發(fā)布時(shí)間：2023-04-01 10:11:24
序言：寫(xiě)作是分享個(gè)人見(jiàn)解和探索未知領(lǐng)域的橋梁，我們?yōu)槟x了8篇的口語(yǔ)交際能力論文樣本，期待這些樣本能夠?yàn)槟峁┴S富的參考和啟發(fā)，請(qǐng)盡情閱讀。
【關(guān)鍵詞】口語(yǔ)交際；培養(yǎng)策略隨著社會(huì)的發(fā)展，口語(yǔ)交際能力日益得到人們的重視?！墩Z(yǔ)文課程標(biāo)準(zhǔn)》提出：“語(yǔ)文是工具性和人文性的統(tǒng)一。而語(yǔ)文是最重要的交際工具，應(yīng)當(dāng)培養(yǎng)學(xué)生具有日?？谡Z(yǔ)交際的基本能力，在各種交際活動(dòng)中，學(xué)會(huì)傾聽(tīng)、表達(dá)與交流，初步學(xué)會(huì)文明地進(jìn)行人際溝通和社會(huì)交往，發(fā)展合作精神。”可見(jiàn)口語(yǔ)交際能力是現(xiàn)代公民的必備能力。要求我們培養(yǎng)學(xué)生傾聽(tīng)、表達(dá)和應(yīng)對(duì)的能力，使學(xué)生具有文明和諧進(jìn)行人際交流的素養(yǎng)。
1以身作則，充分發(fā)揮教師的示范作用
口語(yǔ)交際活動(dòng)是由說(shuō)者和聽(tīng)者雙方的活動(dòng)構(gòu)成的，在教學(xué)過(guò)程中老師的示范作用是非常重要的。我們?cè)趥湔n時(shí)不僅備教材，還考慮話怎么說(shuō)，詞怎么用，手勢(shì)怎么用。教學(xué)過(guò)程中，我們同時(shí)兼顧聽(tīng)和說(shuō)雙方，只要不是我擔(dān)任說(shuō)話者，我就以聽(tīng)者的身份出現(xiàn)，與學(xué)生一起參與聽(tīng)話訓(xùn)練，用自己集中注意力聽(tīng)話，迅速地做好記錄，及時(shí)做好良好的反應(yīng)等良好的表現(xiàn)給學(xué)生做榜樣。同時(shí)，我還認(rèn)真觀察說(shuō)和聽(tīng)的雙方活動(dòng)，注意巡視學(xué)生聽(tīng)說(shuō)情況，發(fā)現(xiàn)說(shuō)話者語(yǔ)速偏快或偏慢，聲音偏高或偏低，姿態(tài)、表情不自然，都要以恰當(dāng)?shù)姆绞郊皶r(shí)指出，讓學(xué)生作出調(diào)整。老師規(guī)范化的語(yǔ)言是學(xué)生學(xué)習(xí)的規(guī)范化語(yǔ)言的表率。老師的一舉一動(dòng)都成為學(xué)生模仿的對(duì)象。因此，當(dāng)我擔(dān)任說(shuō)話者時(shí)，我很注意自身語(yǔ)言的準(zhǔn)確性和規(guī)范化，語(yǔ)言簡(jiǎn)潔、生動(dòng)，表達(dá)清楚明白，努力在口語(yǔ)規(guī)范化和口頭表達(dá)的技巧上發(fā)揮示范作用。這樣學(xué)生聽(tīng)多了，聽(tīng)?wèi)T了就會(huì)把我們老師的語(yǔ)言化為自己的語(yǔ)言，起到潛移默化的作用。
2創(chuàng)設(shè)情境，激發(fā)口語(yǔ)交際的興趣
我們知道，興趣是最好的老師。一個(gè)人無(wú)論干什么，只要有興趣，便有了自覺(jué)性。進(jìn)行口語(yǔ)交際訓(xùn)練也是如此。激發(fā)學(xué)生的興趣，就等于激發(fā)學(xué)生的自覺(jué)性，這便成功了一半。創(chuàng)設(shè)情境，是激發(fā)學(xué)生口語(yǔ)交際興趣的重要途徑。創(chuàng)設(shè)情境的方法很多。
首先，老師生動(dòng)的語(yǔ)言，便可以創(chuàng)設(shè)一個(gè)引人入勝的情境，使學(xué)生的大腦里充滿神奇的想象，欲罷不能，豐富的想象使他們想說(shuō)，爭(zhēng)著要說(shuō)。比如，《倔強(qiáng)的小》的教學(xué)中，讓學(xué)生閉上眼睛，那凄涼艱難的聲音伴隨著老師生動(dòng)的語(yǔ)言描繪，使行軍過(guò)草地時(shí)勇敢面對(duì)困境不畏犧牲的情景再現(xiàn)在學(xué)生的腦海，學(xué)生猶如身臨其境，豐富的想象使學(xué)生爭(zhēng)著訴說(shuō)，變“要我說(shuō)”為“我要說(shuō)”。閱讀教學(xué)變得生動(dòng)活潑，學(xué)生的口語(yǔ)交際能力得到了訓(xùn)練，又培養(yǎng)了學(xué)生創(chuàng)造性想象能力。
其次，現(xiàn)代化教學(xué)媒體的運(yùn)用，為學(xué)生營(yíng)造一個(gè)身臨其境的場(chǎng)景，使學(xué)生有話想說(shuō)?，F(xiàn)代化教學(xué)媒體的運(yùn)用，是創(chuàng)設(shè)情境的重要手段，它直觀形象，幫助我們生動(dòng)地再現(xiàn)了情境，達(dá)到其他教學(xué)手段無(wú)法達(dá)到的效果。如在教學(xué)《鯨》中，我把齒鯨和須鯨的動(dòng)畫(huà)圖像利用電腦屏幕投影出來(lái)，齒鯨和須鯨怎樣呼吸的樣子就歷歷在目。學(xué)生興趣盎然，爭(zhēng)相介紹它們是怎樣呼吸的，說(shuō)得活靈活現(xiàn)，口語(yǔ)交際能力得到了培養(yǎng)。
另外，開(kāi)展豐富多彩的活動(dòng)，把表演、游戲、角色扮演等引進(jìn)課堂，營(yíng)造一個(gè)生動(dòng)活潑的語(yǔ)言環(huán)境，提高口語(yǔ)交際的興趣。例如，《濫竽充數(shù)》這寓言具體故事性和趣味性。我在教學(xué)之后，讓學(xué)生把“南郭先生逃走后會(huì)怎么樣”來(lái)續(xù)寫(xiě)這個(gè)故事，寫(xiě)好后再修改，再讓學(xué)生上講臺(tái)說(shuō)故事，看誰(shuí)編得好，講得好。學(xué)生通過(guò)親身參與了講故事，積極性特別高，說(shuō)得也特別好。
3堅(jiān)持上好口語(yǔ)交際課，教給學(xué)生口語(yǔ)交際的方法和技巧
根據(jù)新大綱，人教社對(duì)教材進(jìn)行了修改?！翱谡Z(yǔ)交際”訓(xùn)練成了小學(xué)教材的重要組成部分且自成體系，很多基礎(chǔ)訓(xùn)練都安排了口語(yǔ)交際訓(xùn)練，內(nèi)容豐富，形式活潑，有些還有插圖，每次訓(xùn)練還精心設(shè)計(jì)了問(wèn)題或有提示，體現(xiàn)了每次口語(yǔ)交際訓(xùn)練的主題，明確提出了訓(xùn)練的內(nèi)容和要求。在教學(xué)中我們充分發(fā)揮了教材的優(yōu)勢(shì)，堅(jiān)持上好口語(yǔ)交際課。每次上課，我們都緊靠教材內(nèi)容引導(dǎo)學(xué)生先觀察插圖或是看清要求，然后再講述。同時(shí)我們還十分重視課前準(zhǔn)備，如收集資料，觀察動(dòng)植物，或是自己先參加相關(guān)的活動(dòng)。而在口語(yǔ)交際課上，則根據(jù)口語(yǔ)交際的不同內(nèi)容，創(chuàng)設(shè)交際的情境。如：生活展現(xiàn)情景、圖畫(huà)再現(xiàn)情景、音樂(lè)渲染情境、表演體會(huì)情境。我們也盡量做到看說(shuō)結(jié)合，聽(tīng)說(shuō)結(jié)合，演說(shuō)結(jié)合，并做到點(diǎn)面結(jié)合，人人互動(dòng)，生與生說(shuō)，師與生說(shuō)，在訓(xùn)練過(guò)程中注意每個(gè)學(xué)生的語(yǔ)言、態(tài)度、情感等方面的表現(xiàn)，相機(jī)指導(dǎo)。訓(xùn)練中，重聽(tīng)重評(píng)，讓學(xué)生明白：認(rèn)真聽(tīng)別人說(shuō)話，既是對(duì)別人的尊重，也是對(duì)自己聽(tīng)話、辨析能力的訓(xùn)練，還能給自己的說(shuō)話有一定的啟發(fā)。在聽(tīng)說(shuō)的基礎(chǔ)上，我們還根據(jù)信息反饋的情況及時(shí)評(píng)價(jià)。評(píng)價(jià)時(shí)可以教師評(píng)，也可以學(xué)生自評(píng)，學(xué)生互評(píng)，說(shuō)后評(píng)，評(píng)后再說(shuō)，努力使說(shuō)話更趨完整、貼切，努力提高學(xué)生口語(yǔ)交際能力。
4開(kāi)展豐富多彩的課內(nèi)外活動(dòng)，提高口語(yǔ)交際能力
摘 要
近年來(lái)，隨著我國(guó)改革開(kāi)放的發(fā)展和我國(guó)與國(guó)際間的經(jīng)濟(jì)、科技、文化交流日益頻繁，人們?cè)絹?lái)越重視外國(guó)文化問(wèn)題。同時(shí)，我們也逐漸認(rèn)識(shí)到了了解外國(guó)文化在對(duì)外交往中的重要性。在教育領(lǐng)域中，外語(yǔ)教學(xué)也漸漸重視對(duì)學(xué)生交際能力的培養(yǎng)。然而，對(duì)許多老師而言，文化教學(xué)還是一個(gè)較新的概念，從跨文化角度對(duì)英語(yǔ)教學(xué)進(jìn)行研究探討在目前還是個(gè)新領(lǐng)域。我們必須認(rèn)識(shí)到交際能力的培養(yǎng)是外語(yǔ)教學(xué)的主要目標(biāo)，培養(yǎng)學(xué)生跨文化交際的技能是中學(xué)外語(yǔ)教學(xué)要達(dá)到的一個(gè)目標(biāo)。文化教學(xué)在中學(xué)英語(yǔ)教學(xué)中的重要性不可忽視，英語(yǔ)學(xué)習(xí)者不了解英語(yǔ)國(guó)家的文化，就無(wú)法獲得交際能力。因此在中學(xué)英語(yǔ)口語(yǔ)教學(xué)中應(yīng)該目標(biāo)明確地，循序漸進(jìn)地，方法得當(dāng)?shù)貙?dǎo)入文化教學(xué)，使英語(yǔ)學(xué)習(xí)者在學(xué)習(xí)語(yǔ)言和知識(shí)的同時(shí)受到文化的熏陶，在跨文化交際中游刃有余。
關(guān)鍵詞： 跨文化交際；文化教學(xué)；中學(xué)英語(yǔ)口語(yǔ)教學(xué)
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
[1] Byram, M. Cultural Studies in Foreign Language Education[M]. Multilingual Matters Ltd (1989)
[2] Byram, M. & Morgan, C. Teaching-and-Learning Language-and-Culture[M]. Clevedon，England：Multilingual Matters (1994)
[3] Ciccarelli, A. Teaching Culture through Language: Suggestions for the Italian Language Class.[A]. Italica，(1996)
[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)
. London: the Benjamin Publishing Company (1981)
[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)
[11] Samover,larryA.2000. Communication between, cultures. Beijing:Foreign Language Teaching and Research Press
[12] Kramsch, Claire..Shanghai Foreign Language Education Press, 2000.
