論有效教學(xué)理論在5至8歲兒童口語教學(xué)中的應(yīng)用學(xué)位論文

AnalysisofEffectiveTeachinginSpokenEnglishEducationBetweentheAgeof5to8inChinaPAGEiiAbstractFortheissuesofthepresentsituationofEnglisheducationandtheineffectiveteachinginclassinourcountry,theeducatorsstudiedthosethroughtheforeignlanguageeducationalpsychologyandfoundthatEnglisheducationshouldbebasedonthestronginterestandwillingandhelpstudentstotransfertheforeignlanguagestudytotheforeignlanguageacquisition.Foreignlanguagestudyisaverycomplexprocessreferringtoamassoffactors,especiallytochildren.Theresearchobjectofthisthesisisthechildrenbetweenageof5to8.Thelanguageeducatorshouldtakeadvantagesofthechildren’sphysiologyandpsychologyandcombinetheadvantageswiththeEnglishteaching.Aimingatpracticingthetheoriesoftheeffectiveteachingadequately,theeducatorsshouldtakethespokenEnglish——theapplicationfunctionasthecuttingpointoftheEnglishEducation,andmarktheinterestingeducationandcreatingeducationofEnglishastheintendedteachinggoals.Byreferringtothefindingsoftheeffectiveteachingathomeandabroad,thisthesisfocusesonchildren’seffectivespokenEnglishteaching,andcrystallizesourcountry’seffectiveteachingprinciples——effectiveness,profitablityandefficiency.Keywords:spokenEnglish;EffectiveTeaching;children’spsychology

摘要針對目前我國英語教育現(xiàn)狀及課堂“無效教學(xué)”等問題，從外語教育心理學(xué)的角度上分析問題，可以發(fā)現(xiàn)，英語教學(xué)必須建立在強(qiáng)烈的英語興趣和求知欲上，使學(xué)習(xí)英語向習(xí)得英語的方向轉(zhuǎn)變。外語學(xué)習(xí)是一個(gè)非常復(fù)雜的習(xí)得過程，它涉及各種因素，而兒童英語口語教學(xué)更是如此。本文將5至8歲兒童作為研究對象，將兒童生理和心理上的優(yōu)勢作為切入點(diǎn)，使其與英語教學(xué)相融合，并從口語教學(xué)即語言的應(yīng)用功能入手，把培養(yǎng)兒童對英語的興趣愛好和創(chuàng)新獨(dú)立思維作為教學(xué)目標(biāo)，使得“有效教學(xué)”在兒童口語教學(xué)得到充分體現(xiàn)及應(yīng)用。同時(shí)通過借鑒和引用國內(nèi)外對“有效教學(xué)”的研究成果，對兒童進(jìn)行切實(shí)有效的口語教育，將我國就有效教學(xué)所提出的“有效果，有效率，有效益”的教學(xué)理念具體化。關(guān)鍵詞：口語；有效教學(xué)；兒童心理學(xué)

TableofContentsAbstract i摘要 ii1.Introduction 12.TheMeaningofSpokenEnglishEducationbetweentheAgeof5to8inChina 32.1 Thecurrentsituation 32.1.1Thescaleandthesocialneeds 32.1.2Thedilemmasituation 42.2Theimportantinfluence 52.2.1Influenceofthesocialandeconomicdevelopment 52.2.2Influenceofthechildren’sgrowinganddevelopment 63.TheTeachingAimofSpokenEnglishEducationofChildrenbetween5to8 93.1Thecultivationofinterestandpassion 93.2Thedevelopmentofability 93.3Theinitiationofhabits 94.TheRestrictiveFactorsoftheEffectiveEnglishTeachingintheEnglishEducationDevelopment 114.1Thefeaturesofineffectiveteaching 114.1.1Aspectsofteachers 114.1.2Aspectsofstudents 114.2Thereasonsofineffectiveteaching 124.2.1Theineffectiveirritation 124.2.2Theineffectiveattention 124.2.3Theineffectivestudystyle 135.TheApplicationandImplementoftheEffectiveTeachinginChildren’sSpokenEnglishEducationbetween5to8 145.1Theeffectiveteaching 145.1.1Themajorstandardsoftheeffectiveteachinginourcountry 155.1.2TheexpoundingoftheeffectiveteachingbyZhangLuandRolandTharp 155.1.3TheaimoftheeffectiveEnglisheducation 165.2ThefactorsofeffectivespokenEnglisheducationofchildren’sbetween5to8 175.2.1Thefeaturesofbehaviors 175.2.2Theabilityofexpression 175.2.3Thewaysofthinking 175.3Theapplicationoftheeffectiveteachingtheory 185.3.1Thecreativeactivitiesandtheachievementof‘effectiveness’ 185.3.2Therealliveeducationandtheachievementof‘profitablity’ 195.3.3Thechallengingactivitiesandachievementof‘efficiency’ 206.Conclusion 21References 21Acknowledgements 