口语交际能力论文范文

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篇1

为了提高学生听说能力，小学语文课提供了许多口语训练的素材和形式。因此，可以充分利用课文的优势，构建口语交际模式的阅读课。经过探讨，我总结了以说为主线的模式：预习自说──朗读仿说──讨论互说──总结评说。

1．预习自说。阅读总建立在学生对课文预习的基础上，而预习情况反馈，提供了交流学情空间，拓展新知。应让学生自说预习中读懂了哪些，还有哪些疑难。

2．朗读仿说。阅读课就是教师指导下的读书课，训练任何一种语言能力都离不开读，特别是“对话”可让学生自选角色朗读，读中感悟真情。通过模仿表演反复训练，自然提高口语表达能力。

3．讨论互说。阅读是一种个性色彩极强的活动，通过对课文感知，学生有了“第一印象”，教师放手让学生解疑问难，小组讨论，交流汇报，学生畅谈对课文的理解，创造乐说、会说、能说的氛围。

4．总结评说。阅读教学中对问题探究，课文朗读，习题训练等都要指导小结评说。让学生在分析、梳理、归纳的思维训练中培养口语表达的具体性，严密性，提高表达的水平。值得注意的是要给足时间，让学生尽情倾吐内心的感受，实现同学间的信息沟通与启迪。

这一教学模式把阅读和听说融为一体，学生说中感知课文，说中感悟课文，读中积累语言，说中品析课文，真正学会语言。

二、开展活动，创设口语交际的氛围

学生在实践活动中进行动手、观察、体验、想象、创新。开展活动，能丰富口语交际的内容，掌握口语交际的方法技巧，提高听、说、交往的能力。

1．引导“玩”中说。学生的自我表述只有在自由自在的空间才得以孕育、诞生。如《踩气球真有趣》活动课，让学生在草地围圈而坐，蓝天白云，绿树草地，鸟鸣蝉叫，孩子们回到大自然的境界里，进入最佳氛围，学生互相追逐，出现许多不同的有趣场面。这时引导学生自主看说，选择观察对象，摄取说的素材；生生互评，师生互评（评语言，评内容，评仪态）。这种自由、和谐、愉快的氛围成了学生表现自我的最佳“土壤”。

2．引导“做”中说。凡学生自己经历或亲手做的事，说起来总是那么绘声绘色，感情丰富。如《比比谁的手巧》活动课，课前让学生利用废弃材料自制小作品，做做说说；课中介绍作品，互相评说；课后开展销会，产品推销，创设交际过程。

3．引导“议”中说。教师根据训练要求，设计话题，让学生根据话题，发表看法。提出见解，如上《我心中的老师》口语交际课，可设计：①创设情境，激发说趣；②老师示范，提出要求；③小组讨论，相互介绍；④相互采访，自由评议。

三、关注社会，寻找口语交际的源头

生活是口语训练的主要源泉。因此，教师要主动帮助学生巧搭“说”的舞台，创设富有时代感和浓郁的生活情趣的语境，让学生在多姿多彩的“舞台’冲，观察表达。如开展“爱”的系列口语交际活动可作如下设计：

系列一：《爱我家庭，从真做起》说话课，以学生孝敬长辈为材料进行同桌互说，汇报评说，培养学生关心长辈的真情。

系列二：设计《爱我校园，从小做起》说话课，以学生做好事为材料进行练说，激发学生爱校的情感。课前开展“我们的校园我们爱”的活动，课中分小组汇报交流自己所见所闻。同时在别人说话中参与评价，最后去采访做好事的同学。从而使口语交际成为交流心得，增进情感的教育活动。

系列三：开展“爱我环境，从近做起”调查活动。让学生参与社会实践活动，了解家乡环境的污染情况，明确环保重要性。

课前阅读有关环境知识书报，使学生心有环境。并按水源、空气、居民小区三方面调查记录。课中以水源为例，明确说话要求，先说污染，再说危害，最后说想法，同桌互说，巩固要求。然后分组自由讨论“空气”和“居民小区”的情况。课后延伸，进行跟踪调查，做“环保小卫士”，评选“环保小卫士”。这样让学生调查社会、多角度观察，学生纷纷把改造家乡环境的想法说出来。

四、展开想象，拓展口语交际的视野

篇2

1. 口语交际与识字教学相结合 “一字开花”，丰富学生词汇积累。句以词为基础，词以字为单位，要进行听说训练，首先学生要有一定的词汇储备。一字开花，就是为更好地进行说的训练打好基础。如，教“中” 字，先让学生扩出词：中国、中央、中间、心中、中心等，然后启发学生用这些词说话。如：“中、中国、我是中国人。我的祖国是中国。中国是一个伟大的国家。心中：我的心中装着一个小秘密。妈妈的心中最爱的人是我。祖国在我的心中”等。无论学生怎么说，只要他说得有道理，语句通顺，都应予以肯定。

叙述方法，训练学生口语表达。识字教学要与发展思维、发展语言相结合。在识字教学过程中，教师要指导学生用已有的知识自学，并有意识地引导学生用语言叙述自己自学的方法和结果，训练学生的表达能力。如，学习“告”字：先让学生自学，用自己喜欢的方式识记；再让学生交流识字方法，有的学生说“我是用熟字加一部分的方法学习的，告字上面是牛字一竖不露尾，下面加个口”，有的学生说“我是先把上面一部分拆开成一撇和一个土字，下面加个口”，还有的学生说“我觉得我的办法比他们的还好，我是用编字谜的方法来学习的，谜语是：一口咬掉牛尾巴”。学生在说方法的过程中，相互启发、补充，语言能力在无形之中得到了提高。

2. 关注生活，利用一切机会练习口语交际 语文学习的外延和生活的外延大致相当。生活是口语交际的内容，口语交际是生活中必不可少的一种交际工具，丰富多彩的生活给口语交际提供了源头活水。教师要善于捕捉现实生活中的精彩画面，创设口语交际的情境，利用一切机会，对学生进行口语交际训练。

对话是人们在日常生活中最基本的说话方式，是人们运用口头语言进行交际的主要形式之一，说话具有即时性。学生在校最多的空余时间就是课间，所以，教师可以引导学生在课间交流中，要求学生对每一个话题的表述都尽量做到说流利、有条理、说准确，并注意选择恰当的对话方式，形成良好的训练氛围和说话习惯，进行对话训练。久而久之，学生就会在对话中不断纠正错误，提高说话质量。优秀的电影、电视节目，学生都非常喜欢观看，教师可从学生爱看的电影、电视节目中找到切入口，通过多种形式，进行说话训练。如《西游记》是人人喜欢看的电视剧，在学生观看后，我组织他们说说剧中的精彩情节，训练学生说话的条理性、准确性；对剧中空白的情节进行想象说话；有时让学生转述节目的主要内容；我还组织了一次“《西游记》人物评论会”，学生的说话具有较强的针对性、层次性，收到良好的训练效果。此外，孩子们感兴趣的动画片、电影，都是学生进行口语训练的好题材。这样的说话训练，学生能在愉快的气氛中，既回顾了电影、电视节目的内容，丰富了知识储备，又使学生的口头表达能力得到了训练，一举多得，是可以经常性、长期进行训练的好方式。

3. 创设和谐氛围――让学生大胆交流 融洽的人际关系、真诚的情感交流、和谐的心理氛围是保证口语交际顺利进行的关键。因此，我们积极倡导人人互爱、人人平等的绿色环境，积极倡导师生平等、人人平等的学习公平理念，构建民主、平等、和谐、理解、双向的师生关系，提高教师的亲和力。因为，学生只有在感觉到安全的情况下，才会大胆地与他们交流。而让学生感到心理安全的前提是在与同学、与老师的口语交流中是平等的。因此，教师要充分利用自己的非权利影响力，以身作则，以平等的姿态参与口语交际，为学生们口语交际提供样板，引导学生平等、信任、互助地交际。

篇3

摘    要

近年来，随着我国改革开放的发展和我国与国际间的经济、科技、文化交流日益频繁，人们越来越重视外国文化问题。同时，我们也逐渐认识到了了解外国文化在对外交往中的重要性。在教育领域中，外语教学也渐渐重视对学生交际能力的培养。然而，对许多老师而言，文化教学还是一个较新的概念，从跨文化角度对英语教学进行研究探讨在目前还是个新领域。我们必须认识到交际能力的培养是外语教学的主要目标，培养学生跨文化交际的技能是中学外语教学要达到的一个目标。文化教学在中学英语教学中的重要性不可忽视，英语学习者不了解英语国家的文化，就无法获得交际能力。因此在中学英语口语教学中应该目标明确地，循序渐进地，方法得当地导入文化教学，使英语学习者在学习语言和知识的同时受到文化的熏陶，在跨文化交际中游刃有余。

关键词： 跨文化交际；文化教学；中学英语口语教学

ABSTRACT

Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we know little about cross-cultural communication, there will be many conflicts. Some experts suggest that today’s English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. We can’t neglect the importance of culture teaching in middle school foreign language teaching, English teachers should integrate culture into ELF teaching gradually and appropriately. Thus the students may have a better understanding of the target language, and they may communicate freely and effectively in cross-culture communication.

Keywords：Cross-cultural communication; Cultural teaching; middle school ELF oral teaching

Contents

1. Introduction 2

2. the concept of intercultural communication 3

2.1 Literature review 3

2.2 Definition of intercultural communication 4

3.A survey based on classroom observations 7

3.1 The analysis of interviews 7

3.2 The analysis of a questionnaire 7

3.2.1 Data analysis on the questionnaire (1) 9

3.2.2 Data analysis on the questionnaire (2) 10

3.2.3 Data analysis on culture curriculum 12

4. Ways of improving cross-cultural communication competence in middle school oral teaching 15

4.1 The necessity of develop cross-cultural communication competence 17

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in chinese middle school 17

4.2.1 Some strategies to learners 17

4.2.2 Some strategies to teachers 19

5. Conclusion 25

Acknowledgements 26

References 27

AppendixⅠ 28

1． Introduction

Language is just like a mirror that reflects its national culture. Sociologists and anthropologists believe that culture comprises all products of human activity, including fields of literature, art, music, architecture, and scientific as well as aspects of customs, life-style, code of conduct, worldly wisdom and social organization, etc. Languages are generally accepted words and rules drawn from speech. Language is the carrier of culture and culture is the content of language20.

   Worldwide interest in intercultural communication grows out of two assumptions. First, we live in an age when changes in technology, travel, economy, and political systems, immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. And whether we like it or not, these interactions will continue to grow in both frequently and intensely. Second, people now know that the influence of culture affects communication in a subtle way. Our culture perceptions and experiences help determine how the world looks and how we interact in the world.