[13] 胡文仲. 跨文化交際學(xué)概念[M]. 北京：外語(yǔ)教學(xué)與出版社，1999
[14] 胡文仲. 文化與交際[M]. 外語(yǔ)教學(xué)與研究出版社，1997
[15] 胡文仲. 跨文化交際面面觀[M]. 外語(yǔ)教學(xué)與研究出版社， 1999
[16] 陳申. 跨文化交際導(dǎo)論[M]. 北京: 大學(xué)出版社
[17] 李郭連. 外語(yǔ)教學(xué)中文化內(nèi)容的導(dǎo)入[J]. 外語(yǔ)教學(xué)與研究出版社 2001 P
[18] 吳麗芳. 新形式下的英語(yǔ)教育與培養(yǎng)跨文化交際能力[J]. 河北青年管理干部學(xué)院學(xué)報(bào) 2005,3 P111
[19] 王亞平. 英語(yǔ)教學(xué)中文化導(dǎo)入的內(nèi)容與方法[J]. 中國(guó)科技信息 2005,14 P257
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.
誠(chéng) 信 承 諾
我謹(jǐn)在此承諾：本人所寫(xiě)的畢業(yè)論文《論中學(xué)英語(yǔ)口語(yǔ)教學(xué)中跨文化交際能力的培養(yǎng)》均系本人獨(dú)立完成，沒(méi)有抄襲行為，凡涉及其他作者的觀點(diǎn)和材料，均作了注釋?zhuān)粲胁粚?shí)，后果由本人承擔(dān)。
承諾人（簽名）：
關(guān)鍵詞：小學(xué);低年級(jí);語(yǔ)文教學(xué);口語(yǔ)交際能力;培養(yǎng)策略
一、小學(xué)低年級(jí)語(yǔ)文教學(xué)中口語(yǔ)交際能力培養(yǎng)現(xiàn)狀
（一）師生都不具備正確的口語(yǔ)交際能力培養(yǎng)觀念
在2011年版的語(yǔ)文課程標(biāo)準(zhǔn)中就確立了交際教學(xué)的總目標(biāo)，但是實(shí)際情況卻是小學(xué)生的口語(yǔ)交際能力培養(yǎng)并沒(méi)有取得明顯的效果。這是因?yàn)橥ǔＧ闆r下，小學(xué)語(yǔ)文考試試卷上都不會(huì)直接出現(xiàn)和口語(yǔ)交際方面相關(guān)的內(nèi)容，因此教師會(huì)將大量的時(shí)間安排給考試內(nèi)容的學(xué)習(xí)，口語(yǔ)交際的教學(xué)基本上形同虛設(shè)。另外，還有部分教師偏面的認(rèn)為口語(yǔ)交際訓(xùn)練是要在專(zhuān)門(mén)的口語(yǔ)交際課上進(jìn)行，閱讀教學(xué)的重點(diǎn)應(yīng)該是字詞的講解和文章的理解。所以，我們急需更新口語(yǔ)交際能力的培養(yǎng)觀念。
（二）關(guān)于口語(yǔ)交際能力的培養(yǎng)不具備有效的手段
怎樣在閱讀的課堂上對(duì)學(xué)生進(jìn)行口語(yǔ)交際訓(xùn)練是現(xiàn)在許多教師都在思考的問(wèn)題，在小學(xué)語(yǔ)文閱讀教學(xué)中，教師通常都會(huì)運(yùn)用朗讀、復(fù)述等的方式訓(xùn)練學(xué)生的口語(yǔ)交際能力。雖然說(shuō)這樣的方式可以達(dá)到訓(xùn)練學(xué)生聽(tīng)說(shuō)能力的目的，但是此方式并不適用，交際性不強(qiáng)。究其根本，還是因?yàn)榇蟛糠纸處煂?duì)訓(xùn)練口語(yǔ)交際的方式并不了解，更不用談及其使用情況，這成為導(dǎo)致學(xué)生對(duì)口語(yǔ)交際缺乏興趣的重要原因之一。
（三）缺乏行之有效的評(píng)r
對(duì)于口語(yǔ)交際評(píng)價(jià)，2011版語(yǔ)文課程標(biāo)準(zhǔn)中已有過(guò)規(guī)定，需要注重提升學(xué)生對(duì)口語(yǔ)交際的認(rèn)識(shí)與表達(dá)溝通的水平，考察口語(yǔ)交際水平的基本項(xiàng)目包括即席講話、主題演講以及問(wèn)題討論等。但是，就目前而言，小學(xué)語(yǔ)文考試中只是比較注重對(duì)字音字形的掌握、閱讀理解能力和寫(xiě)作能力等的考察，對(duì)口語(yǔ)交際能力的評(píng)價(jià)通常都比較隨意，很缺乏一定標(biāo)準(zhǔn)的口頭評(píng)價(jià)。這是因?yàn)榇蟛糠值慕處煻颊J(rèn)為這項(xiàng)能力考試中不考，而且學(xué)生的母語(yǔ)就是漢語(yǔ)，不用費(fèi)神去學(xué)，實(shí)際教學(xué)中教師怕教、學(xué)生厭學(xué)的現(xiàn)象很明顯。
二、小學(xué)低年級(jí)語(yǔ)文教學(xué)中口語(yǔ)交際能力培養(yǎng)策略
（一）轉(zhuǎn)變觀念，重視閱讀教學(xué)中口語(yǔ)交際能力的培養(yǎng)
1.一定要轉(zhuǎn)變?yōu)榭荚嚩痰挠^念?！翱雌匆魧?xiě)詞語(yǔ)”、“寫(xiě)出近義詞反義詞”、“閱讀理解”等是小學(xué)語(yǔ)文試卷中常見(jiàn)的題型，因?yàn)樵囶}中重點(diǎn)考查的是字形、字音、字義的掌握和對(duì)句子、文章的理解，所以通常情況下都不會(huì)直接出現(xiàn)考查口語(yǔ)交際方面的內(nèi)容。所以，教師在閱讀教學(xué)過(guò)程中會(huì)下意識(shí)地大幅度縮減口語(yǔ)交際訓(xùn)練的內(nèi)容，甚至有的教師會(huì)將焦點(diǎn)全部放在字詞的講解和文章的理解上，基本上對(duì)口語(yǔ)交際教學(xué)保持的是忽略的態(tài)度。
2.改變之前分模塊教學(xué)的觀念。在小學(xué)語(yǔ)文教材中，每個(gè)單元的《語(yǔ)文園地》中都有專(zhuān)門(mén)的“口語(yǔ)交際”內(nèi)容，這導(dǎo)致不少語(yǔ)文教師都認(rèn)為口語(yǔ)交際訓(xùn)練只是局限在口語(yǔ)交際課上，和閱讀教學(xué)沒(méi)有什么密切的聯(lián)系。因此，在語(yǔ)文閱讀教學(xué)中經(jīng)?？梢猿霈F(xiàn)這樣的情況：教師僅僅關(guān)注詞語(yǔ)、句子的講解和段落大意以及中心思想的歸納，通常情況下是教師講得繪聲繪色，學(xué)生卻聽(tīng)得無(wú)精打采，總結(jié)整個(gè)閱讀教學(xué)過(guò)程即教師單方面在唱著“獨(dú)角戲”。這樣的教學(xué)觀念是不可取的。在語(yǔ)文閱讀教學(xué)中，教師要積極引導(dǎo)學(xué)生認(rèn)真思考問(wèn)題，而且還要給他們營(yíng)造相互交流、討論的環(huán)境，鼓勵(lì)學(xué)生提出自己的想法。學(xué)生在討論交流、提出觀點(diǎn)的過(guò)程中口語(yǔ)交際能力也能得到充分的鍛煉。
（二）探索并豐富口語(yǔ)交際能力培養(yǎng)的途徑
1.情景對(duì)話、表演。小學(xué)語(yǔ)文教材中有許多的對(duì)話內(nèi)容，因?yàn)榻滩闹惺占亩际峭嫱さ奈恼?，無(wú)論是童話還是寓言故事都是有人物或者是擬人化的角色活動(dòng)的。教師可以依托文本，創(chuàng)設(shè)出情境，讓學(xué)生扮演其中的角色，分小組進(jìn)行模擬對(duì)話訓(xùn)練，確保學(xué)生能夠在模擬對(duì)話的過(guò)程中，受到典范語(yǔ)言的影響。長(zhǎng)期堅(jiān)持下去，可以幫助學(xué)生實(shí)現(xiàn)語(yǔ)言的感悟、內(nèi)化和遷移，自身的語(yǔ)言感知和運(yùn)用能力也可以增強(qiáng)。
2.討論辯論。教師在小學(xué)語(yǔ)文閱讀教學(xué)中要巧設(shè)“討論環(huán)節(jié)”，鼓勵(lì)發(fā)言者要將自己的個(gè)人觀點(diǎn)清晰地呈現(xiàn)給小組的其他成員，小組的剩余成員還可以在發(fā)言者闡述觀點(diǎn)的基礎(chǔ)上提出自己的看法和觀點(diǎn)，無(wú)論是贊成的還是反對(duì)的都能促進(jìn)學(xué)生的進(jìn)步，循序漸進(jìn)，不斷增強(qiáng)學(xué)生的口語(yǔ)交際能力。
（三）采取有效的評(píng)價(jià)措施
運(yùn)用筆試法和口試法相結(jié)合的方式。為了更好地保證小學(xué)語(yǔ)文閱讀教學(xué)中口語(yǔ)交際能力培養(yǎng)的全面真實(shí)進(jìn)行，我們可以在教學(xué)中采用筆試法和口試法相結(jié)合的方式，確保我們的評(píng)價(jià)能夠起到其本該有的作用。對(duì)于筆試的設(shè)計(jì)，首先可以引起師生對(duì)口語(yǔ)交際訓(xùn)練的重視，下意識(shí)地在教學(xué)中增加口語(yǔ)交際訓(xùn)練的比重;其次，可以從知識(shí)和技能的角度對(duì)學(xué)生的口語(yǔ)交際水平進(jìn)行考查?？谠囍饕菍?duì)學(xué)生基本傾聽(tīng)、表達(dá)和交流能力的考察，方式比較多，常見(jiàn)的有問(wèn)答法、復(fù)述法、看圖說(shuō)話等等，通過(guò)這些方法教師可以當(dāng)面對(duì)學(xué)生的口語(yǔ)交際水平進(jìn)行考查。
參考文獻(xiàn)：
論文摘要：培養(yǎng)學(xué)生的口語(yǔ)交際能力是中職語(yǔ)文教學(xué)大綱的基本要求，更是適應(yīng)社會(huì)發(fā)展的需要。作為語(yǔ)文教師，應(yīng)把培養(yǎng)學(xué)生口語(yǔ)交際能力作為義不容辭的責(zé)任。這是一項(xiàng)長(zhǎng)期的任務(wù)。在教學(xué)中，我們要重視學(xué)生口語(yǔ)交際能力的培養(yǎng)，使學(xué)生掌握口語(yǔ)交際的基本技能，養(yǎng)成良好的口語(yǔ)交際習(xí)慣，以適應(yīng)現(xiàn)代社會(huì)的需求。
職校教育無(wú)疑要突出對(duì)人才的技術(shù)和技能的培養(yǎng)，但口語(yǔ)交際能力的培養(yǎng)也是不可忽略的。學(xué)生口語(yǔ)交際能力，不僅指學(xué)生應(yīng)具備聽(tīng)和說(shuō)的能力，而且要求在具體的口語(yǔ)交流中，培養(yǎng)學(xué)生的語(yǔ)言交際能力——一種在人際交往過(guò)程中表現(xiàn)出來(lái)的靈敏、機(jī)智的聽(tīng)說(shuō)能力和待人處世能力。未來(lái)的社會(huì)是合作的社會(huì)，合作離不開(kāi)思想、情感的交流，而口語(yǔ)交際是所有交流手段中最基本最常用的。所以，培養(yǎng)學(xué)生的口語(yǔ)交際能力是社會(huì)發(fā)展的要求，也是學(xué)生終身發(fā)展的需要。