23PAGE211.IntroductionTheeffectiveteachingmeansthatteachers,abidingbytheobjectivelawoftheteachingactivities,usetheminimumtime，energyandresourcesandgainthemaximumteachingeffecttoachievetheteachingobjectiveandsatisfytheneedofthesocietyandpersonaleducation.Form90timeend20century,thestudyoftheeffectiveteachinghasbeenstartedinourcountry.Butpeople,atthattime,didn’tpaytoomuchattentiontoit.Since2001,withthestartofthenewelementaryeducationcurriculumreform,thestudyoftheeffectiveteachingbecametheonebigpopulartopicintheeducationalcircles.Actually,peoplecouldlearnthisteachingthoughtsincetheeveryearlytime——thetimeofJohnDewey(1859—1952).JohnDeweypointedoutthattheeducationshouldbetheonetoinspirechildren’smind.Healsomadeamentionofthe“five-stepsteachingmethod”,whichhadadeepinfluenceontheeducationaltheoryandpracticeinAmericaatthefirsthalfof20thcentury.RolandTharp(1930—),theprofessoroftheuniversityofCalifornia,hasmentionedthefivestandardsforeffectivepedagogyinelementarysettingsinhisstudy.Inourcountry,thestudyofeffectiveteachingalsohasproductiveachievements.Until2008,thereare4PhDdissertationsonChinaExcellentMAandPhDDegreeP,AnalysisofEffectiveCommunicationinClass(張希希,2001),StudiesofEffectivePedagogy(姚利明,2004),StudiesoftheStandardsofEffectivePedagogyintheClass(孫亞玲,2004)andCritiquingofEffectivePedagogy(何善亮,2007).ThethesisAnalysisofthestandardsofEffectivePedagogy(張璐,2000)waspublishedonTheoryandPracticeofEducation.Inherthesis,shereferredfivestandards:LanguageDevelopment,CreativeActivities,MakingMeaning,ChallengingActivitiesandTeachingConversation.Thesefivestandardsofeffectiveteachingwouldbetheguidancestandardsinthisthesis.Accordingtothereportsfromtheeducationdepartmentsinourcountry,atpresent,thereareover70%oftheelementaryschoolsofthecitiesandtownshassetuptheEnglishcoursesandover30%incountries.ManycollegesanduniversitiesaredrivingtosetuptheEnglishdepartmentandenlargetheenrollment.ThoughgovernmentspendsalotoftimeandmoneyontheEnglisheducation,theirstrategiesofpersonnelEnglishtrainingarewrong.VeryfewlearnersattaintheabilitytomasterEnglishforgeneraltechnicalcommunication.Thereisnodenyingfactthatitisakindofwastetoinvestthemassivemanpower,physicalresourceandfinancialresourceontheEnglisheducation.Comparedwiththecostoftime,expenseandopportunity,theprofitfromtheEnglisheducationareactuallylimited.FortheissuesofthepresentsituationofEnglisheducationandtheineffectiveteachinginourcountry,theeducatorsstudiedthosethroughtheforeignlanguageeducationalpsychologyandfoundthatEnglisheducationshouldbebasedonthestronginterestandwillingandhelpstudentstotransfertheforeignlanguagestudytotheforeignlanguageacquisition.Childrenbetween5to8havetheirownadvantageofforeignlanguagestudy.Theyhavetheirownwayofthinking,expressingandacting.Thesecondlanguageeducatorsshouldtakeadvantageofthechildren’scharacteristics,teachinaneffectivewaybyobservingtheeffectiveteachingtheory,andbuildupagoodstartforchildren’slife.Thethesisconsistsofthreeparts.PartOneisanintroductiontotheeffectiveteachingtheories,theresearchbackground,thereasonsandpurposeofstudyingthespokenEnglisheducationbetweenageof5to8.PartTwoisadetailedanalysisoftheeffectiveteachingapplicationonthespokenEnglisheducation.Itisdividedintofourchapters.ChapterOneistheresearchbackgroundthatreflectsthemeaningofthespokenEnglisheducationbetweenageof5to8.ChapterTwoisananalysisoftheteachingaimofspokenEnglisheducationofchildren,whichmakesaclearlistforteacherstoinstructtheteachingpracticeandrealizetheoptimizationofthespokenEnglisheducationprocess.ChapterThreeismainlyabouttherestrictivefactionsoftheeffectiveEnglishteaching.ChapterFourfocusesontheapplicationandimplementoftheeffectiveteachinginchildren’sspokenEnglisheducation.ItinvolvestheeffectiveteachingtheorieswhichareexpoundedbyZhangLuandRoland.PartThreeisaconclusionofthethesis.