    However, as we look back to see the situation in China’s high schools. We see that, for several decades, language teachers have not been able to pay attention to the role of culture knowledge in language oral teaching. Nowadays, in the ELF oral teaching, especially in middle school, teachers pay much attention to vocabulary.

   As Chinese culture is not the same as that of English-speaking countries, the rules for using Chinese are, in some respects, different from those using English. There is especially good evidence that Chinese students may transfer their mother tongue references of language used to their English performance and fail to communicate effectively[1]24. Misunderstanding caused by cross-cultural communication should break down and much attention should be paid to them in English language t eaching.

   So in middle school ELF oral teaching, teachers must not only improve students’ language level, but also pay attention to cultivating students’ abilities of intercultural communication.

2. The concept of intercultural communication

2.1 Literature review

More and more common practice of intercultural communication promotes the emergence of the concept of intercultural communicative competence. It is a challenging issue for language study and language teaching.

In 1965, Chomsky put forward the concept of linguistic competence and linguistic performance. Later, it was challenged by Campbell and Wales (1970) and Hymes (1972). Hymes (1972) argues that the appropriateness of language is the core of communicative competence, and he sees communicative competence as part of cultural competence. Canale and Swain (1980) put forward a more complex framework, and Canale (1983) summarized communicative competence in the way that it includes four component parts --- grammatical, sociolinguistic, discourse, and strategic. Canale’s conclusion in fact suggests that all aspects of language using are determined by culture. The continuous theoretical research of communicative competence has paved the way for the development of language teaching in which cultural factors are considered more and more important.

In 1975, the first textbook on intercultural communication “An Introduction to Intercultural Communication” (Conden & Yousef ) was published, and many other books followed it. The research on intercultural communication has developed quickly, and has exerted incredible influence on language and cultural teaching.

Traditional language teaching divides language techniques into listening, speaking, reading and writing. Deman (1987) applied the theories of intercultural communication to language and cultural teaching, and viewed cultural teaching as the fifth dimension of language teaching. Seelye published a book named “Teaching Culture: Strategies for Foreign Language Education” in 1984. Gumperz (1982) conducted investigations on the “discourse strategy” of the communicators who had a non-English cultural background and who spoke English as the second language. He revealed that those communicators’ assumptions of the world that had been formed in their native cultural context would exert great influence on intercultural communication. This, in turn, has stimulated a trend in language teaching that sees culture as discourse (Widdowson, 1984; Mclarthy, 1991; Kramsch, 1993; Candlin,1994; Hanks,1996). So since 1990, process-centered and task-oriented teaching mode has been widely adopted in the west.

Besides, American applied linguist G. Robinson (1985) put forward an important concept that through language and cultural teaching learners would gain “Cultural Versatility”. That is to say, through learning culture, learners would change internally. This viewpoint is quite significant.

Prof. Michael Bryam’s research is also strikingly notable. He holds that foreign language education includes four parts: language learning, language understanding, cultural understanding, and cultural experience.

2.2 Definition of intercultural communication

“Intercultural Communication” can hence be defined as the interpersonal interaction between members of different groups, which differ form each other in respect of the knowledge shared by their members and in respect of their linguistic forms of symbolic behavior. In this Concepts of intercultural and Combines the Concepts of intercultural and communication, It also describes the problems and pitfalls of misunderstanding and the skills and competence required for successfully understanding member of other culture.

Thanks to Edward T. Hall who is regarded as the founder of intercultural communication, a new brink knowledge, intercultural communication, has been becoming more and more widespread in the whole world ever since the publication of his great work The Silence Language. Intercultural communication is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meaning[2]115. Intercultural communication occurs whenever a message produced in one culture must be processed in another culture. It can best be understood as cultural variance in the perception of social objects and events. The barriers to communication caused by this perceptual variance can best be lowered by a knowledge and understanding of cultural factors that are subject to variance, coupled with an honest and sincere desire to communicate successfully across cultural boundaries.

Intercultural communication refers to communication between persons who have d ifferent cultural beliefs, values, or ways of behaving.

2.2.1 Cultural and cross-cultural communication

Cultural awareness in language learning is the ability to be aware of cultural relativity following reading, writing, listening and speaking. As Claire kramsch points out…[12]

If…language is seen as social practice, culture becomes the very core of language teaching, cultural awareness must then be viewed as enabling language proficiency…

Language itself is defined by culture. Language competent cannot be achieved without a good understanding of culture that shapes it, especially in foreign language learning. It is not only therefore essential to have cultural awareness, but also have cross-cultural communication awareness, such as the understanding of the relationship between target culture and native culture.

2.2.2 Culture teaching and ELF oral teaching in middle school

The interrelationship between culture teaching and language teaching has been explored in depth by Michael Byram. The basis of Byram’s position is that it views language as a cultural phenomenon, embodying the values and meanings particular to a specific society, referring to the traditions and artifacts of that society and signaling its people’s sense of themselves—their cultural identity: “to teach foreign culture is to introduce learners to new competences and to allow them to reflect upon their own culture and cultural competence[2].” It is assumed by others that language could somehow stand alone and be taught as a value-free symbolic system. But the social nature of language works oppositely when separating it from its original culture, especially when appearing in overseas contexts, where the learners’ contact with the culture is largely confined to the foreign language classroom.

Traditional foreign language teaching does not pay much attention to cultural factor. It focuses mainly on the vocabulary and structure of the language. But plenty of facts prove that language is not only a symbol, a system, which put forward by pure linguistic theory scholar, but also a social practice. Therefore successful foreign language teaching must help the student master the knowledge of culture rules, in addition to use them in particular situation. Every nation has its unique culture pattern and language is the carrier of culture. For instance, Asians emphasize the importance of orderly society whereas Americans emphasize the importance of personal freedom and individual rights. For effective and appropriate communication, learners in middle school must be familiar with the differences in the foreign culture which they are learning and take according language behaviors.

3. A survey based on classroom observations

Survey date: 25/02/2009

Survey instrument: interview and questionnaire.

Subjects: students of Ning Bo Chai Qiao middle school.  30 students are interviewed, 98 students (30 interviewed students and another 68 students) participate in questionnaire. All the 98 copies of questionnaire are valid.

The objective of this survey is to investigate:

1) Students’ attitudes towards cross-cultural communication in the ELF oral learning

2) Current situation of students’ information input.

3.1 The analysis of interviews

     Thirty English learners are interviewed and are invited to answer only one question: what is a competent language learner like in your eyes? The responses tend to fall into three categories:

 (1)  Twenty five interviewees think that he or she is good at English listening, speaking, reading and writing abilities, especially at speaking and listening;

 (2)  Ten of them think he or she is familiar with foreign culture and is a successful cross-cultural communicator.

 (3)  Five of them think a good command of native language is necessary.

 In order to describe more directly, the results of interviews are put into a table (Table.1).

Table1. Results of the Interview

                               

Positive attitudes  Percentage

Language proficiency learning(reading, writing, speaking and listening) 83.33％ (25/30)

Accumulation of culture 33.33％ (10/30)

Mother tongue proficiency 16.67％ ( 5/30)

    These students’ responses reveal the following information:

    Firstly, these students still see the four basic skills (speaking, listening, reading and writing) as their main study objective. Secondly, cross-cultural communication competence has already been realized by language learners, but this group is small compared to the whole. Thirdly, the importance of mother tongue competence has only been seen by a few interviewees.

    According to this interview, most interviewees have realized the importance of language proficiency in language learning, but the point is why only one third of the interviewees have realized the importance and necessity of cross-cultural communicative competence since which are discussed so warmly in present language teachin g world? Do they hold a negative view on it or do they just have not yet obtained the awareness consciously?

3.2 The analysis of a questionnaire

The English learning questionnaire consists of nine closed-ended questions (see Appendix), For instance, “you have the interest and passion in English and language learning”, and the answers falls into four types:

 1. Strongly Agree (SA)　2. Agree (A)　3. Disagree (D)　4. Strongly Disagree (SD)

 According to the research content, the analysis of questionnaire is divided into two parts. The first five are put in Table 2 and the rest four questions are put in Table 4.

3.2.1 Data analysis on the questionnaire (1)

  This part of analysis involves data analysis on questions 1-5 in the questionnaire and a comparison between the responds of the interviews and the questionnaire.

3.2.1.1 Data analysis on the questionnaire (1)

Table2. Results of Questions 1-5 in Questionnaire

                                    

 SA A D SD

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning  60.29％  31.65％ 2.04％ 6.02％

2) Reading English novels everyday is necessary  17.35％  69.39％ 13.26％ 0.00％

3) It is important to acquire a good knowledge of native language in the ELF oral learning  44.90％  53.06％ 2.04％ 0.00％

4) The accumulation of language and cross-cultural communication competence are of equal importance   50.00％  48.98％ 1.02％ 0.00％

5) It is necessary to read materials regularly about politics, economy, culture, and so on   39.80％  60.20％ 0.00％ 0.00％

                                              

Questions 1-5 (see appendix) indicate a clear picture of students’ attitudes towards language proficiency learning, native language learning, and accumulation on cross-cultural communication competence, literature, and politics and so on. On the importance of the cultivation of reading, speaking, listening and writing in language learning, 91.94% (60.29% SA+31.65% A) of English majors agree and of which 64.29% strongly agree. On daily English novels reading, a total of 86.74% (17.35% SA+69.39% A) consider it necessary. On the necessity a good command of native language, 97.96% (44.90% SA+53.06% A) of English learners agree. On the relation of native language learning and foreign language learning, 98.98% (50.0% SA+48.98% A) believe that these two are of equal importance. Finally, on a regularly reading of politics, economy, and culture, all (39.80% SA+60.20% A) the students hold a supportive attitude.

3.2.1.2 Comparison between the interviews and the questionnaire

     With regards to the similarities of the contents examined, it seems necessary to

have a comparison between the responds of the interviews and the questionnaire.

Table3. Comparison between the Interviews and the Questionnaire

Positive attitudes (SA+A) Interview

(open-ended) Questionnaire

(close-ended)

Foreign Language proficiency learning(reading, writing, speaking and listening) 83.88％  91.94％

Accumulation of intercultural communication competence 33.33％ 98.98％

Mother tongue proficiency 16.67％ 97.96％

From the table above, the comparison is very clear that, towards the same research content, interviewees’ responds vary when they are faced with different types of questions. The gap is especially seen on the accumulation of cross-cultural communication competence and native language proficiency. Compared with open-ended question in the interview, interviewees tend to hold a more supportive view on closed-ended questions in the questionnaire. In other word, most English learners subjectively admit the importance of the accumulation of cross-cultural communication competence and native language proficiency, but the point is, not all of them have already obtained the awareness. However, two questions have been proposed from the comparison: (1) Why English learners have not obtained the cross-cultural awareness which should be tied up with the ELF oral learning? (2) Is that because they subjectively lack learning motivation or objectively, they lack timely and efficiently teachers’ cultural guidance?