但目前中職學(xué)生中眾多學(xué)生口頭表達(dá)能力相當(dāng)差，表現(xiàn)在復(fù)述、答問(wèn)、交談或講述中，或聲音低小，吐字含混、發(fā)音不準(zhǔn)；或結(jié)結(jié)巴巴，語(yǔ)無(wú)倫次；或手足無(wú)措，表情全無(wú)。有的學(xué)生甚至連漢語(yǔ)拼音字母都讀不出來(lái)，是什么原因造成中職學(xué)生口語(yǔ)交際能力如此差呢？究其原因，主要有以下幾個(gè)方面：其一是教師教育理念的陳舊，教師囿于古老教學(xué)模式，重讀寫(xiě)，輕聽(tīng)說(shuō)；重知識(shí)傳授，輕能力培養(yǎng)，沒(méi)有給學(xué)生提供口語(yǔ)交際的舞臺(tái)。其二，學(xué)生在中小學(xué)的漢語(yǔ)拼音沒(méi)有學(xué)好，對(duì)普通話的聲母、韻母、聲調(diào)的發(fā)音方法沒(méi)有掌握，方言嚴(yán)重，學(xué)生羞于開(kāi)流。其三，中職學(xué)生大多未能走出中考失敗的陰影，自卑而消沉，心情較壓抑，說(shuō)話交際的心理障礙較大。其四，學(xué)生的心理素質(zhì)較差，缺乏良好的心理調(diào)控能力，再加上見(jiàn)識(shí)少，知識(shí)面窄，不少學(xué)生放眼看不清外面的世界，張口說(shuō)不明自己的意思，當(dāng)眾說(shuō)話時(shí)心慌氣短，過(guò)分緊張……凡此種種，都亟待老師的引導(dǎo)而加以改進(jìn)。
可見(jiàn)，加強(qiáng)對(duì)中職學(xué)生的口語(yǔ)交際能力的訓(xùn)練勢(shì)在必行。作為語(yǔ)文老師，理應(yīng)把培養(yǎng)學(xué)生的口語(yǔ)交際能力放在首位，并努力通過(guò)加強(qiáng)“說(shuō)”的訓(xùn)練，帶動(dòng)學(xué)生“聽(tīng)、讀、寫(xiě)”能力的全面提高，既增長(zhǎng)學(xué)生適應(yīng)社會(huì)的才干，又增長(zhǎng)學(xué)生觀察社會(huì)、思考問(wèn)題的見(jiàn)識(shí)。下面我將聯(lián)系自己的教學(xué)實(shí)踐來(lái)談?wù)勅绾闻囵B(yǎng)中職生的口語(yǔ)交際能力。
一、創(chuàng)設(shè)良好氛圍，克服畏懼心理，培養(yǎng)“敢說(shuō)敢交際”的膽量
十六、七歲的中職學(xué)生，他們本處于性格活潑，表現(xiàn)欲強(qiáng)的年齡階段，剛升入中專(zhuān)，對(duì)一切都有新鮮感，為“說(shuō)話交際”訓(xùn)練提供了有利條件。但他們又有性格脆弱的一面，對(duì)此訓(xùn)練，有不同程度的畏懼心理。為了消除這種不利因素，我告訴學(xué)生敢于邁上講臺(tái)，你就成功了一半；開(kāi)始說(shuō)的不好是很正常的，老師絕不批評(píng)；聽(tīng)的同學(xué)要認(rèn)真，不許譏笑；一人說(shuō)完，全班用掌聲鼓勵(lì)。這就為“說(shuō)話”創(chuàng)造了寬松的環(huán)境，學(xué)生的心理得到了較好的調(diào)整。另外，我還制定了一些鼓勵(lì)學(xué)生勇于上臺(tái)的小策略，比如：課前五分鐘學(xué)生自由上臺(tái)演講，上臺(tái)一次，記10分，納入平時(shí)成績(jī)，平時(shí)成績(jī)占期評(píng)成績(jī)的10%。才開(kāi)始只要求他們能跨上講臺(tái)把自己的意思說(shuō)清楚，不考察其講的好壞。這主要是讓學(xué)生熟悉講臺(tái)環(huán)境，鍛煉在眾人面前說(shuō)話的膽量。另外，課堂上要建立平等、信任、和諧的師生關(guān)系，保護(hù)好學(xué)生的自信心和自尊心，為學(xué)生的口語(yǔ)交際訓(xùn)練創(chuàng)設(shè)良好的氛圍。
為了確保訓(xùn)練目標(biāo)的實(shí)現(xiàn)，我們建立了如下四個(gè)機(jī)制：
（1）示范機(jī)制：訓(xùn)練開(kāi)始，由老師或?qū)W生示范，或放錄音碟片，使學(xué)生有典范。
（2）督促機(jī)制：按座排號(hào)，輪流上臺(tái)。實(shí)行打分制，每組評(píng)一個(gè)打分員，督促學(xué)生上臺(tái)，提高說(shuō)話質(zhì)量。
（3）競(jìng)爭(zhēng)機(jī)制：學(xué)生可打破排號(hào)順序，搶上講臺(tái)，特別是分?jǐn)?shù)低者，可以通過(guò)增加鍛煉次數(shù)趕上或超過(guò)分?jǐn)?shù)高者。
（4）講評(píng)機(jī)制：學(xué)生先評(píng)，教師后評(píng)。老師總結(jié)評(píng)價(jià)重在兩方面：一是對(duì)優(yōu)點(diǎn)大力表?yè)P(yáng)，以增加學(xué)生的信心和膽量，二是對(duì)不足給予點(diǎn)撥，并附以技巧的指導(dǎo)。
二、拓寬觀察視野，尋找說(shuō)話題材，培養(yǎng)“愿說(shuō)愿交際”的習(xí)慣
學(xué)生膽量有了，也有說(shuō)話的氛圍了，具體圍繞什么主題，說(shuō)什么內(nèi)容呢，這就要求老師善于尋找說(shuō)話題材，讓學(xué)生有話可說(shuō)，有話愿說(shuō)，樂(lè)意培養(yǎng)口語(yǔ)交際能力。
（一） 利用教材，活用教材，訓(xùn)練學(xué)生的口語(yǔ)交際能力。教師應(yīng)深入挖掘教材內(nèi)容，創(chuàng)造各種條件來(lái)安排教學(xué)。比如講授《天山景物記》時(shí)，老師可安排學(xué)生先通讀課文，然后加以想象，用自己的話語(yǔ)描述四幅優(yōu)美畫(huà)面。學(xué)完詩(shī)歌、演講、議論文單元，老師可分別組織開(kāi)展詩(shī)歌朗誦賽、演講賽、辯論賽等活動(dòng)。另外，每單元訓(xùn)練后都有個(gè)口語(yǔ)練習(xí)題，教師可適當(dāng)選擇作為學(xué)生口語(yǔ)交際訓(xùn)練的題材，老師也可精心設(shè)置情境來(lái)安排訓(xùn)練。
（二） 放眼生活、放眼社會(huì)，拓寬說(shuō)話交際題材。我們讓學(xué)生觀察學(xué)校、社會(huì)、家庭中發(fā)生的新事，收聽(tīng)收看廣播電視新聞，在報(bào)刊雜志中尋找國(guó)內(nèi)外奇聞逸事，把這些通過(guò)整理介紹給同學(xué)。他們用自己的眼光觀察生活，以自己的語(yǔ)言述說(shuō)生活，無(wú)論說(shuō)者還是聽(tīng)者，都能保持很高興致。這樣，就把“說(shuō)話”訓(xùn)練和整個(gè)社會(huì)聯(lián)系起來(lái)，拓寬了觀察視野，使“說(shuō)話”這一小課堂融入了社會(huì)這個(gè)大課堂。
此訓(xùn)練階段學(xué)生的積極性空前提高。就要求來(lái)說(shuō)，難度比以前增加了許多，但由于有興趣，他們就肯多花力氣，為了“說(shuō)”好一次“話”，許多同學(xué)不僅對(duì)觀察所得的材料進(jìn)行精心整理，有的還在家里預(yù)演。上課時(shí)，學(xué)生搶著上講臺(tái)。每次五分鐘訓(xùn)練，學(xué)生總覺(jué)得時(shí)間過(guò)的太快，紛紛要求延長(zhǎng)時(shí)間，大有不吐不快之感。這種“說(shuō)話”的積極性和主動(dòng)性，已遠(yuǎn)遠(yuǎn)不是想要得一次高分的需要，而是一種想要把自己精心準(zhǔn)備的話講給大家聽(tīng)的強(qiáng)烈愿望。這正是我所希望看到的愿說(shuō)的局面。
三、教以說(shuō)話方法，授以交際技巧，培養(yǎng)“會(huì)說(shuō)會(huì)交際”的能力
把訓(xùn)練和中專(zhuān)語(yǔ)文教材聯(lián)系起來(lái)，分為三個(gè)階段：記敘性說(shuō)話階段，說(shuō)明性說(shuō)話階段，議論性說(shuō)話階段，不同階段的訓(xùn)練我都授以不同的說(shuō)話方法。比如記敘性說(shuō)話階段，根據(jù)中專(zhuān)一冊(cè)學(xué)到的記敘性文體，我要求學(xué)生說(shuō)話內(nèi)容必須是記敘性的。為了便于操作，師生共同研究設(shè)置了如下訓(xùn)練欄目：“往事如煙”、“童年憶事”、“感人一幕”、“真實(shí)人物”、“風(fēng)景獨(dú)好”等。還可以結(jié)合閱讀教學(xué)，對(duì)課文精彩片段進(jìn)行復(fù)述、轉(zhuǎn)述。由于時(shí)間的限制，不能象作文那樣長(zhǎng)篇大論，它只能是相對(duì)完整的一人一事或一景的斷面或特寫(xiě)鏡頭，所以，我要求學(xué)生選取那些最精彩的方面著重介紹，以期達(dá)到說(shuō)者動(dòng)情、聽(tīng)者動(dòng)容的效果。在技巧方面，師生共同制定訓(xùn)練目標(biāo)：（1）“說(shuō)話”要充分體現(xiàn)記敘的要素，要有清楚的說(shuō)話順序。（2）“說(shuō)話”內(nèi)容要集中，主題鮮明，要有發(fā)人深省、催人奮進(jìn)的教育意義。（3）敘述性語(yǔ)言宜簡(jiǎn)練，描寫(xiě)性語(yǔ)言宜形象，議論抒情性語(yǔ)言應(yīng)熱情充沛。
在平時(shí)的說(shuō)話交際中，我要求他們注意三個(gè)原則：（1）看對(duì)象說(shuō)話，考慮性別、年齡、文化、心理狀況等；（2）看身份說(shuō)話，既要考慮聽(tīng)眾的身份，又要弄清自己的身份，以便在話語(yǔ)交際中使用稱(chēng)謂和口語(yǔ)都自然得體；（3）看場(chǎng)合說(shuō)話，“到什么山上唱什么歌”，要求說(shuō)話者考慮在什么樣的場(chǎng)合說(shuō)什么樣的話。
技巧上：（1）突出語(yǔ)言的通暢性。首先應(yīng)盡量避免不必要的停頓、消滅口頭語(yǔ)，使語(yǔ)言通暢利落。其次，語(yǔ)言運(yùn)用力求簡(jiǎn)明、準(zhǔn)確、生動(dòng)、口語(yǔ)化。（2）突出姿態(tài)表情的自然性。站姿自然大方，雙手自然下垂；面部表情的自然不呆板，眼睛廣視全體而不專(zhuān)注一人。（3）形體語(yǔ)言的恰當(dāng)性?？山柚酃狻⒖谛?、手勢(shì)等形體語(yǔ)言表情達(dá)意，但力求恰如其分不做作。