2.TheMeaningofSpokenEnglishTeachingbetweentheAgeof5to8inChinaEnglishhasbecomemoreandmoreimportantinoursocialandeconomicdevelopment.DuetotheemphasisonEnglisheducation,manyprimaryschoolsstarttheEnglishclasssincetheearlyprimaryeducationandmanyuniversitiessetuptheforeignlanguagedepartmenttosatisfythesocialneedoftheEnglishtalents.Butitalsobringsalotofproblems.Thelanguageeducatorsdon’thaveenoughtimeandenergytotakecareofeachstudentinlargeclasses.Theycouldnotsatisfyallthestudentsneed.Andthisphenomenaleadstotheissuesofineffectiveteaching.ThecurrentsituationoftheforeignlanguageeducationinChinahasstuckinadilemmaThecurrentsituationThereisagrowingtendencyofEnglishleanerthattheEnglishLanguageabilitycanbetestedbymeansofsometesting,forexample,TOTLE,GREandect.Actually,itcan’tproveanythingevenifstudentshavetheabilitytopasstheseexams.AspeoplearriveAmerica,theonlywayforthemtosurviveisopeningthemouth,tryingthebesttoexpressthemselvesandvoicingthemselvesloudlytobeheard.IfsomeonecanonlyreadinEnglishbutcommunicate,thenheorshewouldhaveahardtimeintheseEnglishspeakingcountries.InChina,Englishcornerswouldbefoundeasilyineveryschool——elementaryschools,middleschools,collagesanduniversities,evenintheForeignLanguageTrainingAgencies,andeveryparticipantwithhighenthusiasmtalkwitheachotherinEnglish.ButtheseunprofessionalpracticescausetheunprofessionalEnglishpresentation.Consequently,ChineseareusedtocommunicatewiththeforeignersintheirChinese-EnglishwhichmaketheforeignerconfusedandChinesealsocan’tgetthemeaningofthenativespeaker.Forthelanguagestudy,itsupposestofollowtheorderoflistening-speaking-reading-writing.Ifthelanguageeducationcouldn’tfollowthisorderandthestudentsareunabletohearandunderstandwhatthenativespeakersaid,thenalltheotherhigherdevelopmentswouldonlybetoldinthepaper.ThescaleandthesocialneedsAccordingtothereportsfromtheeducationdepartmentsinourcountry,atpresent,thereareover70%oftheelementaryschoolsofthecitiesandtownshassetuptheEnglishcoursesandover30%incountries.Thenumbersofthepupilsinthewholenation,nearly13million,meanthatthereareatleast5to6millionpupilshasbeguntolearnEnglishindifferenttimes.AccordingtotherequirementofChina,theforeignlanguageeducationshouldbesetupasearlyaspossible,generally,inthegradethree.Withtherapiddevelopmentofthesocialandeducationalsystem,manyareasstartthecourseatgradeone,oreveninthenurseryschool.Nowsomeschoolshavesetupthebilingualeducationsincegradefiveorgradesix,andsomeofthenurseryschoolsstartthebilingualeducationatthebeginning.Truly,Chineseeducationenterprise，especiallythehighereducation,hasdevelopedinaveryhighspeedinnearlytwodecadeswiththeeconomicaldevelopmentofrapidness.In2005,thenumberofstudentsinjuniorcollegesanduniversityundergraduateshasreached16.25million.It’sfactthat90%oftheforeignlanguagecourses,whichhavebeensetupbyalltheseschools,areEnglish.Itmeansthatthereareover100millionenrollmentslearningEnglish.WiththeadditionofthepupilsandadultswholearnEnglish,itisnoexaggerationtosaythatChinapossessesthelargestpopulationofEnglishlearning.Inrecentyears,thedemandofhighEnglishappliedabilityisraisedbytheenterpriseconcerningforeignnation.MoreandmorecollegesanduniversitiesaredrivetosetuptheEnglishdepartmentandenlargetheenrollmentbythegrowingtendencyoftheneedsofEnglishtalents.ThedilemmasituationThoughChinesegovernmentemphasizestheimportanceofEnglisheducation,mostoftheEnglishlearners,acceptingtheEnglisheducationmorethantenyears,areunabletounderstandtheEnglish,communicatewithEnglish,nottospeakofwritingtheirownresumesinEnglish.Manygraduates,includingthepostgraduates,areinclinedtotaketheEnglishcoursesbytheirowninsomeeducationalagencieswhiletheyentertheservices.TheprofessionalexpertsandsocialcriticsvoicetheirskepticalviewhighlyaboutthequalityoftheEnglisheducationsystems,andsomeofthemairtheiropinionofincisiveness.Atpresent,thebiggestcontroversialproblemoftheelementaryEnglisheducationsystemisthatittakestoomuchtimeonit.Ontheonehand,governmentbringsforwardtheminimumageforstartingtoEnglishstudytimeaftertime.Inthepast,studentsbegantolearnEnglishinthemiddleschool,butnow,theyadoptthemingradeone.Ontheotherhand,governmentlengthensthetimeoftheelementaryEnglisheducationagainandagain.Inanotherword,adoctoralsoneedstoacquiretheelementaryEnglisheducationandamastermustspendhimorherovereighteenyearstoacceptthiskindofeducation.ThoughgovernmentspendsalotoftimeandmoneyontheEnglisheducation,theirstrategiesofpersonneltrainingofEnglisharewrongandveryfewattaintheabilitytomasterEnglishforgeneraltechnicalcommunication.Thereisnodenyingfactthatitisakindofwastetoinvestthemassivemanpower,physicalresourceandfinancialresource.Comparedwiththecostoftime,expenseandopportunity,theprofitfromtheEnglisheducationareactuallylimited.EnglishexaminationisjustoneofmethodstoevaluatetheeducationintheprocessofEnglisheducation,butnottheonlyone.Thesituationofthestatusinquoiscompletelyreversed——topassingtheexamhasbecametheaimofstudytoagreatdealofstudents.Notonlythestudents,butalsotheleadersofschool,theteacherandtheparentshavethevoicethatthepassingrateoftheexamsisoneoftheteachingevaluationcriteriatomeasuretheeducationaleffectsoftheschool.Atpresent,therearethreekindsofEnglishstandardizedtestsimplementedinChina.Thefirstoneisthehighschoolentranceexamination,topickoutthehighschoolforthestudents.Thesecondoneisthecollegeentranceexamination,tofindoutwhichkindofuniversitystudentshavethequalificationofenroll.ThelastistheCET4whichmostofthesophomoresareaskedtopass.SomeofthecollegesanduniversitiesrequirethejuniorsandseniorstotaketheCET6whentheyhavepassedtheCET4.FortheEnglishmajorstudents,itisobligedtopassTEM4.TheexcellentstudentscouldtaketheTEM8toprovetheirability.ThecollegesanduniversitiesbindthedegreewiththeCET4certificateorTEM4certificate.Inordertogettheirdegree,studentshavetodoalotofexercisestopassCET4orTEM4andregardtheresultofpassingthemastheiroccasiontosurvive.Consequently,theEnglisheducationisleadtotheunhealthyandtwistedsituationbymeansoftheexam-orientededucationsystem.Toachievetheirgoal,thestudentsprefecttomemorizegrammarrulesandwordlists,completeagreatdealofexercise,takemoremocks,ratherthanreadsomeclassicsorfinishthetextbookfromcovertocover.Theguidancebookwrittentoprovidesomemethodsoffastsuccessarebigsellsinthebookstore.Truly,theycanhelpstudentstoenhancetheresult,butnottheabilitytoEnglishcommunication.TheimportantinfluenceTheboomingeconomyandsocietydevelopmentnotonlyneedaninternationalenvironmentoflastingpeaceandthehardwordfromChinesepeopleandleaders,butalsoneedthedevelopmentofforeigntradeandtheabsorptionofadvancedforeigntechnology.TheabilitytocommunicateinEnglishandreadinEnglishwillbeanecessityinthefuture.InfluenceofthesocialandeconomicdevelopmentComparedwithEnglish,Chinese,owingthemaximumnumberofuserintheworld,isnotthemajorlanguage,neitherintheinternationalpolicynortheeconomicstruggle.Furthermore,thereareover4billionpeopleintheworlduseEnglishastheirnativelanguageandmassnumberofcountiesspeakEnglishasthesecondlanguage.TheimportanteffectsofEnglishhavefarexceededtheChinese.Itwouldhaveafar-reachingimpactonthefurtherdevelopmentinChinaifwecanmastertheEnglish.Influenceofthechildren’sgrowinganddevelopmentAllsecondlanguagelearners,regardlessofage,havebydefinitionalreadyacquiredatleastonelanguage.Thispriorknowledgemaybeanadvantageinthesensethatthelearnerhasanideaofhowlanguageswork.Ontheotherhand,asweshallsee,knowledgeofotherlanguagescanalsoleadlearnerstomakeincorrectguessesabouthowthesecondlanguageworksandthismaycauseerrorswhichafirstlanguagelearnerwouldnotmake.