3.2.2 Data analysis on the questionnaire (2)

     This part of questionnaire (table4 in next page) mainly focuses on students’ attitudes towards learning motivation as well as classroom learning. Before the analysis is taken, a brief introduction on motivation can help to have a better understanding on the analysis.

1) Integrative motivation

Motivation has been identified as the learners’ orientation with regards to the goal of learning foreign language69. This form of motivation is known as integrative motivation.

.2) Instrumental Motivation

In contrast to integrative motivation is the form of motivation which is known as in strumental motivation. This is generally characterized by the desire to obtain something practical from the study of foreign language[9]125. With instrumental motivation, the purpose of study is more practical, such as meeting the requirements for college graduation, applying for a job and achieving higher social status.

Table4. Results of Questions 6-9 in Questionnaire

                                      

 SA A    D  SD

6) Your have the interest and passion in the ELF oral learning 14.29％ 61.22％ 21.43％ 3.06％

7) You would prefer to get an English-related job after the graduation 21.43％ 66.33％ 11.22％ 1.02％

8) The present classroom teaching can cultivate your learning abilities and improve your cross-cultural skills  2.04％ 7.14％ 71.43％ 19.39％

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on. 25.51％ 63.27％ 9.18％ 2.04％

As is shown in the table (results of questions 6 and 7), 75.51% (14.29%SA+61.22%A) of English learners have the interest and passion in language learning, and 87.76% (21.43%SA+66.33%A) of them would like to get an English related job in the future. According to the introduction of motivation, the answers to those two questions (questions 6 and 7) can be taken as the representation of integrative and instrumental motivation respectively. Therefore, a conclusion can be made that, most students subjectively want to make a living by using their language competence.

In order to check the condition of students’ cultural information input, questions 8 and 9 are designed and analyzed. 89.82% (71.43%D+19.39SD) of English learners do not think that the  present classroom teaching can cultivate their learning abilities and improve their cross-cultural communication competence, whereas a total of 88.78% (25.51%SA+63.27%A) hope to have English class in various forms such as discussion, presentation, debate, performance and so on. It can be found that most English majors are not satisfied with the current classroom teaching. They hope to enjoy a more interactive and communicative teaching style. The traditional text-based grammatical and linguistic teaching could not meet the needs of the cultivation of communicative competence to some extent. What’s more important is that students are supposed to have a consciously as well as unconsciously cultural awareness promote by language teachers.

3.2.3 Data analysis on culture curriculum

It is shown from the result of question 8 in the table above (table 4) that present foreign language teaching has not provided a satisfactory fruit on cultural awareness cultivation. A question should be taken into consideration, that is, how can cross-culture awareness be expressed in the foreign language curriculum, with the purpose to cultivate language learners’ cultural awareness and communication insight into the target civilization? For a long time, this has been attempted by introducing the geographical environment and historical or political development of the foreign culture, its institutions and customs, its literary achievements, and even everyday life of its people. Take English learners in Ning Bo Chai Qiao middle school as an example, their cultural input has largely come from courses such as Extensive Reading, Communication between Cultures, American Literature, and An Outline Introduction to Britain and America, and so on. Following is a basic analysis on the four courses.

                     Table5. Courses Information

Course Duration Teacherˊs background

Extensive Reading first 4 terms Chinese

 Communication  between cultures the 7th term New Zealander

American literature  the 7th term Chinese

An Outline Introduction to Britain and America  the 7th term Canadian

Extensive Reading was taught by a Chinese teacher during the first four terms, and the teaching contents mainly focus on western culture, economy, politic, education and so on. After two years study, it helps students build up a general view on western civilization. Communication between Cultures is taught by a English-speaking teacher from New Zealand, the teaching content seems “boring and meaningless” said the majority of students, the teacher read the chapters from the book to the class instead of giving practical cross-cultural communication analysis. So for most students, they did not learn as much as they expected from this course. American literature was taught by a Chinese teacher, and the teaching contents include background information introduction and literacy reading. An Outline Introduction to Britain and America was taught by a Canadian teacher who has a good experience on both British and American cultures. In this course, students are introduced to a comparison of the British and American culture.

From what have been introduced above, it can be seen that although there are four courses and an 28-month course duration, most of what students have taken is an education of “cultural background knowledge” on Chinese or English rather t han practical cross-cultural communication stimulation such as comparisons or contradictions between the target and native  culture. To some extent, it revels why most English students have not got a conscious awareness in cultural or cross-cultural communication competence.

Through comparisons between the interview and the questionnaire, it can be seen that students hold positive attitudes on develop the competence of intercultural communication, but for some reasons, not so many have already obtained conscious cross-cultural awareness. Through further analysis of curriculum on cultural teaching, it reveals that present cultural teaching in ELF oral teaching shows the weakness in practical, sufficient and conscious cultural input to help build up language learner’s cross-cultural awareness. Moreover, the current teaching is also expected to be more communicative and interactive. Thus, following on are the possible ways to promote the competence of intercultural communication,

4.1 The necessity of develop cross-cultural communication competence

Firstly, it is vital for language teachers to help language learners develop their cross-cultural communication competence. If the final purpose of intercultural communication competence cultivation is to help students to acquire cross-cultural communication competence, then what cross-cultural communication competence is? According to Kramsch’s opinion, cross-cultural awareness is not really a skill, but a collection of skills and attitudes known as a competence[12].

Secondly, it is necessary to make clear what cross-cultural awareness skills students are supposed to acquire. It has been suggested that cross-cultural awareness consists of having four different perspectives on communication with a different culture. Cross-cultural competent students should be able to:

----look at their own culture from the point of view of their own culture (for example, having a good understanding and awareness of their own culture)

----Be aware of how their culture is seen from outside, by other countries or cultures

----understand or see the target culture from its own perspective (for example, understanding and being aware of what other people think of their own culture)

----Be aware of how they see the target culture

4.1.1 The request of the development of Internationalization

Lin Dajin in the “cross-cultural communication study, ” pointed out that culture can be defined as “ the integrated feature that a nation is distinct from another nation. ” Cultural differences are the barriers of cross-cultural communication. The modernization process accelerated the circulation of spiritual and material products, and brought all nationalities into a common “global village”, cross-cultural communication became an integral part of national life. If people do not understand the cultural convention in the USA or Britain, and use the way of China to treat foreigners, then it will create a lot of jokes, and even hurt each other's feelings, self-esteem and cause misunderstanding. Thus, to overcome the cultural differences caused by communication barriers has become a common problem faced by the entire world.

4.1.2 It is imperative to understand the cultural background knowledge

Understanding cultural knowledge is the key to language learning. “One can not really learn the language, and teach language well unless one knows the patterns and norms of culture and cultural background[14]224. ” Without a specific cultural background, language is non-existent. If we don’t know the culture of target language, we would find it is difficult to understand the meaning of certain words. For example, “Thanksgiving”, “Sandwich” has been brought about in a specific social and historical circumstance, it is not enough merely to know the meaning of the surface of these words. Another example is: “You are, indeed, a lucky dog”, the literal translation is “you are a lucky dog. ” This is a satiric sentence in China, because, in Chinese views, “dog” is an expression when people used to refer generally to dislike someone. While in English, it can mean, “You are a lucky man. ” In Western society, “dog” is a family member, and they are harmonious coexisting with people “Dog” here refers to people instead of satirizing others, but a very intimate expression.

4.1.3 Cultural knowledge teaching is the objective of language teaching

The main objective of language teaching is to train and develop students’ interpersonal skills. And cultural knowledge teaching can increase the ability of cross-cultural communication, which is the important content to achieve goals of language teaching. For example, in American society, praise and compliments language that flatter mainly a personal appearance, new things, personal property, and individuals in a ce rtain area are commonly used as the introduction to a conversation. This is different from Chinese. Thus, different nations have different cultural environments, different living habits and different languages behavior expressions. And as a language learner, if not ideologically “physically entering their social linguistic environment” will be difficult to achieve the goal of language learning，not to say that language teaching objectives will be accomplished.

4.2 Some strategies for improving cross-cultural communication competence in the ELF oral learning in Chinese middle school

After the survey research and data analysis, now we have a clear idea of the common reasons that triggered the weakness of the cross-cultural communication in middle school ELF oral teaching. However, we do not have a clarity solution about this situations. Therefore, some strategies were listed here to help learners with their language learning.

4.2.1 Some strategies to learners

4.2.1.1Raising culture awareness

Culture awareness is the term we have used to describe sensitivity to the impact of culturally---induced behavior on language use and communication. It including two qualities: one is awareness of one’s own culture, the other is awareness of the culture[7]15.

      Unfortunately, in China, cross-cultural communication errors can be found from time to time. In the ELF oral learning, culture factor needs to be taken seriously. To cultivate students’ intercultural communication we need first to arouse their cultural awareness. Because of different cultural background, life experience, profession, sex, education, even age, character, people may have different modes of interaction. People learn to think, feel, behave and strive for what their culture considers proper. These means there might not be the same as what is intended by the speaker. If we are aware of this, we can avoid ethnocentricity, and can have better communication with people all over the world.

      Speakers of a foreign language often have the experience of making careless mistakes which may cause get angry, may be embarrassing and may arouse hostility from native speaker. Often such mistakes occur even though the application of the linguistic rules of grammar, vocabulary or pronunciation is correct. These mistakes are culture errors but occur because of not knowing or choosing the appropriate style, and manner to use for effective communication.

4.2.1.2 The development of sensitiveness to culture differences

   There are four stages in the development of the sensitiveness to culture differences. The first, one can make out the obvious, superficial culture characteristics. In other word, he will find them interesting and exotic. The second, one can judge the delicate meaningful cultural characteristics that are quite different from his own. Usually he will feel them incredible or hard to accept .The third, one can accept the cultural characteristics after rational analysis. The fourth, one can be in the other peoples’ shoes and appreciate the cultural characteristics. In other words, the first three stage can be understood, and the fourth empathy.

4.2.1.3 The development of empathy

  In order to communication effectively, you need a deep degree of empathy, that is to be able to understand the other person’s affective and cognitive states. Empathy differs from sympathy in that it does not include pity or approval. And focuses on the feelings of others, not our own[12]114. Empathy involves relativism and flexibility, which knowledge alone cannot consist. Teachers can create good classroom environment where students tolerate and appreciate different norms by bringing up students’ empathy. In China, we always emphasize collectivism instead of individualism. But in English class, we advocate differences, to encourage students to understand each other.

     To facilitate empathy, we can take these measures:

(1) Subjects like history, anthropology, and sociology should be introduced into

the curriculum. Through these subjects, the students can not only acquaint themselves with the examples of foreign culture, but also master some concepts and principles concerning with culture.