總之，現(xiàn)代社會(huì)對(duì)口語(yǔ)交際能力的要求越來(lái)越高。學(xué)會(huì)口語(yǔ)交際，提高交際能力將成為每個(gè)社會(huì)人適應(yīng)現(xiàn)代社會(huì)交際最基本的能力需求。作為培養(yǎng)未來(lái)社會(huì)人才基礎(chǔ)語(yǔ)文素質(zhì)的中職語(yǔ)文教學(xué)，理應(yīng)注重培養(yǎng)學(xué)生的口語(yǔ)交際能力。在教學(xué)中，要充分發(fā)揮老師的主導(dǎo)、學(xué)生的主體作用，給學(xué)生充足的時(shí)間、空間，多加鍛煉，使學(xué)生掌握口語(yǔ)交際的基本技能，養(yǎng)成良好的口語(yǔ)交際習(xí)慣。
參考文獻(xiàn)：
1． 程在倫《講演與口才》 高等教育出版社 2003年7月第1版
一、高中口語(yǔ)交際的地位和作用
現(xiàn)行高中語(yǔ)文教材《全日制普通高級(jí)中學(xué)教科書(shū)（必修）語(yǔ)文》在編排上將口語(yǔ)交際與閱讀、寫(xiě)作并列，突出了口語(yǔ)交際的地位.并明確規(guī)定了口語(yǔ)交際的教學(xué)內(nèi)容。第一階段（第一冊(cè)），引導(dǎo)學(xué)生把握口語(yǔ)交際的基本要求：大膽開(kāi)口，文明得體。第二階段（第二冊(cè)），培養(yǎng)單向的口語(yǔ)交際能力：傾聽(tīng)。應(yīng)答。第三階段（第三、四冊(cè)），培養(yǎng)雙向互動(dòng)的口語(yǔ)交際能力：勸說(shuō)，討論：辯論.演講。
新課標(biāo)、新教材的要求體現(xiàn)了順應(yīng)時(shí)展的改革思想。力求改變長(zhǎng)期以來(lái)高中語(yǔ)文教學(xué)重“讀寫(xiě)”.輕“聽(tīng)說(shuō)”的傾向，把聆聽(tīng)、說(shuō)話放到了與閱讀、寫(xiě)作同等的地位。在用語(yǔ)上將“聽(tīng)說(shuō)”明確的表述為“口語(yǔ)交際”。強(qiáng)調(diào)了語(yǔ)用功能.這不僅是提法的改變.而且是認(rèn)識(shí)的變化。標(biāo)志著語(yǔ)文教學(xué)中向聽(tīng)、說(shuō)取向的重大轉(zhuǎn)移。教材確立的體例反映了語(yǔ)文教育的改革思想。
二、當(dāng)前高中語(yǔ)文口語(yǔ)交際中存在的問(wèn)題
（一）口語(yǔ)交際教學(xué)內(nèi)容空洞
高中語(yǔ)文課程標(biāo)準(zhǔn)對(duì)口語(yǔ)交際教學(xué)提出了三條目標(biāo)要求。要達(dá)成這些課程目標(biāo)，僅僅依靠教材內(nèi)容是遠(yuǎn)遠(yuǎn)不夠的。在高中語(yǔ)文課程標(biāo)準(zhǔn)的“實(shí)施建議”中對(duì)口語(yǔ)交際提出的教學(xué)建議是：“應(yīng)注重培養(yǎng)人際交往的文明態(tài)度和語(yǔ)言修養(yǎng)，如有自信、有獨(dú)立見(jiàn)解、相互尊重和理解、談吐文雅等。應(yīng)重視指導(dǎo)學(xué)生在各種交際實(shí)踐中提高口語(yǔ)交際能力，選擇他們感興趣的、貼近生活的交際話題，采用靈活的形式組織口語(yǔ)交際教學(xué)，而不必過(guò)多傳授口語(yǔ)交際知識(shí)，還應(yīng)鼓勵(lì)學(xué)生在各科教學(xué)活動(dòng)中及日常生活中鍛煉口語(yǔ)交際能力?！边@段要求只列出了較為籠統(tǒng)的目標(biāo)，并沒(méi)有可以依托的具體內(nèi)容。課程目標(biāo)需要進(jìn)一步具體細(xì)化成可操作的教學(xué)目標(biāo)，教材內(nèi)容也需要拓展和加深，這些都需要語(yǔ)文教師的能動(dòng)性參與。語(yǔ)文教師“重構(gòu)”口語(yǔ)交際教學(xué)內(nèi)容除了受到課時(shí)無(wú)法保證的影響之外，更沒(méi)有足夠的可參考的教學(xué)資料，口語(yǔ)交際嚴(yán)重缺乏課程理論的支持，與之相關(guān)的口語(yǔ)交際專(zhuān)題教材也嚴(yán)重匱乏。
（二）口語(yǔ)交際評(píng)價(jià)一片空白
“口語(yǔ)交際，應(yīng)考查學(xué)生參與口語(yǔ)交際實(shí)踐活動(dòng)的態(tài)度，能否把握口語(yǔ)交際的基本要求，善于傾聽(tīng)，在交流中捕捉重要的信息，清楚、準(zhǔn)確、自信地表達(dá)自己的思想和感情”。高中語(yǔ)文課程標(biāo)準(zhǔn)對(duì)口語(yǔ)交際的評(píng)價(jià)建議只有這寥寥幾行的指導(dǎo)性文字，除此之外，再不曾看到任何口語(yǔ)交際評(píng)價(jià)的標(biāo)準(zhǔn)。在專(zhuān)家學(xué)者著述的各種書(shū)籍中，口語(yǔ)交際教學(xué)評(píng)價(jià)這一部分大多是引證、介紹各國(guó)的口語(yǔ)交際評(píng)價(jià)標(biāo)準(zhǔn)、實(shí)施方法，罕見(jiàn)指導(dǎo)方法和具體的評(píng)價(jià)標(biāo)準(zhǔn)。
三、對(duì)策
（一）課前演講，鼓勵(lì)交際
從教育心理學(xué)角度看，高年級(jí)學(xué)生具有較強(qiáng)的自信心和自尊心，熱衷于展示自己的力量和才能，對(duì)人生、對(duì)社會(huì)，也有自己的看法和見(jiàn)解，所以提倡課前演講，給學(xué)生創(chuàng)造表現(xiàn)自己的演講能力的機(jī)會(huì)，同時(shí)為大家相互學(xué)習(xí)提供一個(gè)平臺(tái)。對(duì)促進(jìn)學(xué)生口語(yǔ)交際能力的發(fā)展具有重要作用。
（二）教授方法，掃清障礙。
主要通過(guò)研讀教材，使學(xué)生明確寫(xiě)演講稿的方法并掌握演講技巧。在此基礎(chǔ)上，播放一些著名演講視頻供學(xué)生鑒賞：如學(xué)生比較熟悉的馬丁?路德金的《我有一個(gè)夢(mèng)想》，奧巴馬的就職演講，以及新東方創(chuàng)始人俞敏洪到隴東學(xué)院的演講，師生共同欣賞、共同研討，在班級(jí)中掀起一股學(xué)習(xí)演講的熱潮。這樣學(xué)生既產(chǎn)生興趣，又掌握方法，消除對(duì)口語(yǔ)交際漠視或者畏懼的心理障礙。
（三）階段引領(lǐng)，逐層推進(jìn)。
開(kāi)展課前五分鐘演講時(shí)，我遵循“低起點(diǎn)，小臺(tái)階，面向全體，課內(nèi)外相結(jié)合”的原則逐層推進(jìn)。學(xué)生按照學(xué)號(hào)順序，每天一人，輪流進(jìn)行演講。
（四）開(kāi)展活動(dòng)，訓(xùn)練能力
1、開(kāi)展讀書(shū)活動(dòng)，培養(yǎng)語(yǔ)感
學(xué)生往往口語(yǔ)交際能力弱，詞不達(dá)意，這需要通過(guò)擴(kuò)大閱讀面，豐富自己的語(yǔ)言，在閱讀中汲取優(yōu)秀作品的語(yǔ)言營(yíng)養(yǎng)，充實(shí)語(yǔ)言內(nèi)涵，不斷提高口語(yǔ)交際能力。學(xué)生應(yīng)該閱讀大量的書(shū)籍，特別是文學(xué)名著，豐富詞匯，培養(yǎng)語(yǔ)感。高中新課標(biāo)對(duì)課外讀物從文化著作、文學(xué)作品、語(yǔ)言和文學(xué)理論著作等方面提出了建議。語(yǔ)文課堂開(kāi)展讀書(shū)活動(dòng)，可以開(kāi)設(shè)閱讀課，有條件的學(xué)校可以在閱覽室進(jìn)行。在語(yǔ)文閱讀教學(xué)中，進(jìn)行朗讀教學(xué)，培養(yǎng)學(xué)生口語(yǔ)表達(dá)能力。教師進(jìn)行范讀，指導(dǎo)學(xué)生朗讀，講解朗讀的方法和規(guī)律，如停連、重音、語(yǔ)氣、節(jié)奏等。朗讀名篇如《陳情表》、《項(xiàng)脊軒志》、《荷塘月色》、《聽(tīng)聽(tīng)那冷雨》等，學(xué)生在朗讀時(shí)體會(huì)作者的感情，理解文章中的人物形象，教師引領(lǐng)學(xué)生進(jìn)行美讀，涵泳品味，培養(yǎng)語(yǔ)感。
2、進(jìn)行口頭作文，訓(xùn)練寫(xiě)作思維
寫(xiě)作是內(nèi)部言語(yǔ)轉(zhuǎn)化為外部言語(yǔ)的過(guò)程，有的學(xué)生缺乏轉(zhuǎn)化的能力，想表達(dá)而表達(dá)不出來(lái)，在作文教學(xué)中，嘗試讓學(xué)生進(jìn)行口頭作文，可以開(kāi)闊學(xué)生的寫(xiě)作思路，同時(shí)語(yǔ)言的技能訓(xùn)練有利于寫(xiě)作的提高。教師在口頭作文中可以進(jìn)行思維的訓(xùn)練，如形象思維訓(xùn)練和邏輯思維訓(xùn)練，提高學(xué)生的語(yǔ)言邏輯表達(dá)水平。記敘文按照鮮明的人物形象、感人的事件、優(yōu)美的開(kāi)頭、含蓄的結(jié)尾、曲折的結(jié)構(gòu)等訓(xùn)練，議論文按照論點(diǎn)明確、論證方法多樣、論據(jù)典型、結(jié)構(gòu)有層次感、分論點(diǎn)的擬寫(xiě)等訓(xùn)練，學(xué)生說(shuō)出文體特征鮮明的作文，提高寫(xiě)作的能力。
（五）社會(huì)實(shí)踐，運(yùn)用交際
【關(guān) 鍵 詞】 小學(xué)語(yǔ)文；教學(xué)設(shè)計(jì)；分析
語(yǔ)文教學(xué)視野中的口語(yǔ)交際教學(xué)，指在語(yǔ)文教學(xué)中培養(yǎng)學(xué)生運(yùn)用規(guī)范、簡(jiǎn)明、連貫而得體的口頭語(yǔ)言，再輔以適當(dāng)?shù)姆茄哉Z(yǔ)的形式與人交流，實(shí)現(xiàn)某種交際能力的教學(xué)活動(dòng)。在學(xué)生自然習(xí)得語(yǔ)言的基礎(chǔ)上，向?qū)W生傳授口語(yǔ)交際的形式、方法、技巧和原則，并加強(qiáng)詞匯和語(yǔ)法的練習(xí)，從語(yǔ)言知識(shí)、語(yǔ)用知識(shí)、認(rèn)知能力和情感態(tài)度等多方面完成培養(yǎng)學(xué)生的能力，幫助學(xué)生完成從主動(dòng)參與的日常交際向有明確目的的交往活動(dòng)的轉(zhuǎn)換，提高并完善口語(yǔ)交際能力。
在教學(xué)實(shí)踐中口語(yǔ)交際有著重大的意義，主要表現(xiàn)在三個(gè)方面：1. 口語(yǔ)交際教學(xué)對(duì)提高學(xué)生口語(yǔ)交際能力有很大作用，可以使學(xué)生很好地適應(yīng)社會(huì)的發(fā)展。2. 口語(yǔ)交際教學(xué)對(duì)促進(jìn)學(xué)生的思維有很大作用。3. 口語(yǔ)交際教學(xué)對(duì)培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力有很大幫助。
一、語(yǔ)文教學(xué)中口語(yǔ)交際教學(xué)的現(xiàn)狀及原因分析
