大學(xué)英語(yǔ)本科畢業(yè)生學(xué)士學(xué)位論文《A Study on the Improvement 》

存檔編號(hào)AStudyontheImprovementofOralEnglishProficiencyinRuralMiddleSchool系別外語(yǔ)系屆別XXXX屆專(zhuān)業(yè)學(xué)號(hào)XXXXXXXX姓名XXX指導(dǎo)教師XXX完成日期摘要：英語(yǔ)作為世界通用的語(yǔ)言形式，是進(jìn)行國(guó)際交流的主要工具，我國(guó)對(duì)外開(kāi)放與交流的形式也是以英語(yǔ)作為媒介而實(shí)現(xiàn)的。現(xiàn)階段，我國(guó)加入了WTO，逐漸成為世界經(jīng)濟(jì)大國(guó)中的一員，隨著與世界的距離越來(lái)越小，提高全民英語(yǔ)口語(yǔ)水平迫在眉睫。然而在人口占全國(guó)一半以上的農(nóng)村地區(qū)，初中生的英語(yǔ)口語(yǔ)現(xiàn)狀堪憂，“啞巴英語(yǔ)”現(xiàn)象仍然嚴(yán)重地存在，并大大的阻礙農(nóng)村初中生英語(yǔ)能力的提高，進(jìn)一步的阻礙了全民英語(yǔ)口語(yǔ)水平的提高。本文通過(guò)查閱大量的教育理論文獻(xiàn)，相關(guān)案例分析和調(diào)查報(bào)告后，致力于探索出提高農(nóng)村初中英語(yǔ)口語(yǔ)能力。本首先闡述英語(yǔ)口語(yǔ)的重要性，緊接著展現(xiàn)并分析農(nóng)村初中英語(yǔ)口語(yǔ)教學(xué)中現(xiàn)狀以及分析，最后針對(duì)之前的問(wèn)題提出相應(yīng)的提高學(xué)生英語(yǔ)口語(yǔ)水平的措施。關(guān)鍵詞：農(nóng)村初中口語(yǔ)英語(yǔ)能力提高Abstract:Asthelanguageoftheworld,Englishisthemaintoolforinternationalcommunication.AndtheopeningoftheoutsideworldatthepresentstageinChinaisalsotakeEnglishasthemedium,theformofcommunication.Atpresentstage,asChina'saccessiontotheWTO,becomingtheworld'slargesteconomy,amember,withthedistancewiththeworldgettingsmallerandsmaller,itisimminentforChinatoimprovethenationalleveloforalEnglishinordertocommunicatewithothercountriesinEnglishsuccessfully.Butintheruralregionswith50%nationalpopulation,therearesomeproblemsofstudents’oralEnglishinruralmiddleschool,thephenomenonof"dumbEnglish"isstillserious,whichgreatlyhindersthesestudentstoimprovetheirEnglishcapacity,furthertoimpactthewholecitizensimproveoralEnglish.Thereforeafterlookingthroughlotsofrelatedliterature,thearticleaimstofindoutthewaytoimproveoralEnglishinruralmiddleschool.Atfirst,itstatestheimportanceoforalEnglish.Then,itpresentsthesituationandanalysiscausesoforalEnglishinruralmiddleschool.Finally,itputsforwardsomesuggestionstochangethesituation.Keywords:ruralmiddleschooloral

proficiencyimprovingContents內(nèi)容摘要iAbstractii=1\*ROMANI.Introduction2=2\*ROMANII.ImportanceofOralEnglish22.1PurposeofTeachingEnglish22.2BasicRulesofLearningLanguage32.3EnvironmentalofUsingLanguage32.4TheNewEnglishCurriculumStandardforMiddleSchool3=3\*ROMANIII.AnalysisofPresentSituationandReasons43.1IncompleteCurriculumandFacilities43.1.1LackofSpeakingClasses43.1.2RestrictionfromLargeClass53.1.3UnfavorableTeachingConditions63.2LackoftheNecessaryEnvironmenttoLearnEnglish63.3InfluenceoftheExam-OrientedEducation73.4CausesoriginatedfromTeachers73.5CausesoriginatedfromStudents9=4\*ROMANIV.TheMeasurestoImprovetheOralEnglishProficiency104.1AReformofEducationSystemandEvaluationMechanisms104.2TheImprovementofProfessional

ProficiencyofTeachers114.3ToEncourageStudentstoSpeak114.3.1CombiningListeningPracticewithSpeaking114.3.2TheEstablishmentofTeachingActivities134.3.3ClutchingtheFirstThreeMinutesoftheLesson134.3.4CreatingExtracurricularEnglishLearningAtmosphere14=5\*ROMANV.Conclusion14Bibliography15V.ConclusionIt’salong-timeandtoughandimportantprocesstoimprovestudents’oralEnglishproficiencyinruralmiddleschool.SothearticlehighlightstheimportanceoforalEnglishatfirst.Later,itpresentsthesituationoforalEnglishinruralmiddleschool,andanalysesthereasons.Lastbutnottheleast,itputsforwardsomemeanstosolvetheseproblems.IthastrulyfoundouttheproblemsoforalEnglishinruralmiddleschool——incompletecurriculumandfacilities,lackofthenecessaryenvironment,theinfluenceofexam-orientededucation.Teachers’disadvantagesandstudents’disadvantages.What’smore,itproposessomesuggestionstosolvetheseproblems——toreformeducationsystemandevaluationmechanisms，toreformexaminationformandcomprehensiveassessment,toimproveprofessional

proficiencyofteachersandtoEncouragestudentstospeak.Thesuggestionsispracticalandsomeofthemhasbeeninusing.However,thearticleisnotperfect.BecauseitlacksquantitiesofresearchesonthespotandistheconcentrationofexistingtheoriesandresearchresultsofotherresearchersincludingrelateddataBibliography[1]DavidNunanSecondLanguageTeachingandLearning[M].北京:外語(yǔ)教學(xué)研究出版社,2001.[2]Littlewood, W.CommunicativeLanguageTeaching[M],Beijing:People'sEducationPress,2000.[3]Nunan,D.LanguageTeachingMethodology[A].London:Longman,2000.[4]SuchuanfangHowtoimprovestudentslearninginterest[M]teachingstudy2014.5[5]蔡建忠：《農(nóng)村初中不可忽視的英語(yǔ)語(yǔ)音教學(xué)》，《基礎(chǔ)教育外語(yǔ)教學(xué)研究》2006年11期[6]郭紅:《中學(xué)生英語(yǔ)學(xué)習(xí)動(dòng)機(jī)的調(diào)查與分析》[J].課程與教學(xué)論2008年第8期[7]江艷：《淺談農(nóng)村初英語(yǔ)口語(yǔ)教學(xué)》，《青少年日記(教育教學(xué)研究)》2013年09期[8]李彩虹:《農(nóng)村初中英語(yǔ)口語(yǔ)教學(xué)現(xiàn)狀及對(duì)策》,《現(xiàn)代教育科學(xué)》2009年08期[9]劉東樓：《ASurveyStudyontheStatusQuoofEnglishPronunciationLearningamongJuniorHighSchoolStudents》外語(yǔ)教學(xué)，2002年出版.[10]王薔.英語(yǔ)教學(xué)法教程[M].高等教育出版社，2000[11]吳旭東.外語(yǔ)課堂口語(yǔ)發(fā)展理論模式(上)[J].現(xiàn)代外語(yǔ)，1996(4):20-23.[12]肖瑞林：《讓“啞巴英語(yǔ)”成為歷史———淺議農(nóng)村初中英語(yǔ)口