(2) The students should be encouraged to read broadly in Chinese middle

school, both fiction non-fiction, literal or philosophical. Including proverbs, broad reading can be a student better understand and communicate with other cultures. Only through broad reading can he know the taboos, values, beliefs and religion of another culture, only through broad reading can be truly come to realize why privacy is so important and that individualism is so cherished.

(3) The students should he sent abroad for further study if possible. Thus they

can live with the natives for some time, no chance is better than the close contact. They can enjoy the new culture. By enhancing ICC, the intercultural communication of the learners can be carried out tactfully, acco rding to different context.

4.2.2 Some strategies to teachers

Language teachers are supposed to exert instructional strategies to help language learners promote their cross-cultural communication competence, that is, provide language learners with some useful ideals for presenting culture from its own perspective, for example, understanding and being aware of what people in target culture think of their own culture.Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words. Just as what we mentioned above, we have been aware of the importance of learning some cultural knowledge about the target language. It seems impossible and unnecessary for us to have a systematic study of target culture, which covers almost everything, in one’s whole lifetime. The difficulty shows that culture is ubiquitous, multidimensional and complex. A good solution to this problem might be to learn selectively those cultural factors that have great influence on intercultural communication, and that are closely related to the language. So on culture teaching we should follow these principles :( 1) interrelated. that is culture teaching must be interrelated with the content of the text. (2) Appropriate, that is culture teaching must be subjected to language teaching. (3) Practical, that is culture teaching must try to be “useful” for students in their communication. (4) Scientific, that is culture knowledge must be taught correctly, completely and objectively. (5) Flexible, that is culture teaching must be flexible according to the change of the world.

    We must obey these five principles if we want to cultivate students’ abilities of cross-cultural communication. What we should teach in ELF classes is simply a foreign way of life related to the target language and teachers should avoid bringing their own cultural prejudice into class. The world is changing, so are the traditions and customs. The constant changes require us to improve our skills of intercultural communication by doing two things: understanding the cultural differences, especially the differences in the deep structure of different cultures, and becoming flexible in intercultural communication. There is a great tendency that one culture adopts the elements from another that are compatible with its own values and beliefs or that can be changed without causing major disruption.

 

4.2.2.1 Make full use of developing the interest of the competence of intercultural communication in the ELF oral learning in Chinese middle school

  Intercultural communication is a big issue, which is not easy for both teachers and students to understand and realize. For successful cultural teaching, we suggest doing the following:

(1) Teach culture differences. Teachers should directly address the similarities and peculiarities between the source culture and the target culture. This can be done through the comparison of the two cultures.

(2) Provide opportunities for students to use the language in situational conversations. While introducing the students play a real-life role and practice their everyday language use according to the varied situation.

(3) Induce students to read literal works, which are vivid and abundant material to understand the character, the psychological state, culture characteristics, convention, and social relationships. Reading newspaper is also the direct path.

(4) Be aware of your students development level, when selecting themes or concepts to present. At first, learning activities should be clear and specific in lower levels, gradually, becoming more complex than the level of the student increases. There are a variety of children’s fiction which presents concepts like similarities, differences and prejudice which can be used at lower levels. At upper levels fiction and biographies can be used to present the more complicated ideas. Try to connect the unfamiliar with the familiar, the known with the unknown.

(5) Use plenty of ways in both general learning tasks and in language learning tasks.

(6) Use varied methods to check the understanding level of the students.

(7) Be enthusiastic. As a teacher you need to be aware of the value of learning a second language in terms of its contribution to developing cultural aware and a range of other cognitive and vocational benefits. Your attitude will influence the attitudes of the child ren in the class and their parents.

    Beside, Chinese teachers should take advantage of foreign teachers. Foreign teachers are rich in knowledge, idiomatic English, strong teaching culture context, full of wit and humor, longing to understand much more about Chinese culture. This attitude can have a great influence on students, and increased their desire of learning English well and knowing about the culture of English-speaking countries. Teachers can make full use of such rare chances and consult foreign teachers that they are according to the calendar, then all of the teachers and students can try their best to create all kinds of conditions to speak them imitatively —Action speak louder than words.

    For example, we once tried to spend Christmas and Hallowmas with all foreign teachers together in our school .The students were very interested and active in the activities， and such experiences can have impressed them strongly and forever.

Teachers should encourage students to communicate with foreign teachers and some other foreigners in and out of school. Students and foreign teachers can have classes, play games and take part in many kinds of activities together. Communicating with foreigners can provide students with the real cultural context in which English is used actually and stimulate students to learn English well including knowing about foreign culture.

As the success of many activities depends on good organization and on the students knowing exactly what they are to do. A teacher is thus mainly an organizer, whose work is different from administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.

Since teachers are key roles during culture teaching, they must play a positive role in helping the students to develop intercultural communicative competence and increase the students’ chances to succeeding in both language learning. It is not an expendable skill tacked on to the teaching of speaking, listening, writing and reading. It is always in some background. Lack of intercultural competence will limit the students’ ability to make sense of the world around them, and lead to failure in using English for communication across-culture.

4.2.2.2 Make full use of pictures, films, TV, computers and other audio-visual aids to make the teaching lively and interesting. Explore to the full the opportunities for students with the target culture information.

(1) Plays in and out of class

It is proved that plays in and out of class are probably the most efficient ways of language teaching.

The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-confrontation” with the target cultural communicates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural context. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.

In the listening book of Senior English book3 unit24, the material involves “finding a job”, English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working conditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.

    A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By combining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.

     Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It encourages the learners to view the linguistic and cultural knowledge as a tool for communication rather than as an academic subject. It can bring life and vitality to the classroom. 

     (2) Classroom presentation

     At the beginning of each lesson, teachers can hold a “cultural corner” sessions, with 5-10 minutes. Teachers or students can introduce one aspect of Western culture, such as famous events of foreign country in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally become broad and rich.

     (3) Photo display

     Use maps, photographs, and illustrations of the text to introduce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introduce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of freedom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other countries or ethnic representation construction.

     (4) Song appreciation

     The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural content. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the content of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like “Love is blue.”(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try to see if there are any new experiences.

     (5) Foreign festivals on the campus

    This activity is of great interest to young students. The celebration could take place in a class, a grade or the whole school with the help of the branch of the Youth League. All kinds of activities can be held in festivals, such as performance of foreign songs, dancing and dramas, holding costume parties, watching foreign films, attending lectures given by foreign experts and enjoying foreign food. By celebrating foreign festivals, learners will immerse in the target cultural context. Teachers are to give introduction on the origin and the conventional activities of the festival. A comparison of the similarities and differences between the foreign festivals and Chinese festivals can develop the learners’ cultural awareness.

    (6) Using authentic materials

      Obviously, the best way to learn foreign cultural background knowledge is to go to that country to stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for our students. Therefore, it is practically necessary for the teachers to use authentic materials to teach culture.

 Mass media, such as, film, novels and especially newspapers and magazines, is also considered as an insightful means for teaching culture, for they reflect people’s way of life in terms of variety contemporaneity and authenticity. Students in an ELF setting will spontaneously ask questions about puzzling aspects of society and life as reflected in the film or magazine. This material is by no means easy to interpret because there is so much central inference and it requires deep familiarity with and comprehensive exegeses of the culture in question. Therefore “all such material should be selected with an eye to the subculture diversity of the target community”.

5. Conclusion

Today, international cultural exchange is going on directly and indirectly, with its new scope, content, form and method unheard of before. To confine oneself to one’s own culture is to go against the times. Now, in our country, the open policy towards the rest of the world has become a fundamental policy. This policy has brought about much broader prospects for international cultural exchange. Therefore, overcoming cultural barriers has become more and more important. Only by surmounting the barriers can we get a high degree of cultural exchange, make use of good things from other cultures and build up our cultural and material wealth. This exchange will contribute to understanding and friendship among nations as well as development in science and culture.

     In the practical teaching, the culture teaching should be presented as many detailed as possible in the teaching syllabus. The teaching materials should not be located only in the source culture and should be a constructive attempt to be explicit about intercultural behavior and communication, especially, in view of the limited language available at this level. Besides, in the classroom ELF oral teaching, teachers are expected to use a variety of teaching methods that are suitable to students’ level. In intercultural communication settings, Chinese learners in culture instruction should keep an open mind: we should try to avoid the prejudiced culture stereotypes over the other cultures and our own. Especially, we should put higher focus on the learning of our own Chinese culture. Another key point is becoming awareness of our own culture bottom lines. We must learn what our own culture line is ― the values where we are can negotiate, but we cannot compromise. We can allow others to be different, and respect their differences as they respect ours.

     Though the culture teaching is a very complicated and difficult part to deal with, the educators and teachers involved in language education should make great efforts to carry out this part thoroughly. This determines much whether the effective cross-cultural communication can be preceded smoothly between China and the world.

Acknowledgements

My initial thanks go to my supervisor Meng Dong, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Han Xiaoya, Shen Yin and many others.

And I also appreciate Li Neng, who offer me great help during the time I was in the practice in Ning Bo Chai Qiao middle school. Without her help, I could not finish my survey in this paper.

The remaining weakness and possible errors of the dissertation are entirely my own.

References

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[4] Crookes, G. & Schmidt, R. Motivation: Reopening the Research Agenda[A]. Language learning (1991)

[5] Falk, J. Linguistics and Language: A survey of Basic Concepts and Implications (2nd Ed.) [M] John Wiley and Sons (1978)

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[7] Herron, C., Cole, S. P., Corrie, C., & Dubreil, S. The Effectiveness of Video-based Curriculum in Teaching Culture[J]. The Modern Language Journal, (1999)

[8] Kramsch, C. Context and Culture in Language Teaching[N]. Oxford University Press (1933)

[9] Stephens, J.L. Teaching Culture and Improving Language Skills Through A Cinematic Lens. A Course On Spanish Film in The Undergraduate Spanish Curriculum[J]. ADFL Bulletin, (2001)

[10] Tylor, E.B. Primitive Culture[N]. Gordon Press (1981)

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AppendixⅠ

*Questionnaire:

 Strongly Agree Agree Disagree Strongly Disagree

1) The cultivation of English skills(reading, writing, speaking and listening) is the foundation of the language learning    

2) Reading English novels everyday is necessary    

3) It is important to acquire a good knowledge of native language in foreign language learning     

4) The accumulation of language and cross-cultural competence are of equal importance    

5) It is necessary to read materials regularly about politics, economy, culture, and so on    

6) You have the interest and passion in the ELF oral learning    

7) You would prefer to get an English-related job after graduation    

8) The present classroom teaching can cultivate your learning ability and improve your cross-cultural skills     

9) You hope to have English class in various forms such as discussion, presentation, debate, performance and so on.    