經(jīng)過(guò)問(wèn)卷調(diào)查，中學(xué)語(yǔ)文口語(yǔ)交際教學(xué)的現(xiàn)狀基本上是：“大部分學(xué)校把口語(yǔ)交際教學(xué)當(dāng)作教學(xué)的附庸，看作是教學(xué)中一項(xiàng)可有可無(wú)的內(nèi)容。系統(tǒng)、專(zhuān)項(xiàng)的課程幾乎沒(méi)有。在《語(yǔ)文課程標(biāo)準(zhǔn)》中，口語(yǔ)交際教學(xué)與閱讀、寫(xiě)作教學(xué)具有相等的地位，但在實(shí)踐操作中卻與要求有很大的區(qū)別。那么，是哪些因素影響了口語(yǔ)交際的正常教學(xué)呢？下面就對(duì)這一問(wèn)題進(jìn)行具體分析。
導(dǎo)致口語(yǔ)交際教學(xué)不受重視的主要原因是口語(yǔ)交際教學(xué)內(nèi)容與考試制度的脫軌。當(dāng)今的教學(xué)現(xiàn)狀是口語(yǔ)交際內(nèi)容在考試時(shí)基本沒(méi)有涉及。所以大部分老師都堅(jiān)持“考試考什么，就教什么”這一宗旨進(jìn)行教學(xué)，因此，口語(yǔ)交際課幾乎都被取消。據(jù)調(diào)查顯示，口語(yǔ)交際教學(xué)在我國(guó)小學(xué)從未獨(dú)立設(shè)科，口語(yǔ)交際基本上是依附讀寫(xiě)教學(xué)進(jìn)行，而且口語(yǔ)交際課有時(shí)上有時(shí)不上，課時(shí)得不到保障。
在上面的內(nèi)容中，我們已經(jīng)分析了客觀原因，但是我們不能忽略參與活動(dòng)的主體――學(xué)生。在應(yīng)試制度的趨勢(shì)下，大部分學(xué)生通常只會(huì)注重能得分的知識(shí)，而忽略了能力的培養(yǎng)，因而對(duì)口語(yǔ)交際這一內(nèi)容也是懷著不重視的態(tài)度進(jìn)行學(xué)習(xí)。除了消極的學(xué)習(xí)態(tài)度，導(dǎo)致口語(yǔ)交際教學(xué)不能順利開(kāi)展的因素還包括學(xué)生自身經(jīng)歷的匱乏，知識(shí)的狹隘，對(duì)一些口語(yǔ)交際內(nèi)容無(wú)話可說(shuō)。
縱觀以上因素，想要解決這一問(wèn)題，應(yīng)該從兩方面入手：一是研究現(xiàn)行小學(xué)語(yǔ)文教師用書(shū)中的口語(yǔ)交際教學(xué)設(shè)計(jì)；二是對(duì)其進(jìn)行分析，結(jié)合當(dāng)今教學(xué)實(shí)際情況對(duì)案例進(jìn)行優(yōu)化，使其案例更有實(shí)效性。
二、現(xiàn)行小學(xué)語(yǔ)文教師用書(shū)中的口語(yǔ)交際教學(xué)設(shè)計(jì)及分析
現(xiàn)行小學(xué)語(yǔ)文教師用書(shū)中的口語(yǔ)交際教學(xué)案例，在設(shè)計(jì)時(shí)都有比較清晰的脈絡(luò)，普遍可分為教學(xué)目標(biāo)的設(shè)定、課前準(zhǔn)備的要求、教學(xué)過(guò)程的解讀以及對(duì)本次教學(xué)活動(dòng)的評(píng)價(jià)。
如在四年級(jí)下冊(cè)第三單元口語(yǔ)交際教學(xué)案例的設(shè)計(jì)中，就包含了借助學(xué)習(xí)成果匯報(bào)，鍛煉學(xué)生的口頭語(yǔ)言及書(shū)面語(yǔ)言表達(dá)的能力；通過(guò)成果匯報(bào)，達(dá)到學(xué)生傾聽(tīng)、應(yīng)對(duì)、表達(dá)三個(gè)目標(biāo)。這三個(gè)教學(xué)目標(biāo)的確定與小學(xué)語(yǔ)文課程標(biāo)準(zhǔn)中對(duì)小學(xué)生口語(yǔ)交際教學(xué)的總目標(biāo)相符，這種教學(xué)目標(biāo)的確定方式，值得教師們?cè)谝院蟮慕虒W(xué)案例設(shè)計(jì)中借鑒。
在課前準(zhǔn)備環(huán)節(jié)，教師用書(shū)中也有明確的指示，如在七年級(jí)上冊(cè)第六單元《追求人類(lèi)起源》這一口語(yǔ)交際教學(xué)內(nèi)容中，就對(duì)口語(yǔ)交際教學(xué)課前準(zhǔn)備這一環(huán)節(jié)有了完美設(shè)計(jì)。它要求上課之前老師和學(xué)生都應(yīng)該留出時(shí)間分別進(jìn)行準(zhǔn)備：教師在搜取資料的同時(shí)，要堅(jiān)持記錄自己學(xué)習(xí)的過(guò)程和心得體會(huì)，使自己的知識(shí)儲(chǔ)備更為完善，然后把學(xué)生按照平均比例進(jìn)行分組，使每個(gè)小組的水平大約持平。對(duì)于學(xué)生的要求則是讓學(xué)生針對(duì)這個(gè)話題進(jìn)行資料收集和整理。
教學(xué)過(guò)程的設(shè)計(jì)是整個(gè)案例設(shè)計(jì)的核心，現(xiàn)行的小學(xué)語(yǔ)文教師用書(shū)中，對(duì)口語(yǔ)交際教學(xué)過(guò)程的設(shè)計(jì)是非常全面的，它對(duì)每一個(gè)口語(yǔ)交際內(nèi)容下的小話題都進(jìn)行了精心設(shè)計(jì)。如四年級(jí)下冊(cè)第三單元口語(yǔ)交際中，就對(duì)大自然給人類(lèi)的啟示進(jìn)行了詳細(xì)的解讀。在語(yǔ)文教師用書(shū)中對(duì)這個(gè)話題進(jìn)行了如下要求：學(xué)生把自己搜集到的有關(guān)大自然給人的啟示資料，自己了解到的有關(guān)發(fā)明創(chuàng)造的事例或自己從動(dòng)植物身上得到的啟示，用自己的話表達(dá)出來(lái)，和同學(xué)交流。但想要依據(jù)這個(gè)話題發(fā)表一次成果匯報(bào)，說(shuō)出自己的觀點(diǎn)，就沒(méi)有想象的那么容易了。要達(dá)到這個(gè)標(biāo)準(zhǔn)，就要求老師在指導(dǎo)活動(dòng)時(shí)有一個(gè)帶動(dòng)作用，調(diào)動(dòng)學(xué)生收取資料的積極性，然后讓學(xué)生們根據(jù)搜集到的資料展開(kāi)討論，最后進(jìn)行成果匯報(bào)活動(dòng)。這個(gè)話題能否達(dá)到學(xué)生間的廣泛交流并能寫(xiě)出心得，關(guān)鍵在于要找到想將失敗轉(zhuǎn)化為成功的條件，只有創(chuàng)造了條件，才能從失敗走向成功，反之，只能永遠(yuǎn)停留在失敗之處。教師的指點(diǎn)能“點(diǎn)”到這個(gè)關(guān)鍵上，就能使學(xué)生對(duì)這個(gè)問(wèn)題迎刃而解。
在分析了語(yǔ)文教師用書(shū)案例的教學(xué)過(guò)程之后，就到了活動(dòng)評(píng)價(jià)環(huán)節(jié)，這一部分的設(shè)置，對(duì)于激發(fā)學(xué)生的學(xué)習(xí)興趣有很多作用。一方面可以對(duì)表現(xiàn)好的學(xué)生進(jìn)行表?yè)P(yáng)；另一方面可以對(duì)沒(méi)有發(fā)揮好的同學(xué)進(jìn)行鼓勵(lì)，達(dá)到全體同學(xué)共同發(fā)展的目標(biāo)。評(píng)價(jià)學(xué)生的口語(yǔ)交際能力，不但要反映學(xué)生口語(yǔ)交際水平，而且要反映學(xué)生的參與意識(shí)和情感態(tài)度。這樣的教學(xué)評(píng)價(jià)機(jī)制很大程度地鼓勵(lì)了學(xué)生的學(xué)習(xí)熱情，激發(fā)了學(xué)生學(xué)習(xí)的興趣，在現(xiàn)實(shí)的教學(xué)活動(dòng)中應(yīng)該大力推廣。
三、現(xiàn)行小學(xué)語(yǔ)文口語(yǔ)交際教學(xué)設(shè)計(jì)
在進(jìn)行口語(yǔ)交際教學(xué)設(shè)計(jì)這一問(wèn)題上，個(gè)人比較認(rèn)同朱紹禹先生“在預(yù)設(shè)和非預(yù)設(shè)之間的地帶進(jìn)行教學(xué)設(shè)計(jì)是口語(yǔ)交際教學(xué)的主要設(shè)計(jì)思路”這一觀點(diǎn)。教學(xué)是個(gè)有目標(biāo)、有計(jì)劃的活動(dòng)，需要有預(yù)設(shè)方案，但語(yǔ)文學(xué)科涉及的范圍非常大，如果教師在教學(xué)活動(dòng)中都是按照精心設(shè)置的提問(wèn)，設(shè)有預(yù)定的標(biāo)準(zhǔn)答案，按照不同環(huán)節(jié)的過(guò)渡及教學(xué)時(shí)間的大致分配進(jìn)行教學(xué)，那么就會(huì)使教學(xué)過(guò)程非常機(jī)械化和程式化，教師不易了解學(xué)情，學(xué)生應(yīng)變的空間較小。這就要求教師在進(jìn)行口語(yǔ)交際教學(xué)的過(guò)程中有較高的應(yīng)變思維，要相信事物的答案不止一個(gè)。
口語(yǔ)交際要貫穿每單元的教學(xué)內(nèi)容中學(xué)習(xí)。下面我就淺談幾點(diǎn)三年級(jí)下冊(cè)《我們能做點(diǎn)什么》教學(xué)設(shè)計(jì)。
（一）教學(xué)目標(biāo)
1. 增強(qiáng)口語(yǔ)交際能力，增強(qiáng)愛(ài)護(hù)動(dòng)物、保護(hù)環(huán)境的意識(shí)；2. 領(lǐng)會(huì)愛(ài)護(hù)樹(shù)木、保護(hù)環(huán)境、維護(hù)生態(tài)平衡的道理。
（二）教學(xué)過(guò)程
同學(xué)們?cè)谡n下都有已經(jīng)積極地走入了自己家的小區(qū)、街道，觀察了周邊的環(huán)境，同學(xué)們對(duì)于周邊的環(huán)境了解了多少呢？下面我們就來(lái)交流一下。
首先，讓學(xué)生暢談一下自己所觀察到的身邊的環(huán)境情況，激發(fā)保護(hù)環(huán)境的意識(shí)。
其次，進(jìn)行關(guān)于寫(xiě)景的古詩(shī)句接龍，以小組的方式進(jìn)行：1. 各組同學(xué)以搶答的方式進(jìn)行詩(shī)句背誦；2. 詩(shī)句不可重復(fù)；3. 保持紀(jì)律安靜。最后得分多的小組獲勝。
再次，展示在課前準(zhǔn)備的關(guān)于保護(hù)環(huán)境自己將如何做的成果。1. 手抄報(bào)；2. 保護(hù)環(huán)境標(biāo)語(yǔ)；3. 關(guān)于美好環(huán)境的圖畫(huà)；4. 關(guān)于保護(hù)環(huán)境的小詩(shī)等。