(i)ThepsychologicalfeaturesofchildrenLightbown,MandSpade,N(2002:33)foundthefollowing:Mostchildlearnersdonotfeelnervousaboutattemptingtousethelanguageevenwhentheirproficiencyisquitelimited,butadultsandadolescentsoftenfinditverystressfulwhentheyareunabletoexpressthemselvesclearlyandcorrectly.Nevertheless,evenveryyoungchildrendifferintheirnervousnesswhenfacedwithspeakingalanguagetheydonotknowwell.Somechildrenhappilychatterawayintheirnewlanguage;othersprefertolistenandparticipatesilentlyinsocialinteractionwiththeirpeers.Fortunatelyforthesechildren,thelearningenvironmentrarelyputspressureonthemtospeakwhentheyarenotready.Thepsychologistsreporttheirstudiesthatthecriticalperiodforchildrensecondlanguageacquisitionisbetween2to11or12yearsold.Inthisperiod,theabilityoflanguageacquisitiondoesnotdevelopinadirectline.Childrenbetween3to6yearsold,withoutfixedthinkingmodelofnativelanguage,capacitytoimitate,adapttonewlanguageandeasytocultivateanddeveloptheabilityofthinkinginEnglish.Buttheirweaknessesofmemorycausedbytheimperfectiondevelopmentoftheregionsofthebrainbadlyaffecttheteachingeffect.Children’snervoussystemissoeasilyexcitedandunstabletolearnfastbutforgetquickly.Moreover,theinexactmemoryalsobecomesanobviousdisadvantageoflanguagestudy.Thegoldenperiodofsecondlanguagedevelopmenttochildrenisbetween6to9yearsold.Theiractiveandstrongself-expressionspromptthemtosinganddanceandexpressthemselvesbravelyinthepublic.TheirincipientpsychologieshavesalutaryeffectsontheeducationofthinkinginEnglish.Also,thestrongabilityofrigidimitationandthegradualimprovementofself-regulationinpronunciationprovidealotofbeneficialeffectsontheformofspokenEnglish.Thoughtheimaginalmemorystillhasthedominance,theeffectsofconsciousmemory,beginningtodevelopinthisperiod,haveprogressivelyexceededtheunconsciousmemory.Fromtheviewofeducationpsychology,childlearnershavethestrongerimaginalmemorythanabstractmemory.Childreningradeonealwaystrytomemorizesomethingnewbyconcretesandoffsettheweaknessesoftheirlifeexperiences.Variousstudieshavelongdemonstratedthatbeingabletovisualizeinformationmakesiteasiertoremember.Sotohelpthechildlearnerstomemorize,theconcretesthatteacherchoosetosupportinginclassmusthavestrongcolor,cleanshapeandvividimmediacytoarousetheirinteresting.(ii)TheimportanceofintrinsicmotivationformingForeignlanguagestudyisaverycomplexprocessreferringtoamassoffactors.Thesefactors,especiallythosefactorsoflearnerthemselves,impacttheeffectofforeignlanguagestudy.Thefactorsoflearnerthemselvesnamednon-intelligencefactor,includingthestudymotive,learningattitudeandwillandtheircharacters,arethemostdirectandmajorfactors.AccordingtothestudyofJakobovists(ascitedinJiaGuanjie,2001：17),themajorfactorsinfluencingtheforeignlanguagestudycanbesortedinfourparts:impetuswith33%,capabilitywith33%,intelligencewith20%andotherswith14%.Inanotherword,thestudybehaviorsofforeignlanguagelearnersareslavedbytheideology.Theforeignlanguagelearnersmusthaveastrongwillanddesiresofforeignlanguagestudy,transferthemintothemotivationandputthethoughtintoaction.Themotivationcanbedividedintotheintrinsicmotivationandexteriormotivation.Theintrinsicmotivationismasteredbythelearner’sinnerfactors,comingfromtheattitudethatthelearnerdealwiththestudy.Withtheintrinsicmotivation,suchasalongingforknowledge,thecuriosity,theinterest,thehobbyandthedesireofself-expression,theforeignlanguagelearners’aimofstudylanguageisthelearningitself.Theycouldbesatisfiedbylearningforeignlanguageandcouldnotbedisruptedbytheoutsideworld.Comingtotheconclusion,intheprocessofforeignlanguageeducation,teachersshoulddothebesttomotivatingthestudents’intrinsicmotivationandmaketheirinnerworlddifferencefromtheroot.