诚 信 承 诺

我谨在此承诺：本人所写的毕业论文《论中学英语口语教学中跨文化交际能力的培养》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。

 

                承诺人（签名）：      

篇4

论文摘要：有心智，有灵性，创造性地利用文本内容，挖掘出多姿多彩的口语交际教学资源，培养学生的口语交际能力，我做了如下的尝试：（一）创设交际情境，让学生自然交际；（二）指导方法，让学生学会交际。

新的小学语文教学大纲不再单提听话、说话，而是综合起来提“口语交际”。口语交际属于言语交际范畴，言语交际是人们在日常生活、学习和工作中以语言为工具所进行的一种交流信息和思想感情的活动，信息交流形式有听说（口语）、读写（书面语）两大类。口语交际是人们运用口头语言进行交谈、演讲、辩论等的一种言语交际活动，具备直接、简便、迅速的特点，使用最多最广，是最基本的语言信息交流手段。

口语交际，这过去甚至现在仍经常被忽视的教学部分，为什么老师会疏于对它的重视，我想并不是老师们不重视，不知道口语交际能力的培养对于学生来讲的重要意义，同行们在教学中也教学这部分，只苦于对口语交际课如何上，或如何让学生真正学到交际的本领而困惑，所以实施口语交际的教学过程中，如何引导学生学到交际的本领，如何让学生真正实现交际，变得尤为重要。那么，如何有心智，有灵性，创造性地利用文本内容，挖掘出多姿多彩的口语交际教学资源，培养学生的口语交际能力呢？在新语文课程标准启示下，我做了如下的尝试：

（一）创设交际情境，让学生自然交际

一、由图导说，激发学生的想像。

都说图画是鼓励学生说话的“兴奋剂“，图画是展开形象的重要手段，现今的教材中配有形象生动的图画，图画实际是把课文内容形象化，易于儿童接受，这样能唤起学生观察思考、说话的兴趣。我充分利用插图，由图导说，帮助学生理解课文内容，训练学生口语交际的能力。

如教《夏夜多美》这课时，我用课件出示文中的第一幅插图，引导学生观察图中小蚂蚁和睡莲的表情、动作，想想他们可能在说什么？同学们看着生动的画面，纷纷举手说：小蚂蚁快滑进水里了，挥着手向睡莲求救！另一个同学补充说：睡莲伸出双手，笑着说，不用怕，我来帮你。你看，形象的画面让他们看得多真，还会说：“滑、挥、伸。”看得多仔细，说得多准确呀！小朋友就不难理解夏夜的“美”了。又如《李时珍》（六册）课文配有一幅插图，画的是李时珍手拿一棵草药向爷孙俩请教。上课时，可以出示插图让学生观察，引导学生思考：李时珍怎样询问老爷爷?老爷爷又怎样介绍那棵草药的?旁边的小女孩又说什么?先引导学生借助插图进行合理想象，然后让学生分角色对话表演，再现画境，训练学生口语，从而深刻体会李时珍严谨的科学态度和不怕艰辛的精神。

学生的思维一旦被激活，就能点燃创新的火花，出现意想不到的精彩。这种教学设计大大激发了学生的思维和想像能力，有效地进行口语交际训练。

二、从文导演，激发学生的兴趣。

教学中，根据课本的特点，创设情境，安排适量的表演，为学生构建一个交际舞台，这样既有助于加深对课文的理解，又有益于学生口语交际能力的提高。要充分利用学生的各种感官去触摸、品味、体验文中的角色，用全部身心展示自己对角色的心理、情感等的体验和理解，教师能参与学生的活动，师会成为学生更想活动的催化剂，苏霍姆林斯基说：“儿童是用表象、色彩、声音来思维的。”对有趣的情节、人物，学生们有很大的兴趣，教师的参与更让他们有了动力，在师生共演中，进入情境，实现交际能力的训练。努力通过表演，交际的交互由生生之间到师生之间，由师生之间再到生本之间不断地转化，构建了一个多维度的口语交际平台，从文导演，提升学生的口语交际能力。无声的文本语言演绎为有声有色的生活话剧。

如：我在教《丑小鸭》这篇课文时，先引导学生找出各种动物角色，它们的动作和语言，进行感情朗读后，请几个同学分角色表演。小演员们戴着各种动物的头饰把动物的性格特点、动作、语言、神态维妙维肖地表演出来。表演完了，其他同学还纷纷争着扮演故事里的角色，这样课堂气氛达到了。通过表演，交际的交互由生生之间到师生之间，由师生之间再到生本之间不断地转化，构建了一个多维度的口语交际平台，从文导演，提升学生的口语交际能力。 转贴于

三、学文仿说，培养学生创造力。

学生善于仿写，教师千万不要限制学生的创造力，学完课文后应让他们结合自己的生活实践及所获取的信息，仿照课文的形式仿写，在仿写的过程中穿插听中评和听后评，对精彩的语句及时鼓励、表扬，使其品尝到成功的喜悦，获得满足感，增强口语交际的自信心和勇气。如《我爱故乡的杨梅》课文，作者按整体到部分，由表及里的顺序来叙述杨梅果的可爱，抓住杨梅果的形状、颜色、味道的特点来写。学习这一课，可组织举行“水果展销会”，让学生运用课文按一定顺序抓特点写的方法来介绍家乡的一种水果，并且鼓励学生大胆发挥，只要能吸引客商，你想怎样介绍就怎样介绍。这种教学在原有文本内容的基础上，拓宽教材内容，创设情境，学生学文仿说，既培养了学生的口语交际能力，又使学生的想像得到进一步的提升。

（二）指导方法，让学生学会交际

新课标对培养学生的语文素养中要求：学生应初步掌握学习语文的基本方法。情景的创设为交际做好了前期准备，下一步，老师的任务还应教给学生交际的方法。

1、有序观察，按序交际

学会观察，特别是学会有序观察是学生顺利交际的一个基本方法，例如，教学一年级下册语文园地八《我会讲》时，教学时，我先让学生观察每幅图，看懂每幅图，通过看第四幅图，让学生想猴子们用什么办法捞回了球，小组互评，谁的办法好。让学生养成有序观察，认真思考，按序交际的好习惯。

2、认真倾听，灵动交际

倾听是学生顺利进行交际的良好的习惯，培养学生交际能力时，应不忘引导学生听别人说话要认真、专注，听清楚别人表达的意思，以便能对别人的话做出及时反应，灵动交际。

3、清楚表达，出色交际

在教学过程中，我们老师应尽量让学生形成轻松、自由的交际心理，让他们多点时间，尽可能多的表达在训练中有技巧地处理学生的不足和错误，让他们形成清楚表达的能力，养成清楚表达的好习惯，在一次一次的交际训练中出色交际，在交际中获得成就感，更乐于交际。

对口语交际课的继续研讨是必要的，口语交际课的模式应是有效的，交际能力的训练应是长效的，应贯穿于整个语文教学，应渗透学生的课内、课外、校内、校外的生活环节，经过“细水长流”的口语交际训练，通过“润物细无声”的生活交际能力锻炼，新一代的公民必将具备能说会道、能言善辩，有如“滔滔江水”的口语交际能力，适应瞬息万变的时代需求。

参考文献

1、《小学语文课程标准》，国家教育部制订；

篇5

（一）现状：有关统计显示，农村的学生在数理化方面比城市学生成绩高，而语言表达、口语交际能力普遍比城市学生弱，农村学生普遍不善于用口语与他人沟通思想、交流情感，如无话可说，有话不敢说，不知道什么场合用什么样的语言得体等。分析当前小学口语教学和小学生口语交际存在的障碍，我认大致可以分为以下几种情况：

1、不会说：这种情况多出于学习较差的学生，他们思维较慢，注意力容易转移，且在课堂上“问题”少，语言能力得不到锻炼和提高，在一定程度上阻碍了思维能力的发展。

2、不敢说：因为紧张的心理或因为保守的心理而不善于表达自己，对自己缺乏自信.一部分学生在回答教师提出的问题时，会表现出紧张、拘束的情绪，怕答得不好被人笑话，因而常常沉默是金。

（二）反思：

1、教师轻视 口语交际课既无识字任务，也无阅读任务，让学生随便说说，没必要设专门的课进行训练。再加上缺乏必要的口语教学策略、方法和评价手段，小学生口语交际能力培养仍未得到应有的重视。

2、家长漠视 在家长的眼里，只有学生的分数，学生会不会说，敢不敢说，一点儿不重要，他们能为学生做的就是穿暖吃饱。

3、学生无视 由于农村小学生生活圈子窄，见识少，性格、心理素质又千差万别，在他们的心里，语文成绩好就是写好字，背好课文，认真完成书面作业，考试考高分，他们无视于口语交际，对于口语交际这一块如同一张白纸。

（三）依据：《语文课程标准》明确指出：“使学生具有口语交际的基本能力，在各种交际活动中，学会倾听、表达与交流，初步学会文明地进行人际沟通和社会交往，发展合作精神。”《课标》中的1―2年级学生口语交际能力培养的阶段目标中有一点强调：“让学生有表达的自信，积极参加讨论，对感兴趣的话题发表自己的意见。口语交际能力的培养，有利于增强学生之间的交往，消除学生交际时的羞怯心理。使学生无论在社会的大环境中或者班级的小环境中，都能达到敢说，大大方方地说。

二、课题研究的设计

（一）课题的确立：针对在农村低年级口语交际教学中，学生们缺乏自信这一现状，特确定本次的研究课题为《在小学低年级口语交际中培养学生自信》，这一课题的研究，正是适应时代，在教育改革的大背景中产生探讨如何在活动与实践中、在怎样的活动与实践中培养与提高小学生的口语交际能力，增强他们的自信心，让他们想说，敢说。

（二）研究的目标内容：在《全日制语文课程标准》的指导下，我们的研究课题《在小学低年级口语交际中培养学生自信》主要有三个方面内容：

1、从小学儿童心理年龄特征看小学生口语交际能力的培养，在交际过程中培养学生的自信。

2、阅读能力、思维水平的提高与培养小学生口语交际能力之间的关系。

3、小学生口语交际能力培养的活动化、实践化研究。

（三）研究的方法和对象：

1、研究方法；本课题拟采用文献法、行动研究法、调查法、实验法、个案研究法、经验总结法等多种方法进行综合性研究，开展调查，进行现状分析，对调查情况分类对比，积累材料，拟进行为期一年的实验研究，进行具体操作。

