【農(nóng)村初中英語口語教學研究（英語版）】

農(nóng)村初中英語口語教學研究摘要在我國的部分農(nóng)村地區(qū)，初中學生的英語口語學習十分的落后，我們都知道英語口語的培養(yǎng)是英語學習的一部分，對于學好英語非常重要。但在目前的農(nóng)村初中英語教學中，由于受傳統(tǒng)教學模式和教學條件的影響，農(nóng)村地區(qū)無法很好的發(fā)展口語教學水平，導致學生的口語交流和表達能力不是很好。在部分農(nóng)村初中英語教學中，口語問題比較突出。對于英語教學中的這些困難，農(nóng)村初中英語老師要積極改變教學思路，加強對學生口語表達能力的訓練，積極開拓新的教學模式，并通過積極的教學改革，繼續(xù)尋找更好的辦法改進初中英語口語教學，以達到良好的教學效果,最終以提高學生的口頭表達能力和交流水平為最終目的。關(guān)鍵詞:初中英語；口語；對策；教學改革AbstractInsomeruralareasofourcountry,theoralEnglishlearningofjuniormiddleschoolstudentsisveryweak.WeallknowthatthecultivationoforalEnglishisanimportantpartinEnglishlearning.However,inthecurrentruraljuniormiddleschoolEnglishteaching,duetotheinfluenceoftraditionalteachingmodesandteachingconditions,ruralareascannotdeveloptheoralteachinglevelwell,resultinginpoororalcommunicationandexpressionskillsofstudents.Insomeruraljuniorschools,theuseofvernacularexpressionsisstillproblematic.RegardingthedifficultiesfacedbyEnglishteaching,juniormiddleschoolEnglishteachersinruralareasshouldputthecultivationofstudents’oralexpressionskillsinthefirstplace,activelydevelopnewteachingmodels,andcontinuetofindbetterwaystoimprovejuniormiddleschooloralEnglishthroughactiveteachingreforms.Inordertoachievetheeffectoftheimprovementofthestudents’oralexpressionabilityandcommunicationlevel.Keywords：juniormiddleschoolEnglish；oralexpression；countermeasures；teachingreformContentsTOC\o"1-3"\h\u275481.Introduction References\t":8118/zn/Detail/index/SJWDLAST/_blank"ElizabethBurkeHadley.SettingtheStageforTALK:StrategiesforEncouragingLanguage‐BuildingConversations.\t":8118/zn/Detail/index/SJWDLAST/_blank"TheReadingTeacher,2019,1(74):39-48.GuoGuihuang.TheAnalysisoftheProblemsinBusinessEnglishTeachingAssessmentSystemandSuggestionsforImprovements.\t":8118/zn/Detail/index/WWMERGEJ01/_blank"EnglishLanguageTeaching,2019,8(12):44-53.\t":8118/zn/Detail/index/STJDLAST/_blank"HansenJoakimE.QualityoftheLanguage-LearningEnvironmentandVocabularyDevelopmentinEarlyChildhood.\t":8118/zn/Detail/index/STJDLAST/_blank"ScandinavianJournalofEducationalResearch,2021,2(65):302-317.\t":8118/zn/Detail/index/WWMERGEJ01/_blank"MustafaAltun.Drama:ANeglectedSourceinLanguageTeachingtoImproveCommunication.\t":8118/zn/Detail/index/WWMERGEJ01/_blank"InternationalJournalofEnglishLinguistics,2019,5(10):242-248.SongLihui.IdentitySwitchingforTeachingReflection—ExamplefromWaikatoInstituteofTechnology.\t":8118/zn/Detail/index/WWMERGEJ01/_blank"TheoryandPracticeinLanguageStudies,2019,1(10):91-95.WangJunhua.TheEnlightenmentofSecondLanguageEgotoOralEnglishTeachinginSeniorHighSchool.\t":8118/zn/Detail/index/WWMERGEJLAST/_blank"TheoryandPracticeinLanguageStudies,2020,10(10):1310-1314.YeWeiping.TheInfluenceofTeachers'AffectiveFactorsonOralEnglishTeaching.\t":8118/zn/Detail/index/WWMERGEJLAST/_blank"JournalofSocialScienceandHumanities,2020,10(2):70-73.YuYayan.Problems

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