy yourselves!good luck!where there is a will, there is a way - from a chinese learner of e

28、nglish to an english professor in usuniversity of arizona and shantou universityjun liuin the past few years, i have been invited by china daily and 21st century newspaper to participate in the national english speech con test in the role of a judge on behalf of tesol (teachers of english to speaker

29、s of other languages, inc.) headquartered in washington d.c.not only have i witnessed the talent and high communicative competence demonstrated by our contestants, but i was also impressed by the amount of effort and efficiency by the organizing committee, a group of dedicated professionals in china

30、 daily and the 21st century.our university students today are so lucky to be given such great opportunities to showcase what they can do in english, and therefore, i want to convey my heartfelt thanks to the accomplishments in english learning demonstrated by our university students, and also to our

31、 organizers whose vision and dedication to the english enhancement for the next generation of china is admirable and significantthere is an assumption going on in china that native english speakers will make better english teachers in this article, i would like to convinee my chinese college student

32、s that native english speaking teachers and nonnative english speaking teachers have different sets of strengths and weaknesses when it comes to teaching english, and it is ultimately the qualification of teachers and the quality of teaching that matter. i hope, by sharing my own experience of learn

33、ing and teachi ng english as a native chinese speaker, we should all respect our dedicated english teachers in china, whether they are chinese or non-chinese.in october 2001, i went back to china for the first time in ten years at the invitation of the national foreig n language teachi ng and resear

34、ch association to give a plenary speech at their bi-annual convention in hangzhoutook a taxi from the bus station to the conference site while we were driving, the driver initiated a conversation with me.two minutes into talking, he asked me where i was from.when i told him that i was from suzhou, a

35、 city where i studied and worked for fifteen years, he did not believe me and insisted that i had to be from somewhere else.out of curiosity, i asked him why he thought so.without pausing to think about it, he told me that my mannerism as well as my tone did not reflect the local culture.he was cert

36、ain that i had to be from another place in china,計 not from abroadat a recent oral comprehensive examination committee meeting for a doctoral student in the second language acquisition and teachi ng interdisciplinary program at the university of ariz ona, i briefly in troduced myself to the graduate

37、 representative from another department.mhi, ifs nice to meet you, and my name is jun liu/what i was not prepared for was the question he threw back at me rather encouragingly: hso, are you ready for the defense?hl immediately noticed the puzzlement and confusion on the faces of three other committe

38、e members when the doctoral candidate came to my rescue: "dr. liu is my committee chair.ml kept silent for a second and then smiled as a gesture to cover the embarrassing situation, and soon concentrated on the procedure of the oral examanecdotes like these happened to me all the time, and i co

39、uld not help thin king from time to time who i am, what i am, and what i am perceived as in different communities in different contextsthe recent publications and conference presentations in our profession have revealed a growing interest in hearing voices from nonnative english speaking professiona

40、ls in tesol (teachers of english to speakers of other languages) in both esl (english as a second language) and efl (english as a foreign language) contexts.voices from nonnative english-speaking professionals in tesol have shifted our focus of research from understanding varied experiences and diff

41、iculties of esl and efl learners, and seeking efficient and effective ways to help them learn english, to the impact nnes (nonnative english speaking) professionals have on their students, and how these professionals establish their credibility in teaching english.although the majority of profession

42、als in tesol in the united states are native english speakers, up to 80% of english teachers world-wide are nonnative english speakers, predominantly in efl contexts.the dynamic interests, multiple concerns, and unique perspectives these nnes professionals bring to our field are invaluable and immea

43、surable the impact of these professionals on esl and efl students, on their colleagues, and on the tesol profession have now impelled us to explore the complexities of the native versus nonnative speaker constructs in terms of self-perceived and inferred social identities, differential attributes ma

44、rked by nonnative status that likely calls for different strategies to attain professional qualification, as well as self versus other perceptions.along with the exploration of english in the global context, and the recognition of world englishes in the classroom, the stereotype of nns professionals

45、 who were born in foreign countries, and learned english in efl contexts and thus are short of native proficiency in english have been seriously challenged by such researchers as bautista, 1997; crystal, 1997; kachru, 1992; medgyes, 1994; paikeday, 1985; rampt on, 1990; kachru and nelson, 1996admitt

46、edly, differences exist between native speakers and nonative speakers of english on a number of accounts, such as the process of learning english, the con text in which english is learned, and the way en glish is lear ned and used.but, given the differences as analyzed from sociolinguistic, sociopol

47、itical, linguistic, and pedagogical perspectives or any combination thereof, the fundamental question remains:what difference does the difference of being a native or a ative speaker of english make in the tesol profession?this article has three parts, with each reflecting one particular dilemma i f

48、aced. first, how did i evolve from an efl learner to an esl user?second, how did i attempt to develop adaptive cultural transformation competence and search for multiple identities across different communities? and third, what did i do as a nonnative english speaking teacher to empower both my nnes

49、and nes students in learning?these three parts fall on a continuum of my professional development, and i hope my stories will give you, my chinese learners of english, food for thoughtalso hope that my stories will enhance a better understanding and appreciation of english teachers, across all level

50、s, who were bor n in china and have dedicated themselves to the teachi ng of english to young learners in chinafrom an efl learner to an esl useri always remember the days in the late 1970*s when i was a freshman at a teachers' college in china, majoring in english language and literature, as th

51、e result of the restoration of the college entrance examination system suspended for ten years duri ng the great cultural revolutio rul had in tensive english classes every day. focusing on grammar and word studies of model essays and excerpts from classics .i spent a lot of time deciphering the sel

52、ected readings from 18th century british literature with the help of dictionaries and grammar books.at that time, speaking english with native english speakers, so-called ”foreign experts/ was somethi ng i could only dream of.the small auditorium in which weekly thematic lectures were alter natively

53、 given by a couple of foreign experts was always packed. i did not know how much i could digest out of an hour-long lecture, but the feeling of the exposure to authentic english was great.sometimes i laughed while others were laughing without knowing why, though i afterward spent hours listening to

54、the tape-recording i had made of the lecture until i found out why i had laughed with the others.like some of my classmates, i was curious to see whether and how the pattern drills we practiced in listening and speaking courses and the vocabulary we learned from the textbooks could be used in real c

55、omm unication .fort un ately, suzhou, the city where my un iversity was located, is known as theve nice of the east, since it is full of beautiful garde ns and pavilions which are open for tourists.they were usually packed with visitors from home and abroad.whenever there was a chance, i would go to

56、 one of those gardens either by myself or with my friends to seek opportunities to speak english with foreign visitors .i worked very hard to commit to memory en glish versions of in troducti ons to, and descripti ons of those garde ns with the hope of using them in real communication.! wanted to ma

57、ke sure that i sounded british as the result of constant listening to and mimicking bbc and linguaphone tapes.my eagerness to gain communicative compete nee in en glish was sometimes responded to less tha n enthusiastically by visitors who were busy enjoying the scenery under time pressures, but i f

58、elt encouraged even with a mere exchange of greetingshad a dream that some day i would be able to go to an english speaking country and become a fluent english speakerfortunately, my dream came true in 1991, ten years after i graduated from college i came to the united states to pursue my ph.d. in s

59、econd and foreign ianguage education at the ohio state university, which marked the beginning of my journey of cultural adaptive transformation from an efl learner to an esl user.from taking weekly tests as a first-year graduate student to serving on doctoral dissertation committees as a professor; from making myself appear ridiculous by using formulaic speech in communication to maki ng formal presentati ons at both n ational and in tern ational con ferences, and from wondering what to do in front of a money machine to preferring to deposit money through a drive-through service, i hav