2、研究对象；2014届一班全体学生

3、研究时间；009年月12月――――2010年12 月

三、课题研究的措施和成果

（一） 对口语交际能力中培养自信的认识

1、“口语交际能力”是指运用口头语言借助听与说的技巧与他人进行交往、交谈，从而建立起一定的人际关系的能力。主要包括听的能力、思维理解的能力和表达能力。

2、自信，是个人对自己所做各种准备的感性评估。自信能促进成功，相信自己行，是一种信念，是人对自身力量的一种确信，深信自己一定能做成某件事，实现所追求的目标。 那么，要在小学低年级口语教学中培养学生的自信，就要着眼于培养小学生乐于倾听、善于表达的能力，并能克服与人交谈时的心理障碍，消除胆怯的心理，能大大方方，胸有成竹地进行口语交际，让他们有话想说，有话敢说。

（二）在口语交际中培养学生的自信遵循的原则：

1、双向互动性原则：口语交际训练，让学生在动态的双向或多向活动中完成口语交际训练，从而增强口语表述能力、交往能力、分析、归纳、评价的思维能力，形成口语交际能力。

2、灵活应变性原则：必须密切地关注对方的言语所表达的意思，作出灵活的分析、判断，从而拿出相应的对策。

3、生活实践性原则：口语交际训练应表现出生活实践性特点，让学生在训练过程中，有现实生活实践的体验，以此积累交际经验，在口语交际中培养学生自信。

（三）探索在口语交际中增强学生自信心的有效途径

1、营造和谐氛围

口语交际能力的培养要从兴趣、情感的激活入手，扫除心理障碍 ，培养学生的表现欲，让学生敢于、乐于与人交际。 因此，一方面，课堂上要建立平等、民主、和谐的师生关系，创设宽松、自由、信任的交际氛围，尊重学生的表达方式 ，多些表扬，少些批评 ，保护好学生的自尊心和自信心 。另一方面 ，要多以奖励的形式强化学生的成功体验。

2、利用常规语文课堂，进行口语交际训练：在语文教学中，依据小学生认知的特点，利用教材优势，抓住课堂这一阵地，面向全体学生设计多种形式的训练方法。口语交际能力的训练，不能孤立地进行，它要与字、词、句、段、篇的教学相结合，并贯穿于语文教学的全过程。

3、家校配合，培养自信心：家长是孩子的第一任老师，孩子上学前知识积累和能力的形成，是家长辛勤劳动的成果。上学后，孩子一半的时间在学校，一半的时间在家庭。家长对学生口语交际能力的培养重视与否，参与与否对学生影响极大。我们根据学生实际经常布置一些口语家庭作业。比如汇报当天的学习情况，把每天在学校、班级、路上、书上、电视、网络所看到的、听到的最感兴趣的事，告诉爸爸妈妈。这样既增进了孩子与父母之间的沟通交流，又锻炼了学生的口语交际能力。

四、研究的效果

（一）学生口语交际的信心明显增强：2010年10月中旬，我们在三年级进行了“成立小剧团搞课本剧表演”的报名工作，主要是为了测试学生自我表现的信心。评定分为三级：A、不想参加。B、想参加，但怕不会表演。C、想参加，而且相信自己一定表演得很出色。统计结果如下：

（二）学生口语交际的能力明显提高：在开展本课题研究的一年时间中，学生交际意识、交际兴趣增强，交往能力明显提高。

（三）家长观念得到改变，对口语交际更加重视。对此我们设计了调查表：家长反馈表

（四）教师科研能力的提高：在一年的研究实践中，我非常明显的感受到自身口语交际能力的提高，对课题研究的了解越来越深入，撰写材料、论文的水平越来越高，同时，科研意志在实践的过程中得到锻炼。撰写的论文有3篇分别在省、市、县获奖。其中其中《在农村小学语文口语教学中培养学生胆量初探》在四川省优秀教育教学科研成果评奖活动中获一等奖。

五、研究中的问题和思考

在课题研究中，我们深切地体会到还有如下几个问题与大家共同探讨：

1、培养学生口语交际能力的研究并不单纯是语文教学的问题，它也涉及到其他学科，目前本课题的研究还仅停留在语文教学的经验操作阶段，尚不能形成完整的研究体系。

篇6

一、抓情景教学，促口语环境快速生成。口语交际就是日常生活交际，而童年是学习口语交际的最佳时期，在教学中我注重选话题、创情景，力争教学简单学习有效。如在教学《我应该感到自豪才对》时，学生起来扮演朗读小骆驼的话前，老师（我）问他“请问你现在是谁？”学生不假思索地说：“我是晟树（学生名）啊。”“再想想，你现在到底是谁？”学生想了想，恍然大悟地说：“我是小骆驼（文中角色）。”教师如此自然而然地把学生带入学习情景当中，使学生眨眼之间就实现了角色的转换，入情入境的朗读课文。通过创设节日、生活等片断情景，说的氛围快速建立，教师利用课堂的有限时间激励学生练说，效果颇佳。

二、重择入时机，激活快乐情趣。朱自清先生说过“人生不外言动，除了动就只有言。”学生有了说的冲动就必须进行互动交流。抓住独说激活交流互说，从独立思维发展到碰撞思维，从无心交流到心灵交流的发展。抓住典例激发学生练、思、说（或写），拓展了学生说的学习空间。一次语文课上，天空突然乌云密布，一会儿就雷鸣闪电下起了大雨，学生的思绪立即被吸引过去，哪还有心思学习。我一转念，让学生离开座位到走廊去，对着景致看雨说雨，在亲近自然中大家谈论雨的形态、雨的色彩，想象雨的功劳，被雨水漂打的快乐……。教师选择有利时机，口语交际教学不乏“语文的味道”和“语文的乐趣”，能让学生百学不厌。

三、活用变式法，听说读议融一体。“采用变式教学法”精心选择交际话题，融听说读议于其中，丰富教学方式，让学生有话可说，有话想说，有话能说。在教学中我坚持尝试口语交际常规化、交流形式多样化。每周一次的看图说话、每月一次的课本剧表演，让每位学生都参与的诸如讲故事、朗诵作品、介绍资料、辩论会、小组民主评议会等。例如，我曾在六年级班举办了一次别开生面的口语交际的系列教育活动：以“夸夸我的孩子”为主题举办毕业班学生家长会，让家长们在会上都来夸自己的孩子，同时进行了现场录音。有些家长夸到感动之处，流下情感眼泪，突然间感到了孩子也有那么多优点，孩子在长大。会后我给学生播放了家长的录音，让每一个孩子仔仔细细听，然后谈感受并互相交流；还让每位学生自己命题写文章，重新认识了自己的父母、感恩父母，活动既收到良好的思想教育效果，又锻炼了学生口语能力。利用活动展开教学，实施“以说促写、以看促写、以议促写”的教学思路，多渠道培养了学生口表交往技能。

篇7

关键词：口语 交际性 口语交际教学 启示

口语，顾名思义即口头语言，是语言的一种表现形式，与书面语言相对应存在。口语无论在古代还是在现代都具有十分重要的作用，它和人们的生活与工作息息相关。随着社会的不断发展进步，人与人之间的联系越来越紧密，所以人与人之间的交流变得越来越重要，良好的表达交流能力也显得格外重要，正确、得体的口语表达像是人们之间的剂，使我们的学习和生活处在一种和谐、融洽的氛围里。口语交际能力也就成为了作为一名社会的人的必备素质。口语是人类最重要的交际工具，而书面语只是人类重要的辅交际工具。在没有文字的情况下，口语表达是能够存在的，反过来，书面语不可能离开口语而存在，“一切言语都植根于口语之中。”[1]（P4）

口语与书面语相比有许多不同点，例如书面语是手写、眼看的语言，口语则是口说、耳听的语言。书面语通过写在纸上或表现在其他物体上传递信息，而口语则靠声音实现交际。除了这些明显的不同点，口语还有以下特点：首先，口语表达需要特定的语境与确定的对象。口语表达的内容、方式甚至使用的词汇都受语言环境与对象的制约，有很强的针对性。其次，语法现象比较特殊。人们在口语表达的时候，语速较快，说话人没有时间对语言进行润色加工，所以不像书面语那样有完整的结构和严密的语法，具体表现为句子短小，停顿多，省略成分多，重复现象也比较多，还有易位现象多等。第三，词汇口语化。口语是人们在日常生活中使用的语言形式，所以比较通俗易懂，而且经常使用歇后语，语气词，象声词等，儿化现象也非常普遍。最后是表达手段具有多样性和独特性。口语可以借助的表达手段非常丰富，例如语调、语气的变化，表情、动作、姿态、手势等“态势语”的不同，都可以辅助表达复杂的情感。此外还有音高、音速、节奏等，也具有表情达意的作用。

口语的交际性是指口语交际是听说双方的双向互动的过程。交际性是口语交际的主要特征之一[2]。口语交际本身就是一个传递信息的过程，而信息的传递需要在特定的情境中进行。交际情境是口语交际行为得以发生的重要因素，并且情境的变化能够引发学生交际动机的改变。情境也是交际双方在交际过程中能否顺利进行下去的重要依据。情境可以完善交际活动，任何离开具体交际情境的交际行为都是没有意义的。呈现于课堂的口语交际情境一般可分为真实的课堂情境和类似于现实的生活情境即虚拟的生活情境。当一个同学向老师或同学讲故事、谈学习心得、诉说某一生活经历时，大家认真倾听并不时以体态语或简短的口语传达出自己的反馈意见或师生之间、生生之间相互交谈，展开讨论、辩论时，口语交际行为就产生了[3]。这给我们的口语交际教学的重要启示就是老师在口语交际教学的时候应该把握口语以上特点，并利用以上特点在教学中采取一切可能的方法为学生的口语交际活动创设交际情境。笔者为此提供以下方面供大家实践：

一、选题贴近生活，创设真实情境

《课标》在口语交际教学建议部分明确提出在选择口语交际话题的时候要努力选择贴近学生生活的话题，鼓励他们在各科教学活动及日常生活中锻炼口语交际能力[4]（P17）。例如于永正老师在教《描述人物外貌，转述通知》口语交际活动的时候，就真正把生活中的场景搬进了课堂。上课铃响后，于老师没有直接进教室，而是找一个阿姨走进教室，说是找于老师有事要通知，但是于老师不在，就请同学们帮忙转达通知内容。一会儿于老师进来了，同学们就纷纷举手告诉老师刚有个阿姨找他，然后于老师就因势利导，让学生描述刚刚那个阿姨的样子。[5]（P329-335）这样一来，于老师就为学生创设了一个真实的生活交际环境，不仅给学生的交际提供了具体的场景，而且使学生在不知不觉中锻炼了口语交际。这样的口语交际教学也会收到良好的效果。