最后，教師進(jìn)行總結(jié)。鼓勵(lì)學(xué)生深入到自己的周邊去撿垃圾、植樹(shù)，從自己力所能及的小事著手，為環(huán)境保護(hù)盡自己的一份力。
（三）活動(dòng)評(píng)價(jià)
對(duì)表現(xiàn)突出的小組進(jìn)行表?yè)P(yáng)，可以是口頭表?yè)P(yáng)，也可以在小組的日常評(píng)比中進(jìn)行加分，以此鼓勵(lì)。
以上就是我個(gè)人分析的語(yǔ)文教學(xué)視野中的口語(yǔ)交際教學(xué)的內(nèi)涵及意義、口語(yǔ)交際教學(xué)的現(xiàn)狀及歸因，以及現(xiàn)行中學(xué)語(yǔ)文教師用書(shū)中的口語(yǔ)交際教學(xué)設(shè)計(jì)及分析之后對(duì)語(yǔ)文課本（人教版）中的口語(yǔ)交際教學(xué)活動(dòng)進(jìn)行的教學(xué)設(shè)計(jì)與分析。
【參考文獻(xiàn)】
[1] 課程教材研究所小學(xué)語(yǔ)文課程教材研究開(kāi)發(fā)中心. 義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)語(yǔ)文三年級(jí)下冊(cè)教師教學(xué)用書(shū)[M]. 北京：人民教育出版社，2004.
[2] 課程教材研究所小學(xué)語(yǔ)文課程教材研究開(kāi)發(fā)中心. 義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)語(yǔ)文四年級(jí)下冊(cè)教師教學(xué)用書(shū)[M]. 北京：人民教育出版社，2004.
[3] 蔣祖瑞. 口語(yǔ)交際教學(xué)方法談[J]. 文學(xué)教育，2008（1）.
【關(guān)鍵詞】口語(yǔ)交際能力；學(xué)生；方法；活動(dòng)
【中圖分類(lèi)號(hào)】G623.31 【文章標(biāo)識(shí)碼】A 【文章編號(hào)】1326-3587（2012）08-0032-01
口語(yǔ)交際作為一種有聲的語(yǔ)言，它主要是依靠口語(yǔ)進(jìn)行雙向或多向信息交流的一種活動(dòng)。小學(xué)語(yǔ)文教學(xué)論文小學(xué)生應(yīng)當(dāng)具有日?？谡Z(yǔ)交際的基本能力，在各種交際活動(dòng)中，學(xué)會(huì)傾聽(tīng)、表達(dá)與交流，初步學(xué)會(huì)文明地進(jìn)行人際溝通和社會(huì)交往，發(fā)展合作精神。培養(yǎng)口語(yǔ)交際能力是現(xiàn)代社會(huì)發(fā)展的迫切需要，有助于學(xué)生書(shū)面表達(dá)能力的發(fā)展，有助于促進(jìn)智力、發(fā)展思維，有助于學(xué)生良好氣質(zhì)的形成。重視口語(yǔ)交際，培養(yǎng)聽(tīng)說(shuō)能力是當(dāng)務(wù)之急?？谡Z(yǔ)交際教學(xué)要求教師在訓(xùn)練的內(nèi)容、途徑、方法上作一番探索與革新。作為語(yǔ)文教師，應(yīng)當(dāng)認(rèn)真分析當(dāng)前口語(yǔ)訓(xùn)練的癥結(jié)所在，尋求對(duì)策，加強(qiáng)訓(xùn)練，切實(shí)提高學(xué)生的口語(yǔ)表達(dá)能力。
一、激發(fā)學(xué)生口語(yǔ)表達(dá)的欲望
要引導(dǎo)小學(xué)生“對(duì)感興趣的人物和事件有自己的感受和想法，并樂(lè)于與人交流；能簡(jiǎn)要講述自己感興趣的見(jiàn)聞；積極參加討論，能就感興趣話題發(fā)表自己的意見(jiàn)；對(duì)周?chē)挛镉泻闷嫘?，能就感興趣的內(nèi)容提出問(wèn)題，結(jié)合課外閱讀，共同討論”。教師要做到教學(xué)語(yǔ)言親切、誠(chéng)懇、貼近學(xué)生年齡特點(diǎn)，站在學(xué)生的立場(chǎng)，與學(xué)生一起說(shuō)、一起想，縮短師生之間的距離。經(jīng)常與學(xué)生共同“拉家?！?、聊天，一起講故事、續(xù)編故事，使學(xué)生的口語(yǔ)交際有“源”而發(fā)。尤其是通過(guò)談?wù)搫?dòng)畫(huà)片、童話故事，更能打開(kāi)學(xué)生的話匣子，引起學(xué)生的共鳴，豐富口語(yǔ)交際的內(nèi)容，增大口語(yǔ)交際面。
二、開(kāi)展豐富多彩的教學(xué)活動(dòng)，提高口語(yǔ)表達(dá)能力
1、在活動(dòng)中培養(yǎng)口語(yǔ)交際能力?；顒?dòng)是小學(xué)生喜聞樂(lè)見(jiàn)的形式，教師要根據(jù)兒童的心理特征，精心設(shè)計(jì)和組織各種有趣的活動(dòng)，讓學(xué)生在活動(dòng)中鍛煉口語(yǔ)交際能力。組織生動(dòng)有趣的游戲活動(dòng)。如組織“瞎子擊鼓”、“貼鼻子”、“畫(huà)嘴巴”等游戲，用較短的時(shí)間完成簡(jiǎn)單的游戲，然后指導(dǎo)說(shuō)?？商崾荆河螒蜷_(kāi)始我們做什么？過(guò)程怎樣？結(jié)果怎樣？你覺(jué)得哪部分最有趣？為什么有趣？觀眾的反應(yīng)怎樣？組織勞動(dòng)競(jìng)賽活動(dòng)，如組織“釘扣子”等比賽。然后按先后順序說(shuō)說(shuō)活動(dòng)的經(jīng)過(guò)、結(jié)果及自己的感受。組織手工剪、貼、畫(huà)活動(dòng)。由教師提供幾個(gè)簡(jiǎn)單的圖形或符號(hào)，讓學(xué)生通過(guò)手工剪、貼、畫(huà)后，再向同學(xué)們介紹自己所完成的過(guò)程及其內(nèi)容。
2、每節(jié)課“三分鐘的演講”、“兩分鐘的評(píng)說(shuō)”：學(xué)生在課外三五成群，經(jīng)常是侃侃而談，但面對(duì)大家卻膽量頓消，為此我們的做法是要求每個(gè)學(xué)生寫(xiě)一個(gè)自己感興趣的話題在條子上，裝在盒子里，課前抽條準(zhǔn)備，上課后站在講臺(tái)上演講，每次演講結(jié)束后，由另一個(gè)同學(xué)講評(píng)。同學(xué)評(píng)同學(xué)，無(wú)所顧忌，有感而發(fā)，肯定中有建議，不足中有補(bǔ)充，常常會(huì)贏得大家的掌聲。
3、在情景中培養(yǎng)口語(yǔ)交際能力。利用幻燈片制作一個(gè)或幾個(gè)動(dòng)物圖片或場(chǎng)景，創(chuàng)設(shè)一個(gè)故事的開(kāi)頭，然后讓學(xué)生充分發(fā)揮想象，編童話故事。或者教師事先做好錄音，敘述一個(gè)故事的結(jié)尾，讓學(xué)生想象故事的前一部分。在敘述的過(guò)程中，可適當(dāng)?shù)丶尤雱?dòng)作表演，引發(fā)興趣，從而有效提高學(xué)生的表達(dá)能力。在情景導(dǎo)引下，要注意三點(diǎn)：一是要讓每一位學(xué)生“動(dòng)”起來(lái)；二是要特別關(guān)注“開(kāi)口難”的學(xué)生；三是鼓勵(lì)創(chuàng)新，不人云亦云。
三、強(qiáng)化口語(yǔ)表達(dá)教學(xué)方法
1、應(yīng)用以讀學(xué)說(shuō)法。朗讀是學(xué)生口頭表達(dá)的基礎(chǔ)，它既能讓學(xué)生積累表達(dá)規(guī)范的語(yǔ)言，又能讓學(xué)生體驗(yàn)到“規(guī)范”語(yǔ)言的價(jià)值，進(jìn)而建立起學(xué)習(xí)語(yǔ)言的目標(biāo)。重視朗讀的訓(xùn)練，一方面可讓學(xué)生多聽(tīng)錄音朗讀和教師范讀，通過(guò)直接感受語(yǔ)調(diào)、語(yǔ)氣的變化和體態(tài)語(yǔ)言去深刻感受語(yǔ)言的情感；另一方面在學(xué)生理解課文的基礎(chǔ)上，可訓(xùn)練將作者的思想感情轉(zhuǎn)化成學(xué)生自己的“口頭語(yǔ)”去充分表達(dá)發(fā)揮。如分角色朗讀、換角色演講、“課本劇”表演、想象延伸等都是口語(yǔ)練習(xí)的好形式。長(zhǎng)期訓(xùn)練，學(xué)生不僅可以積累豐富而規(guī)范的語(yǔ)匯，而且能不斷增強(qiáng)語(yǔ)感，促使學(xué)生水到渠成地準(zhǔn)確用語(yǔ)、表情達(dá)意。
2、以聽(tīng)導(dǎo)說(shuō)。小學(xué)生最感興趣的是聽(tīng)故事。根據(jù)學(xué)生這個(gè)心理特點(diǎn)，可以組織學(xué)生收聽(tīng)有較強(qiáng)趣味的錄音故事，并要求學(xué)生說(shuō)出重點(diǎn)，交互設(shè)疑、解惑，復(fù)述故事?？傊痪幸桓?，盡量讓學(xué)生“八仙過(guò)海，各顯神通”，為口語(yǔ)交際創(chuàng)造好一切條件。讓學(xué)生在校外留心大人們的對(duì)話，辨析人們口語(yǔ)交際中的“毛病”，學(xué)習(xí)幽默風(fēng)趣的對(duì)話。在“語(yǔ)文活動(dòng)課”中常開(kāi)展“聽(tīng)進(jìn)去，說(shuō)出來(lái)”的小型活動(dòng)，努力促成向生活、向周邊群眾學(xué)習(xí)口語(yǔ)和交際的方式方法。
關(guān)鍵詞 口語(yǔ) 高職 調(diào)查
中圖分類(lèi)號(hào)：G719.2 文獻(xiàn)標(biāo)識(shí)碼：A
Investigation and Analysis of Oral Communication
Skills of Vocational Students
CHENG Hui
(Fundamental English Research institute, Beijing Electron Scientific Vocational College, Beijing 100176)
AbstractEnglish were required by the society with the globalization. How to improve students speaking ability becomes increasingly urgent. The author analyzes the status of the students' oral communication skills of vocational school that the author works in and proposes the countermeasures in English oral teaching.
