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1、-范文最新推荐- 非英语专业学生英语口语能力培养策略探析_英语论文 摘 要国内英语专业英语口语教学及能力培养已经经历了相当长的理论建立和实践时间，然而真正面对非英语专业的针对性的英语口语教学方法和实践起步较晚，针对性不足，可操作性不强，实践效果也没有达到预想的效果。本论文针对性的查找国内高校非英语专业英语口语教学和学习中的弊端和缺陷，在对比已有非英语专业口语教学方法和英语专业口语教学方法的过程中，分析包括TBLT，3P, CLT, IH等国内外英语能力及口语方法, 探析适合国内非英语专业英语口语教学的有效途径。7723关键词：非英语专业；口语；策略 Contents摘要.iAbstract.
2、iiI. Introduction.1II.Current Situation.12.1 The New Times We Are Facing.12.2 The Current Situation and Tasks.3III. Teaching Theories.53.1 The Theories of 3P, TBLT and CLT. 53.1.1 The Theory of 3P. 53.1.2 The Theory of TBLT.63.1.3 The Theory of CLT.63.1.4 The Difference among Three theories. 73.2 Th
3、e Theories of Input Hypothesis.8IV.Teaching Strategies.104.1 Training Students’ Interests.104.2 Multimedia Teaching114.3 Creating of Relaxed Class Atmosphere13V. Conclusion.14Bibliography15Acknowledgements. .16AbstractIt is a long time since we have built the theory and experienced the methods
4、 of the spoken-English teaching for internal English-majors. Though, spoken-English teaching theories for non-English majors are still to be found and experimented. Some methods our teachers used in teaching spoken-English for non-English majors are the same as the methods for the English-major stud
5、ents. With comparing the existing spoken-English teaching theories between English-majors and non-English majors , this paper is to find the correct practice and defects on internal college spoken-teaching classes, in this process I will discuss the spoken-English teaching theories and methods inter
6、nal and external, including TBLT, 3P , CLT IH and so on , all which are designed to analysis on the proper strategies for internal spoken-English teaching for non-English majors. As to external, the foreign researchers think that English is a language as well as a tool, we shall not distinguish the
7、English majors with the non-English majors when teaching. Stephen D. Kristen’s Input Hypothesis considers that all students shall get more input in classes.II. Current Situation2.1 The New Times We Are FacingThe society requires more qualities from the college graduates than it did before. Amo
8、ng all these qualities, like the English capacity, The fact is, however, that the English capacity, especially spoken English abilities, of today’s college students are not as good as expected.With the Chinese accession to the WTO and to speed up the process of modernization, communication wit
9、h the outside world is becoming more frequently. Training on foreign language professional specialized foreign language talents cannot meet the needs of the rapid development of the form. Therefore, we Chinese have increased to have some knowledge of the general social demand of foreign language tal
10、ents. In other words, the society has put forward higher requirement on the development level of English for non-English majors. Therefore, the intercultural communicative competence especially intercultural communicative competence has become an important index to measure the staff. Sadly, compared
11、 with the requirements of society, non-English majors “existing teaching system and training of oral communication ability is very low” (Jackson 35).In fact, the so-called “very low” does not refer to students what can not say, but can not work related content to carry out no
12、rmal communication. From the essence of communicative competence, communicative competence is a manifestation of the overall quality, not only can speak to someone with the communicative ability. What is generally believed is that the present foreign language world is not simple to talk to someone w
13、ith the words from your textbook. In fact, after years of learning generally with the language ability, most of the people are still lack of pragmatic competence. Pragmatic failure is caused by cross-cultural communication in full no understanding of cross-cultural knowledge. Therefore, it is import
14、ant for teachers and researchers in China to develop more analysis on the learning methods. Based on this to improve students’ oral English ability, to strengthen international exchanges and to meet the social demand for oral communication talents. 2.1 The Current Situation and TasksThere is n
15、o need to say that in our country in recent years, the college English comprehensive ability has been significantly improved, however, scholars generally believe that, as one of the traditional Chinese course, oral English level means much but not the exam grades are good or bad. The Examination Committee of College English Tests Four and Six Levels reported that from 1999 January to 2001 May, six oral (CET-SET) summary report is that: in a total of 32107 candidates, more than 18550 candidates got the