二、善于抓住时机，创设比赛情境

《淮北市小学语文“表达类”教学比赛成果展示及“小学语文表达课教学模式研究”课堂汇报》（以下简称“课堂汇报”）教研活动中，许蓉老师执教的是二年级口语交际《奇妙的动物世界》，在这节课中许老师就抓住了小孩子爱比赛的心理，成功地组织了课堂活动。首先许老师让学生看了准备的精美视频，然后问学生：你看到了什么？又听到了什么？这个环节的设置意在引导学生体会动物世界的奇妙，激发他们表达的兴趣。接着许老师就让学生说说自己最喜欢的动物，同桌之间一个说一个听，说的同学要说清楚，听的同学要听仔细。这是在培养学生良好的听说习惯。最后许老师让分组交流比赛，首先是组内选拔，选出讲得最好的同学，然后再组与组之间比赛。这个环节的设置使整个课堂达到了，每个孩子都努力讲自己与最爱的动物的故事，而且最大限度地把时间留给了孩子，整个过程都是她们在不停地表达与交流，可以说是高效地进行了口语交际活动。

三、丰富教学资源，创设虚拟情境

口语交际活动是特定环境的产物，这种言语活动离开了“特定的环境”是无法生存的。[6]在教学中，教师可以根据实际话题的需要，利用多媒体等精心设计课堂活动，然后让学生在设计的情境中进行角色扮演。这样的角色扮演不仅实现了口语交际的互动性，而且可以激发学生的表达兴趣，增强亲临其境之感，提高交际的主动性。

在上述课堂汇报中，单思敏老师选择了五年级的口语交际话题“选拔‘文明劝导员’”。首先，单老师就用多媒体为学生播放了自己录制的一段视频，画面中有很多学生挤在校门口的零食摊边买零食，其中就有他们班的学生沈思宇，同学们看到都笑了。然后单老师就组织学生对沈思宇进行劝说活动，并且在活动中教会学生劝说的方法和技巧。最后让学生模拟劝说，每个小组自由选择一种情况运用劝说方法进行模拟劝说。整节课下来学生发言都非常积极，争着劝说沈思宇，真正把自己当成了一名劝导员，可以说在这种模拟情境中不知不觉就掌握了劝说方法，提高了口语交际能力。

四、增加社会实践，创设实践情境

学校及课堂的教育资源总是有限的。李吉林老师的情境教学理论就提倡把孩子带到生活中去，带到大自然中去，让他们在鲜活的交际情境中，自然、有序地训练语言。[7]把学生带到特定的生活情境中，也可以增强他们的体验，进而有效地进行交流。例如，老师可以组织一次学生进果园活动，请有经验的果农为他们讲解果树的品种、属性、特性等，以及如何管理等方面的知识。听完之后，教师布置明确的交际任务，当场与同伴进行复述性质的讲解，然后回到家后向家人口头转述自己的学习所得，这样不仅对学生的短时及长时记忆能力有一定的锻炼，而且有效的锻炼了学生的转述及讲解、描述能力。

口语交际教学的历史虽然不长，但它在语文教育界引起的关注度不比任何其他语文教育领域低，而且呈现出越来越热的研究态势，但目前的教学和研究还存在很多问题亟待解决。但是无论是研究者还是一线教学工作者都应该首先把握汉语口语的特点，特别是其交际性特点。希望笔者以上研究能对一线教师的口语交际教学有所帮助。

注释：

[1][美]沃尔特・翁：《口语文化与书面文化――语词的技术化》，北京大学出版社，2008年版，第4页。

[2]孟英：《语文口语交际情趣化教学研究》，重庆师范大学硕士学位论文，2010年。

[3]杜玉萍：《口语交际的特质与教学策略》，四川师范大学硕士学位论文，2006年。

[4]中华人民共和国教育部：《全日制义务教育语文课程标准》（2011年版），北京：北京师范大学出版社，2012年版。

[5]于永正：《描述人物外貌，转述通知》，《于永正语文教学实录荟萃》，徐州：中国矿业大学出版社，2005年版。

[6]曹海燕：《情境教学与小学口语交际研究――以鄂尔多斯小学为例》，内蒙古师范大学硕士学位论文，2013年。

篇8

关键词：英语；任务型教学；语言应用

英语是进行交流的世界性语言工具。为此，我国各大高校也逐渐加大了对学生英语语言交际能力的培养，这是未来英语教学的主要趋势。

一、任务型教学概述

1.任务型教学的定义

任务型教学对于语言教学来说，是一种全新的教学途径，它打破了传统的语言教学方式，在教学课堂中更注重实践等语言能力的培养。在进行任务型教学时，重点在于“任务”的设置，要求教师根据教学内容以及学生的差异性，安排出适合学生的最佳教学活动，增加与学生之间的有效互动。在这种教学形式下，学生不再被动地接受知识，而是参与教学活动，共同思考、讨论、交流，同教师一起完成所设置的学习任务。这种全新的语言教学方式，将语言实践化、生活化、真实化，更有利于语言交际能力的提高。

2.任务型教学的特点

任务型教学是一种有别于传统英语教学的新形式，具有自身独特的特点，主要包括以下几方面：

（1）任务型教学最重要的就是“任务”的设置，要求教师安排适应学生的任务，学生共同思考、讨论、交流，完成学习任务。

（2）在高校英语任务型教学课程中，强调将涉及日常真实生活的内容纳入语言应用教学场景中。贴近生活的内容，有助于引起学生的兴趣，提高英语交际水平。

（3）任务型教学过程中，教师要利用常见的素材，为学生提供英语交际的机会。

（4）鼓励学生在英语任务型教学课程中，将语言同自身经历充分联系起来，作为英语口语应用的重要组成部分。

（5）任务型教学强调将所学英语语言内容同日常生活语言紧密结合，课堂与课外均成为英语应用的场所。

任务型教学更注重语言的生活化及真实性，更利于英语语言交际能力的培养。

二、任务型教学课程中的语言应用分析

1.设计口语任务，加强语言的得体性

英语作为西方交流的主要语言工具，在文化、风俗、习惯等方面都与东方文化存在一定差异。因此，教师在根据教学目的和内容设计口语任务时，要重点培养学生的跨文化意识，掌握正确的西方文化，加强英语语言应用交流的得体性。

2.创设真实情境，提高语言的准确性

在高校英语任务型教学课程中，为了进一步加强英语语言应用能力，就需要为学生创设更多直观真实的情境，加强学生的口语交际练习，以保证英语语言交流的准确性。教师在教学过程中，利用实物、图片以及图表，自身的肢体语言、面部表情等，创设出直观具体的情境，如在讲解“used to do”和“be used to doing”的不同时，情境展示比纯粹的口述效果更好。

3.安排口语活动，增强语言的流利性

在高校英语任务型教学课堂中，教师要注重口语活动的安排，增加与学生间的交流互动，帮助学生进行口语练习，提高口语的流利性。教师可以通过安排学生自由练习口语，或者可以通过师生间的对话，进行口语练习，例如播放静音的《动物世界》片段，让某一学生背对视频，仅用“yes/no”，提供动物的外形、天敌、生活习性等内容，猜出播放的为哪种动物。在没有预计的对话中，通过信息的调节与改变，提高了学生口语的流利性。当然还可以采用填补信息差以及小组协商等方法来展开口语活动，提高英语语言交际能力。

4.克服口语交际障碍，增强英语交流信心

我国进行的高校英语教学，大多是迎合应试教育，在考试中能够取得高分，却不能开口将英语，产生英语口语交际障碍。因此，在进行任务型英语教学过程中，教师要帮助学生克服口语交际障碍，增强其英语交流的信心。为此，教师可以设计有趣、生活化的学习任务，吸引学生学习兴趣，激发交际动机，或者考虑学生的差异性，设计多元化、有梯度的学习任务，采用分组练习、游戏、比赛、共同讨论等方法来建立突破学生英语口语障碍的心理机制，提高其英语应用能力。

三、结语

任务型教学对于培养、提高学生英语口语交际能力具有重要的作用。为了更好地适应国际间的友好沟通交流，提高学生英语交际能力是必要的。因此，各高校进行英语教学时，应加大任务型教学方法的使用，提高学生的英语交际水平。

参考文献：

[1]龚亚夫，罗少茜.任务型语言教学[M].北京：人民教育出版社，2003.

[2]卢玉芳.任务型教学对提高学生语用能力的实践研究[J].山西：山西农业大学学报（社会科学版），2012，11（10）：1003-1007.

篇9

关键词：口语交际　勇气　兴趣　评价

随着社会的发展，口语表达能力已经成为新世纪人才的基本素质之一。那么，要想提高口语表达能力，就应该从小学开始培养。《语文课程标准》提出：“应培养学生倾听、表达和应对的能力，使学生具有文明和谐的进行人际交流的素养。”根据这一标准，论者结合自己的教学实际，摸索出了一套提高小学生口语交际能力的方法。

一　培养学生敢说的勇气

论者所在学校地处农村，孩子们都来自周围的村庄，受父辈的影响，他们从小就是用方言土语进行交流；上学后同学之间依旧是用家乡话沟通，从没有进行过正规的普通话训练。因此，他们上课不敢回答问题，在口语交际课上更是不敢表达，怕不小心溜出口的“土语”被老师、同学嘲笑，因此，课堂气氛沉闷，学生学习热情不高。

针对这一现象，论者努力创造贴近生活的情境，鼓励学生表达。例如，《北京的春节》一课里讲了很多关于春节的习俗，结合本地的风俗，让学生们尝试说一说家乡过春节和北京有哪些不同。因为这个话题贴近学生实际生活，他们有话可说，所以自我表现的欲望都很强烈，一只只小手举起来了，一个个争先恐后的发言，有些同学还说了自己知道的其他地区的习俗。

又如，在学习《鲁宾孙漂流记》一课时，结合鲁宾孙在荒岛上努力求生、克服困难的经历，让学生们说一说：你们平时是否遇到过困难?你们是如何解决的?如果换成是你，流落到荒岛上你是否也具有生存下来的勇气和方法?假设让你只带一样东西，到一个渺无人烟的荒岛上，你会选择什么，为什么……孩子们的骨子里都有冒险意识、英雄意识，面对这样感兴趣的话题，他们内心深处表达的欲望被调动起来了，纷纷举手。一个学生说：“我一定要选择带一盒火柴，有了火，不但能烧饭烧菜，还能吓走野兽……”话音刚落，另一个同学马上反驳：“我不同意，如果是我单枪匹马在荒岛上生活，我首选一杆枪(带有足够的弹药哦)，因为这样，我就可以做这个岛上的主人，吃兽肉，穿兽皮，吃穿都不成问题……”有个急脾气的同学来不及等老师点名，自顾自的站起来，发表他的高见：“你们说的都不理想，依我看，上岛最理想的是带一只威猛无比的藏獒。它通人性，易于差遣，体格健壮，是捕猎能手，不但使主人衣食无忧，而且还是主人的理想伙伴，即使主人睡觉时也不必担心会受到野兽的偷袭啦。”