Key wordsoral; vocational college; investigate
70年代初美國(guó)社會(huì)語(yǔ)言學(xué)家Dell Hymes提出了交際能力的概念。他認(rèn)為交際能力包括兩方面的內(nèi)容：（1）是否合乎語(yǔ)法；（2）在文化上的可行性，在情境中的得體性和現(xiàn)實(shí)性。這一理論引發(fā)了對(duì)語(yǔ)言交際能力的研究。Canale & Swain（1980, 轉(zhuǎn)引自Bachman,1990）進(jìn)一步指出交際能力包括語(yǔ)法能力、社會(huì)語(yǔ)言學(xué)能力、語(yǔ)篇能力和策略能力。Bachman(1990)認(rèn)為上述關(guān)于語(yǔ)言交際能力的模型很少提及交際能力的這些成分之間的關(guān)系，也沒(méi)有提及語(yǔ)言使用者是怎樣運(yùn)用交際能力來(lái)和語(yǔ)言場(chǎng)景以及其他語(yǔ)言使用者相互作用的。Bachman（1990）推出了新的語(yǔ)言交際能力模型（Communicative Language Ability, CLA）。它既包括語(yǔ)言知識(shí)（或能力），也包括在語(yǔ)言交際情境中恰如其分地運(yùn)用這些知識(shí)的能力。CLA模型由三個(gè)部分組成：語(yǔ)言能力、策略能力、心理生理運(yùn)動(dòng)機(jī)制。其中語(yǔ)言能力包括語(yǔ)法能力、成段話語(yǔ)能力、言語(yǔ)施為能力和社會(huì)語(yǔ)言學(xué)能力，各由若干要素組成。策略能力包括估計(jì)、計(jì)劃、執(zhí)行三個(gè)階段。聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)基本技能并非語(yǔ)言活動(dòng)所獨(dú)有，Bachman依其性質(zhì)歸入語(yǔ)言的心理生理運(yùn)動(dòng)機(jī)制。這一模型把交際能力作為一個(gè)動(dòng)態(tài)的過(guò)程來(lái)理解，尤其強(qiáng)調(diào)策略能力的紐帶作用。由此可見(jiàn)，交際能力是一個(gè)復(fù)雜的概念，涉及到多種因素，如語(yǔ)言、社會(huì)、文化、心理等，包括一個(gè)人運(yùn)用語(yǔ)言手段和非語(yǔ)言手段（身勢(shì)語(yǔ)）來(lái)達(dá)到特定的交際目的的能力。英語(yǔ)的口語(yǔ)教學(xué)應(yīng)根據(jù)上述的四個(gè)方面的內(nèi)容，著重培養(yǎng)學(xué)生運(yùn)用語(yǔ)言交際的能力，不應(yīng)有任何的偏廢。
職業(yè)教學(xué)更注重能力，突出學(xué)以致用。職教的特殊性決定了職教口語(yǔ)交際的特殊性。它對(duì)口語(yǔ)交際提出了更高的要求。學(xué)生不僅僅在課堂上或創(chuàng)設(shè)的情境中間接性地獲得口語(yǔ)交際知識(shí)，還必須在具體的實(shí)踐環(huán)境中直接性地提高口語(yǔ)交際能力。高職的英語(yǔ)口語(yǔ)教學(xué)存在著許多需要解決的問(wèn)題。我們要采取多種策略，拓寬練習(xí)的深度和廣度，有效訓(xùn)練學(xué)生的思維和聯(lián)想能力，大大激活學(xué)生的交際欲望，培養(yǎng)學(xué)生口語(yǔ)交際能力與技巧。
1 口語(yǔ)交際能力調(diào)查研究與步驟
筆者對(duì)自己所任教的某高職院校110名非英語(yǔ)專(zhuān)業(yè)高職學(xué)生進(jìn)行英語(yǔ)口語(yǔ)交際能力調(diào)查，選定以交際能力培養(yǎng)為切入點(diǎn)，并據(jù)此探討了一些在高職英語(yǔ)教學(xué)中有效培養(yǎng)高職學(xué)生口語(yǔ)交際能力的實(shí)際方法，提出一些切合實(shí)際教學(xué)對(duì)策。
參加本問(wèn)卷調(diào)查的是筆者所任教的某職業(yè)技術(shù)學(xué)院2010 級(jí)非英語(yǔ)專(zhuān)業(yè)的高職新生， 共110名。使用的教材是按照《高職高專(zhuān)教育英語(yǔ)課程教學(xué)基本要求（試行）》編寫(xiě)的《新編實(shí)用英語(yǔ)》（第二版），由高等教育出版社出版。
筆者對(duì)四個(gè)班級(jí)進(jìn)行了英語(yǔ)口語(yǔ)交際能力調(diào)查問(wèn)卷,調(diào)查目的是想了解高職學(xué)生英語(yǔ)口語(yǔ)交際能力情況。筆者針對(duì)學(xué)生的口語(yǔ)交際能力總共設(shè)計(jì)了20道題，這20道題主要想了解學(xué)生的口語(yǔ)交際能力如何，對(duì)口語(yǔ)教學(xué)重要性的認(rèn)識(shí)以及學(xué)習(xí)口語(yǔ)的目的，學(xué)生對(duì)當(dāng)前學(xué)校的口語(yǔ)教學(xué)是否滿意，學(xué)生是如何看待口語(yǔ)交際能力與就業(yè)的關(guān)系。問(wèn)卷由筆者親自調(diào)查，在此之前明確向?qū)W生交代清楚如何完成問(wèn)卷，無(wú)需記名，以此增加問(wèn)卷的有效性。筆者對(duì)所有回收的問(wèn)卷進(jìn)行了檢查篩選，刪除了無(wú)效的問(wèn)卷。本次調(diào)查發(fā)出110份，回收問(wèn)卷105份，其中有效問(wèn)卷104份。
2 口語(yǔ)交際能力調(diào)查結(jié)果分析
2.1 學(xué)生的口語(yǔ)能力現(xiàn)狀
進(jìn)行統(tǒng)計(jì)后發(fā)現(xiàn)調(diào)查對(duì)象中有45%的人認(rèn)為自己口語(yǔ)能力較弱和很弱，認(rèn)為自己水平很高或較高的分別占到2% 和3%，自我否定認(rèn)為水平低的比例也較大，在一定程度上說(shuō)明了加強(qiáng)口語(yǔ)教學(xué)的必要性。通過(guò)訪談還發(fā)現(xiàn)，不少學(xué)生認(rèn)為口語(yǔ)水平不好的原因很多，既有自身的，也有環(huán)境的，比如沒(méi)有學(xué)習(xí)口語(yǔ)的逼真語(yǔ)境等。
筆者根據(jù)平時(shí)教學(xué)中掌握的學(xué)生在口語(yǔ)交際教學(xué)中存在典型問(wèn)題，參考了一些資料，設(shè)計(jì)了口語(yǔ)交際方面的 4 個(gè)典型問(wèn)題，從調(diào)查結(jié)果來(lái)看，不敢在眾人面前說(shuō)話的占調(diào)查對(duì)象的36%；說(shuō)話時(shí)詞不達(dá)意的占調(diào)查對(duì)象的34%；不能選擇相應(yīng)交際策略的占調(diào)查對(duì)象的35%；不愿與他人交流的占調(diào)查對(duì)象的 29%。另外，選擇其他問(wèn)題的占調(diào)查對(duì)象的 8.7%?？梢?jiàn)高職學(xué)生口語(yǔ)交際基礎(chǔ)薄弱、能力較差，存在問(wèn)題較多，非常有必要強(qiáng)化口語(yǔ)交際訓(xùn)練。
2.2 對(duì)口語(yǔ)教學(xué)的認(rèn)可度以及口語(yǔ)課堂參與度
在學(xué)生對(duì)口語(yǔ)交際重要性及學(xué)習(xí)目的認(rèn)識(shí)方面，筆者發(fā)現(xiàn)有 97%的同學(xué)認(rèn)為開(kāi)展口語(yǔ)教學(xué)重要，其中“十分重要”和“重要”的占到了 81%，將學(xué)習(xí)口語(yǔ)知識(shí)擺在十分重要的位置。但“你對(duì)當(dāng)前學(xué)?？谡Z(yǔ)教學(xué)的興趣度是”的調(diào)查結(jié)果顯示，選擇“感興趣”和“十分感興趣”的只占 13%，說(shuō)明了學(xué)生非常想學(xué)口語(yǔ)方面的知識(shí)，只是目前學(xué)校開(kāi)展的口語(yǔ)教學(xué)不夠生動(dòng)活潑，學(xué)生僅僅是被動(dòng)的信息接受者，極大地影響了學(xué)生學(xué)習(xí)口語(yǔ)交際課程的興趣。有一半以上的同學(xué)對(duì)現(xiàn)在的教材能夠接受，不滿意的同學(xué)也占到了 32%，比例也較高，說(shuō)明口語(yǔ)教材還需進(jìn)一步加以改進(jìn)。有45% 的學(xué)生希望通過(guò)課堂交際法教學(xué)方式學(xué)習(xí)，40% 的學(xué)生喜歡以學(xué)生為中心的教學(xué)法。13%的學(xué)生則偏愛(ài)完成任務(wù)過(guò)程中學(xué)習(xí)法，只有2% 的學(xué)生認(rèn)為口語(yǔ)學(xué)習(xí)應(yīng)該完全圍繞教師展開(kāi)，以老師為中心?？梢?jiàn)多數(shù)學(xué)生還是希望在課堂上開(kāi)展以學(xué)生為主體的互動(dòng)式教學(xué)， 這樣可以大大提高學(xué)生學(xué)習(xí)口語(yǔ)的興趣，使大家都有機(jī)會(huì)參與到教學(xué)相長(zhǎng)的互動(dòng)過(guò)程中來(lái)。
2.3 口語(yǔ)學(xué)習(xí)目的及其與就業(yè)的關(guān)系
學(xué)習(xí)英語(yǔ)口語(yǔ)的目的，有的屬于短期行為，有的屬于長(zhǎng)期目標(biāo)，還有的則屬于終身學(xué)習(xí)。有 71%的學(xué)生是為了應(yīng)付將來(lái)找工作的需要。19%的學(xué)生則是為了能修滿所需學(xué)分，順利畢業(yè)。10%的學(xué)生則是為了學(xué)習(xí)的需要，可以作為一項(xiàng)終身學(xué)習(xí)的工具?？梢?jiàn)同學(xué)們學(xué)習(xí)口語(yǔ)交際課程的目的比較明確，就是提高口語(yǔ)交際能力，使自己綜合素質(zhì)得到提高，將來(lái)能夠在參加工作后有個(gè)大的發(fā)展。
3 提高高職學(xué)生英語(yǔ)口語(yǔ)能力的策略