(iii)ThedevelopmentofcreativeandqualityeducationAstudyreportedbyeducationalpsychologistsofourcountryairs10majorfactorsthatcreativestudentshave.These10majorfactorsarerichimagination,abilitytodrawinferencesfromoneinstance,greatsensibility,sharpmind,uniqueinsights,enthusiasmandpatient,strongsenseofindependent,extensiveinterestsandspecialtyinsomeaspect,lastbutnotless,thekeenestcuriosity.Asatoolofcommunicationinourdailylife,Englisheducationshouldnotbedividedformoutlife.Instead,studentsshoulddiscoverknowledgefromourlife,usingknowledgeinthelife,andmasterknowledgeafterusingthem.Andtheeducationlinkingwithlifeisbondwiththeinnovativeandqualityeducation.Theinnovativeandqualityeducationhas6itemsintheological.Hereisthelistofthese6items.CultivatinginterestmeansbuildupacreativeroomforchildrenThekeyofeducationisinspiringbutnotjustteachingEncouragechildrentobreaktheruleandexperienceAskchildrentothinkoutsidetheboxandputtheircreativeviewsintopracticeHoldingthesenseofcuriousisthestartingpointandimpetusforthecreativemindAskchildrentoobservethelifeandencouragethemtoaskquestionsBeingtheimportantcarrierofculture,theforeignlanguagedistributestheforeignculturetothechildren.Toadaptthemulticulturalsocietyandinternationalworld,foreignlanguagestudycouldhelpchildrentofingeroutthedifferencebetweencountriesandnations,toopentheirmindandacceptthemulticulturalconsciousness,andsetuptheteamworkspiritandcooperationenvironment.

TheTeachingAimofSpokenEnglishEducationofChildrenbetween5to8Withthesocialdevelopmentofrapidness,theincreasingstressofsurvival,competitionandpersonaldevelopmentfeedsbacktothechildren.Thepressureofstudentsisheavier.Dependingonthesituationofthenine-yearcompulsoryeducationandthehighereducation,thechildlearnersareunabletoreachthedemandofexam-orientededucationthoughimplementthequalityeducationinsuchashorttime.Thatistosay,thelanguageeducatorshouldtakeadvantageofthechildren’sphysiologyandpsychology,connectEnglisheducationwithlifeandfunandbondEnglishstudyinchildlearners’mind.ThecultivationofinterestandpassionAccordingtotheresearch,mostofthestudentswhodislikeEnglishshowlessinterestinit.TheyairtheirviewthatEnglishisuselessiftheydon’tneedtostudyorworkabroad.ThisvoicedrivesthemtogiveuptheEnglishstudy.Thereso,itisverynecessaryforthechildlearners,whoareintheperiodoftheformationanddevelopmentoflanguage,tolearnEnglishproperty,tolikeEnglish,tobuildupagoodemotiononEnglishstudyandtosetupthedesireofspeakingEnglish.3.2ThedevelopmentofabilityTheeducationofspokenEnglishincludestheeducationofsocialandcommunicationability.Thechildlearnerwhoisveryshyandscaredtoexpresshisorherownviewishardtogainthegoodscore.ThespokenEnglishcouldbetrainednaturallyiftheleaneriseagerforexpresshimselforherselfandtrytodothebesttotransferthethoughtintolanguagebythinking.Inthemeantime,itcanbeavirtuouscircletostirupthecuriousanddesireofmoreinformationaboutlanguage.3.3TheinitiationofhabitsThespokenEnglisheducationshouldshakeoffthefettersofthegrammar.Justliketheacquisitionofnativelanguage,itwouldbeasuccessforchildrentousethesecondlanguagetoexpressthemselvesclear,evenjustawordorasimplesentence.Childrenhavetheabilitytocreatesomenew