……

就这样论者经常在课堂上给学生提供感兴趣的话题，创造表达的机会，同学们口语交际的积极性被调动起来了。同时，在课下，老师用普通话和他们谈心，谈生活、学习，让他们受到普通话的语境，潜移默化受到熏陶，鼓励同伴之间用普通话交流，养成随时随地说普通话的习惯。一段时间下来，孩子们勇气倍增，他们敢说普通话了，爱说普通话了，喜欢在口语交际课上大胆发言了，就连班里性格比较内向的几个孩子也有了很大的进步。

二　培养学生口语交际的兴趣

《语文课程标准》指出：“口语交际是听与说的互动过程。教学活动主要应在具体的交际情境中进行。”孩子们敢于用普通话交流了，接下来就是培养他们口语交际的兴趣，兴趣是孩子们最好的老师。怎样让孩子们有浓厚的兴趣呢?那就是要创设各种情境。第一，针对所在学校的实际情况，利用学校的多媒体创设情境。孩子们都喜欢看动画片，论者便把相关的内容制作成动画片。设计一个动画片的开头，然后让孩子们把这个故事补充完整。因为他们感兴趣，所以他们的故事也是五花八门，各有特色。这样，他们的口语交际能力得到很好的锻炼。第二，针对农村孩子的特点――喜欢玩画片，让孩子们讲一讲自己画片的由来，自己画片的内容。有时让孩子们把几张不相关联的画片放到一起，让他们讲一个小故事。孩子们兴趣盎然，勤于动脑，很乐于和大家分享自己的精彩故事，有时候故事的内容都让我大吃一惊。这样的方法不仅锻炼了学生的口语表达能力，还发挥了他们的想象力。第三，用游戏的方法。爱玩是孩子的天性，游戏是他们的最爱，尤其是低年级的学生。针对这一特点，在口语交际课前我经常组织孩子们玩一些他们喜闻乐见的小游戏，如贴鼻子、老鹰捉小鸡、贴人等，上课时让他们回忆游戏的情景，说一说游戏的经过，有些学生把游戏的过程说的很精彩。第四，创设生活情境。如我组织学生进行“购物”的口语交际练习。先让学生回忆自己在商店买东西的情景，想一想自己当时说了些什么，售货员说了些什么，当时各自是怎样的表情，然后让学生们自由结组进行练习，最后创设买文具的情境：要开学了，同学们要到商店买一些文具，想一想你会和售货员说些什么呢?请学生到前面来进行练习。因为这样的情景学生都遇到过，所以他们都很踊跃，课堂气氛很活跃。

通过各种情境的创设，孩子们对口语交际的兴趣越来越浓厚，口语表达的能力得到很大的提高。

三　激励性的评价

篇10

论文关键词：高中口语交际，教学

 

新颁布的《语文课程标准》指出:“语文是最重要的交际工具，是人类文化的重要组织部分。”因此，在高中语文教学中，学生口语交际能力的培养很有必要，口语交际能力是每个人适应现代社会最基本的能力，是未来社会人才发展的必备条件之一。

然而，因为高考不对口语交际能力进行专门的考核，许多老师和学生对口语交际能力的培养不够重视。尽管近几年实施素质教育的呼声一浪高过一浪，语文教学大纲也强调阅读、写作、口语交际三者并重，但是不健全的应试教育体制禁锢了人们的观念，口语交际能力的教学目标只不过是教育决策者、设计者的一厢情愿，无怪乎有人感慨:“正像我国的饮食文化忽视了营养学一样，学校教育也忽视了口语课，这不能不说是一个惊人的欠缺。”

要想提升高中生的口语交际能力，可以考虑从以下几个方面入手：

一、美化教师的语言。

教师的语言潜移默化地影响着学生的口语水平。近年来，国外的一些教育家甚至提出:“要使每一堂课成为言语训练课。”我国一些优秀教育工作者非常重视这一点。斯霞老师曾说:“教师的语言应该成为学生的楷模，要使学生学会普通话，说话口齿清楚，咬字正确，声音响亮，语言完整高中口语交际，简短扼要，用词确切，那么，教师自己首先要做到这些。”于漪老师也说:“语文教师带领学生学习规范的书面语言，如果自己的口头语言生动、活泼、优美，就能给学生以熏陶，大大提高学习效果。”

语文教师的语言要符合学生的心理，使学生乐于接受，给学生示范性和影响力，必须从以下几个方面入手:

1．明白流畅。

语文教师要使用标准的普通话，吐字清晰、纯洁流畅，要有逻辑性和条理性。语文教师要用浅显的语言，深入浅出地把知识通俗易懂地表达出来，不使用生僻词和有歧义的句子，在组织语言时尽量用最简单明了的句子，让学生一听了然，心情舒畅。

2．优美生动。

语文教师语言不能太随意，不能像白开水一样无味，要在经过提炼之后，变得优美生动，要让学生觉得是一种美的享受，并乐在其中，受到教育和感染。

语文教师的语言要优美生动，就要多看书，吸取中华民族语言的精华，丰富自己的词汇。语文教师只有积累了充裕的词语，才能使语言富于变化，异彩纷呈。学生不会喜欢语言贫乏的教师，更何况是一个语文教师呢?

3．轻松幽默。

前苏联著名教育家斯维特洛夫曾说过:“教育家最主要的，也是第一位的助手是幽默”。作为语文教师，要努力使自己的教学语言轻松幽默。幽默的语言不能格调低下，滑稽无聊，应该是以尊重学生为前提，在带给学生愉快情绪的同时，让学生感受到语言的美妙。

幽默的语言要富有启迪。语文教师的语言要能触动学生的思维，让学生思考、思考、再思考，在思考中爆发出智慧的火花。不能话一落音，就随风飘散，不留任何痕迹。

二、丰富学生的课外阅读。

鲁迅在《读书杂谈》 里说: “ 爱看书的青年大可以看看本分以外的书，即课外的书，不要只将课内的书抱住。 只精不泛则太陋， 只泛不精则太浅。”教师可以和学生一起制定课外阅读计划，指导他们进行广泛的课外阅读高中口语交际，鼓励学生充分利用学校阅览室和图书馆的资源，选好书，读好书。

针对高中生的年龄特点、认知特点和已有的知识经验可对学生推荐以下书刊：（1）书籍类：①纯文学类：如中外文学名著、现当代名家散文集、当代有代表性的中短篇小说集等。②人文社科类：如文艺鉴赏学、美学、心理学等普及性读物。③人物传记。（2）报刊类：如《散文》、《美文》、《杂文选刊》、《杂文报》、《中学生阅读》、《随笔》、《博览群书》、《中国青年报》、《报刊文摘》等等。阅读是一种生命的滋养，学生在阅读的过程中，积累了丰富的话语资源，思想变得深刻，语言能力会不知不觉地提高。

三、引导学生演讲。

2003年的《普通高中语文课程标准(实验)》明确指出: “学会演讲，做到观点鲜明，材料充分、生动，有说服力和感染力，力求有个性和风度。”在这里，强调要“学会演讲”，我们可以把学会演讲定为高中口语交际教学的主要目标核心期刊。

要让学生学会演讲，我们可以采取以下方法和步骤：

1．学习演讲范例。

可让学生观摩演讲录像，朗读名人的演讲词，以提高他们对演讲的认识，这是学习演讲的前提。我国许多著名的革命家，同时又是著名的演说家，他们的演说曾经吸引和教育了亿万人民群众。我们可以找出他们的演说稿加以分析和揣摩，学习他们的成功之处。苏教版教材中也有很多精彩演讲，如马丁·路德·金的《我有一个梦想》，教师在讲授这篇课文时，可让学生在掌握了有关演讲的一些知识后，反复诵读，体会作者的内心情感，从而悟出口语交际艺术的真谛。

2．学写演讲词。

演讲词一般有三个部分组成，开头、主体、结尾。开头部分，要根据听众的情绪、场合的特点，设计开场白，要在演讲之初就抓住听众。主体部分是演讲稿的核心，这一部分要具体到讲那些问题，分几个层次讲。结尾部分，起着深化主题的作用，有总结性结尾、号召性结尾等等。

教师要引导学生在如何设计“”部分多花些工夫。

Ⅰ. 走出低谷的顿悟

可以是学生自己的独特感悟。教师应引导学生讲出自己认识的“曲线”美。一位学生演讲“寻找心中的孤独”，开始对孤独的认识是：“孤独是忧愁的伴侣。”自己在忧愁中徘徊，后来在生活中寻觅、感悟：“孤独是思想的狂欢，是心灵的独舞。”“孤独是一杯刚刚冲饮好的咖啡，需要小口小口地慢慢啜饮，甜蜜中包含着淡淡的苦涩，苦涩之中又蕴藏着悠远的馨香，那种滋味足可以铭记一生。”把自己的独特感悟告诉大家，可以引起听众的共鸣。

Ⅱ.透过表象的析理。

可以是透过表象的析理。在以“环保”为主题的演讲会上，一位同学先说了环保对人类的重要高中口语交际，接着讲了人类对环境的破坏，当他讲明了不注意环保的危害后，发出这样的呼喊：“朋友们，我们应该有这样一个意识——‘天人合一’；我们应明白这样一个道理——吞噬绿色就是吞噬人类自己；我们应该叫响这样一个口号：绿色就是生产力！让我们用实际行动保卫家园，保卫地球，保卫我们来之不易的美好生活，还有那象征和平与生命的绿色。”

3.练习演讲。

写好演讲稿，不一定就能讲好，对于高中生来说，还必须反复练习，才有可能获得成功。练习演讲时先要把演讲稿熟记于心，然后抛弃演讲稿自由地讲说。根据所表达的思想感情的需要，设计表达方式，确定语气、语调、语速、停顿、重音等，还要对态势语进行设计，确定一些必要的动作、手势等。

演讲时应注意的事项：

1.养成良好的台风：a、整洁的仪表。b、微笑的面容。c、谦和的态度。d、端正的姿势。e、悦耳的声音。

2.演讲“卡壳”了，怎么办？a、不可停顿太久。b、不可重复。c、不要放弃。

当然，提高高中生的口语交际能力，不能局限于课堂，还必须让学生在生活实践中进行全方位的锻炼。我国南北朝时期的文论家刘勰在《文心雕龙》里说过：“操千曲而后晓声，观千剑而后识器。”这句话就强调了实践的重要性。

总之，高中口语交际教学应该如火如荼的展开，提高学生的口语交际能力，是每一个语文教师的天职。

参考文献：

[3]李海霞.初中语文口语交际教学研究[D]. 河南:河南师范大学, 2006

[4]于漪.谈教师的人格魅力[J].小学语文教师.2002年4期

[5]朱瑛.对语文课改走势的理性把握[J]. 辽宁教育,2006年9期