背诵法与交际的结合在口语中的运用(1)(3)
2016-08-09 01:12
导读：2. Factors influencing English speaking Before talking about the model, we need to know something about English learning and speaking teaching. 2.1 The Acquisition-Learning Hypothesis Krashen maintain
2. Factors influencing English speaking
Before talking about the model, we need to know something about English learning and speaking teaching.
2.1 The Acquisition-Learning Hypothesis
Krashen maintains that adult second language learners have at their disposal two distinct and independent ways of developing competence in a second language: acquisition and learning.[1]
Acquisition is the way we acquire our mother tongue when we were young. We learn to speak unconsciously by imitating those around us. Whereas, we are now studying English in the classroom, that's to say, we are learning instead of acquiring.
For Krashen, it is conscious attention to rules that distinguishes language acquisition from language learning.[2] For lack of language atmosphere, the learning of English, our second language can only be acquired by learning without regard to some exceptions. So the possibility of learning in native surroundings is ruled out. Another realistic problem is that middle school students have to handle several subjects during limited time. They do not have time to concentrate on English. Even though some of them focus on it, it is just on grammar and examination that has little connection with speaking. As a result, teachers should offer them as many chances as possible to improve their oral fluency.
2.2 Difficulties in speaking
The learning of speaking includes pronunciation, vocabulary, phrases, grammar and sentence patterns. It is related to language systems. If learners develop an ability to put these all together in a right way, they have mastered the linguistic competence. But this is never enough. Speaking is the most obvious form of communication between people. The objective of speaking is that students participate a great deal of oral communication, meanwhile through which foster linguistic competence, social linguistic ability and strategic capability, such as ability through speaking, ability to grasp language’s communicative function, thinking ability in the social intercourse and qualifications as a fluent reader and so forth.[3] This double characteristic places English speaking in the unique position and creates quite a few barriers for teaching. For example, teachers’ own level of proficiency should be guaranteed. There are lots of materials to cover. What they face is usually a large class, so getting most students to speak is not a piece of cake. They also have to design various activities and choose what to use and how or when to perform. Therefore, teachers should improve themselves in English speaking and teaching methodology. In addition, several factors influence speaking such as expressive motivation, size of vocabulary, communication strategy, atmosphere and interaction mode. So finding a way to improve students’ comprehensive ability is the key.
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3. Recitation
3.1The method of reading and reciting
This method is quite popular today, but still, it is of great importance. Though many people know about this way of learning well, most of them turn a deaf ear. More probably they never think why it is advocated, not to mention to have a try. They consider the "rote learning" not clever and a waste of time. Another reason for their not trying is their lack of perseverance because it needs relentless practice. As it is, though demanding, it can be of big help.