3.1 明確口語(yǔ)交際能力的重要性，激發(fā)學(xué)生的學(xué)習(xí)興趣
良好的口語(yǔ)交際能力是高職學(xué)生應(yīng)有的素養(yǎng)，既可以進(jìn)一步提高他們的綜合素質(zhì)，也是培養(yǎng)學(xué)生在人際交往中的文明態(tài)度和良好溝通的基本手段，并且增強(qiáng)他們?cè)谏鐣?huì)中的適應(yīng)力和競(jìng)爭(zhēng)力。而興趣是學(xué)習(xí)的動(dòng)力。有了學(xué)習(xí)的興趣，就能產(chǎn)生積極的學(xué)習(xí)情趣，學(xué)生的學(xué)習(xí)才是主動(dòng)的、積極的。反之，學(xué)習(xí)將成為一種沉重的負(fù)擔(dān)，課堂教學(xué)也就缺乏生氣，變得機(jī)械沉悶。要調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和主動(dòng)性。由于每個(gè)個(gè)體的學(xué)習(xí)動(dòng)機(jī)不同，我們教師就必須充分去了解學(xué)生、認(rèn)識(shí)學(xué)生、做學(xué)生的知心人，充分發(fā)揮學(xué)生的興趣所在，才能把消極的、較弱的學(xué)習(xí)動(dòng)機(jī)轉(zhuǎn)變?yōu)榉e極的、主動(dòng)的、強(qiáng)烈的學(xué)習(xí)動(dòng)機(jī)。
3.2建構(gòu)以擴(kuò)展聽(tīng)讀資源為基礎(chǔ)的交際型英語(yǔ)學(xué)習(xí)環(huán)境
Willis（1996）曾提出外語(yǔ)學(xué)習(xí)的四個(gè)條件：接觸大量豐富的可理解的真實(shí)語(yǔ)言輸入，用語(yǔ)言做事，聽(tīng)說(shuō)讀寫(xiě)的動(dòng)機(jī)以及語(yǔ)言指導(dǎo)。其中前三者為必備條件，后者為理想的條件。真實(shí)語(yǔ)言輸入是習(xí)得和恰當(dāng)運(yùn)用英語(yǔ)的必要條件，脫離語(yǔ)言輸入的外語(yǔ)學(xué)習(xí)環(huán)境是難以想象的。我國(guó)傳統(tǒng)的外語(yǔ)課堂環(huán)境多數(shù)將教材定為唯一的教學(xué)資源，語(yǔ)言學(xué)習(xí)的三個(gè)必備條件均難以滿足，這就決定了用于真實(shí)交際的語(yǔ)言輸入數(shù)量嚴(yán)重不足，易導(dǎo)致英語(yǔ)學(xué)習(xí)的惡性循環(huán)，學(xué)而不用，從而導(dǎo)致啞巴英語(yǔ)。而不能開(kāi)口的情況使很多學(xué)習(xí)者認(rèn)為學(xué)習(xí)失敗，產(chǎn)生消極被動(dòng)的學(xué)習(xí)態(tài)度。
交際型英語(yǔ)課堂學(xué)習(xí)環(huán)境是教師運(yùn)用以擴(kuò)展聽(tīng)讀資源為主的信息化資源，為培養(yǎng)學(xué)生英語(yǔ)交際能力而建構(gòu)的學(xué)生為主體與教師為主導(dǎo)的學(xué)習(xí)環(huán)境。除了將英語(yǔ)會(huì)話材料作為引導(dǎo)交際的材料外，擴(kuò)展聽(tīng)讀資源也是語(yǔ)言學(xué)習(xí)的重要資源。這樣既可增加學(xué)生的言語(yǔ)輸入，激發(fā)學(xué)生學(xué)習(xí)興趣，構(gòu)建語(yǔ)言學(xué)習(xí)環(huán)境的鞏固擴(kuò)展材料，教師也可通過(guò)教學(xué)材料的輸入，增加學(xué)生對(duì)所學(xué)知識(shí)的吸收和理解。它基本上由教材及配套資源、會(huì)話材料和擴(kuò)展聽(tīng)讀資源三部分構(gòu)成。教材及配套資源是英語(yǔ)教學(xué)的基礎(chǔ)資源，是教學(xué)的主要依據(jù)，會(huì)話材料是特有資源，擴(kuò)展聽(tīng)讀資源是信息技術(shù)環(huán)境下的英語(yǔ)教學(xué)的資源?？梢酝ㄟ^(guò)組織一線教師和專(zhuān)業(yè)資源制作人員的合作，來(lái)構(gòu)建交際型英語(yǔ)學(xué)習(xí)資源。同時(shí)，還可以定期收集、整理和管理教師手中資源，最終實(shí)現(xiàn)資源的共建共享，加快資源的集中，從而有效避免資源的重復(fù)建設(shè)。
3.3 構(gòu)建多層次的教學(xué)組織形式
課堂教學(xué)是學(xué)生練習(xí)口語(yǔ)，提高口語(yǔ)能力的主要途徑。要在教學(xué)中真正實(shí)現(xiàn)以學(xué)生為主體，調(diào)動(dòng)所有學(xué)習(xí)者參與其中， 積極操練，教學(xué)組織形式的多樣化必不可少。學(xué)生借助教師的引導(dǎo)，通過(guò)開(kāi)展基于英語(yǔ)會(huì)話材料引領(lǐng)下交際活動(dòng)，以及利用課標(biāo)資源和擴(kuò)展資源所進(jìn)行的學(xué)習(xí)形式，實(shí)現(xiàn)語(yǔ)言的理解性輸入，最終促進(jìn)言語(yǔ)交際實(shí)現(xiàn)。
可以進(jìn)行兩人活動(dòng)，培養(yǎng)學(xué)生精確、流暢而又合適的交流。在兩人活動(dòng)過(guò)程中，教師既可扮演監(jiān)督者的角色，注意聆聽(tīng)不同派隊(duì)的對(duì)話，留心學(xué)生所犯的錯(cuò)誤，嚴(yán)重的錯(cuò)誤應(yīng)在會(huì)話活動(dòng)后或下一節(jié)課開(kāi)始前指出并引起注意，反復(fù)練習(xí)。也可扮演疑難解答者的角色，提供幫助、信息和反饋信息。
小組活動(dòng)也是促進(jìn)語(yǔ)言習(xí)得的有效手段之一。小組活動(dòng)能減輕學(xué)生在參加語(yǔ)言交際活動(dòng)中可能產(chǎn)生的焦慮心理。使他們表現(xiàn)出更大的學(xué)習(xí)積極性和創(chuàng)造性；也能使學(xué)生個(gè)體在課堂上有更多的時(shí)間和機(jī)會(huì)來(lái)練習(xí)使用英語(yǔ)。把學(xué)生放在小組中能促使個(gè)性化。此外，小組使學(xué)生意識(shí)到學(xué)生之間的相互作用的諸方面協(xié)調(diào)、靈活組合在一起。由于教師的參與不再是指示性干預(yù)，而是隨意的不規(guī)則的訪問(wèn)，它將局限于交談而不是教。由此產(chǎn)生的語(yǔ)言可提供所需的有用材料。
角色扮演活動(dòng)也是使用較多的一種活動(dòng)。因?yàn)閷W(xué)生總是在一個(gè)確定的社會(huì)語(yǔ)言情景中進(jìn)行的，包含語(yǔ)言形式的話語(yǔ)單位必須與其所用的社會(huì)情形吻合才可為人們接受。教師必須盡量給學(xué)生提供和創(chuàng)造真實(shí)的、逼真的言語(yǔ)交際情景，以便引起學(xué)生的好奇心，提高他們的學(xué)習(xí)興趣，促進(jìn)他們用英語(yǔ)交際的愿望。在話題討論時(shí)，題目定下后學(xué)生可以圍成一圈而坐，這樣，每個(gè)人都有機(jī)會(huì)發(fā)表意見(jiàn)，學(xué)生比較放松、自信。話題討論是培養(yǎng)學(xué)生連貫表達(dá)能力的一種較好的方式。學(xué)生可以將各個(gè)不同階段學(xué)過(guò)的知識(shí)，綜合分析加工，以演講或報(bào)告的形式將自己的思想表達(dá)出來(lái)。
討論課不僅可以培養(yǎng)學(xué)生的言語(yǔ)技能，發(fā)展學(xué)生的思維，使其掌握用英語(yǔ)敘述、論證和說(shuō)明事物能力，還可以在過(guò)程中相互啟發(fā)、拓寬視野、開(kāi)闊知識(shí)面，培養(yǎng)用英語(yǔ)思維及獨(dú)立工作的能力。
4 結(jié)語(yǔ)
隨著社會(huì)信息化進(jìn)程加快，人們需要及時(shí)準(zhǔn)確的表達(dá)傳遞各種信息，因此社會(huì)對(duì)人的需要也更多地強(qiáng)調(diào)人的口語(yǔ)交際能力。而口語(yǔ)交際教學(xué)對(duì)高職學(xué)生的口語(yǔ)交際能力、日后的求職發(fā)展，更好地立足社會(huì)將產(chǎn)生深遠(yuǎn)影響。我們要采取各種措施，高效地、科學(xué)有序地進(jìn)行口語(yǔ)教學(xué)，提高學(xué)生的口語(yǔ)交際能力。
參考文獻(xiàn)
[1]Bachman, L.F. . Fundamental Consideration in Language Testing. Oxford： Oxford University Press,1990.
[2]Bachman, L.F. & A.S. Palmer. Language Testing in Practice. Oxford：Oxford University Press, 1996.
[3]Canale, M.& M. Swain. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1980.1(1):1-47.
[4]Hymes, D.On Communicative Competence [A]. In J.B. Pride (eds.). Sociolinguistics[C]. Harmondsworth: Penguin Books Ltd. , 1972.
[5]Richards, J & T. Rodgers. Approaches and Methods in Language Teaching [M]. London: Cambridge University Press（Second edition）, 2001.
[6]Willis, J.A. Framework of Task-based Learning[M].London: Longman,1996.
[7]胡壯麟.語(yǔ)言學(xué)教程(修訂版).北京:北京大學(xué)出版社,2001.
