3 Problems of Teaching Oral English free essay sample

Some students cant find the right word when they communicate with others in English with the results that they have the impression they are poor at oral English. On the other hand, because of these problems, some of the students might give up this opportunity to learn and practice oral English. With the time flying, they become afraid to talk out aloud in the class. As a result, the less they speak, the worse their oral English will be. For this problem I did sumo research. According to the research, with my knowledge and theory I learned in university,I want to share my own idoas with you. The following lists of statements mainly give us the reasons why same of the students want to learn oral English well: To be able to communicate with people all over the world in an international language. To be able to read and understand a wide range of English sources for future purposes. We will write a custom essay sample on 3 Problems of Teaching Oral English or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To have a better opportunity of employment, status, and financial reward in the job market in the future. To be able to read and listen to English media for information and pleasure. To pass the tests in the school. And pass the Entrance Examination. To survive abroad if given a chance to go to the West especially in English-speaking countries. From this survey we can see that students themselves need to learn English because most of them consider it as other purposes or they wish to improve their English ability to contact with international people. So students should learn to use language through communication. The task of language teachers is not to inforrn students of the language but to develop their ability to use the language far a variety of communicative purposes. II. Literature Review People found that some problems still existed in oral English teaching in the west region of our country. For example,the first one is putting more emphasis on examination rather than communication. The second one is neglecting the whole understanding of the text. The third one is speaking too much mother tongue in English teaching. The author conducted two oral tests for the students during the action research. From the test score, the author fully convinced that the students have been steadily making progress in their oral English during implement of their practice. The contents were convened into a written form with four aspects: pronunciation, intonation and rhythm; correctness; appropriateness; fluency. By comparison on these four aspects of the two tests, the evaluation is carried out obviously. In my experience of teaching, I fmd students actually have a strong desire to speak. They are reluctant to speak because they arc afraid of making mistakes and failing to find suitable words to express themselves well. If the teacher try to encourage them to speak by using as many ways as possible and creating a good language speaking environment, students will speak actively, willingly and naturally. speaking as one of the four skills, this can be mastered only through practice. Practice makes perfect. Language we used should be fluent and precise, the format should be correct, suit the requirements of the thesis, the structure should be complete, and the arguments should be sufficient and reasonable, the points should be very clear. It is well known that no student can be said to have learned an item of language until he or she uses it naturally and automatically irt an appropriate situation, and this should be the first importance in oral facility. We must make our daily talk accurate, fluent and appropriate. According to the oral English teaching, in west of China, middle school students are supposed to speak oral English in their daily life. At the first, students are expected to be able to express daily onversations in simple English, to ask and answer questions based on some reading or listening material, and to talk briefly for about two minutes about the content of a text after one or two minutes prior preparation. Then, students are expected to be able to carry on conversations with native English speakers not only about daily life but also about social issues. Given some reading or listening material, they should be able to retell the content and discuss the topic for three to four minutes with one or t wo minutes preparation irt advance. III. Analyzing the Reasons of Poor Dral English in Middle School of West Region. . Too timid to speak aloud in the class One way to tackle this problem is to find the root of the problem and start frorn there. In fact, most of the students are afraid to speak aloud in English in their class, or they feel really shy about talking in front of other students, then one way to change this situation is a create and establish your own classroom way where speaking aloud in English is the norm. One way to do this is to distinguish your classroom with other classroorns by arranging the classroom tasks differently in groups, and you can also decorate the walls through English posters. At beginning you should encourage your students to speak in English whether their language is right or wrong, and encourage your students to ask questions in English. Of course, you should not give up this method by yourself. Giving positive feedback also helps shy students to speak more. Another way to get students motivated to speak more is to allocate a percentage of their final grade to speaking skills and let the students know they are being assessed continually an their speaking practice in class throughout the term. And encourage your students to speak out in English is to speak in English yourself as simple as possible in class. If you are shy about speaking in English, how can you expect your students to overcome their fears about speaking in English? Dont worry if you are not completely fluent or dont have that elusive perfect native accent, as Swain wrote We learn to speak by speaking and that goes for teachers as well as students. The more you practice the more you will improve your own oral skills as well as help your students improve theirs. . Boring activities make students keep silent A completely different reason for student silence may simply be that the class activities are boring or are pitched at the wrong 1eve1. Very often our interesting communicative speaking activities are not quite as interesting or as communicative as we think they are and all the students are really required to do is answer yes or no which they do quickly and then just sit in silence and avoid speaking more. So maybe you need to take a closer look at the type of speaking activities you are using and see if they really capture student interest and create a real need for communication. 3. Students dont know the importance of practice Sorne students do not know the importance of their own practice. Language- learning is just like learning swimming, you are not able to learn to swim by reading books. So is earning a language or skill, the most effective way is to practice it in the authentic situation with authentic media.