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1、【标题】建构主义理论在初中英语口语教学中的应用 【作者】赵小霞 【关键词】口语教学；建构主义；抛锚式教学法；随机进入式教学法；支架式教学 【指导老师】董曼霞 【专业】英语 【正文】. IntroductionEnglish is regarded as a tool of communication. It has been generally agreed that to learn English entails at least four aspects: listening, speaking, reading, as well as writing. Speaking, as one
2、 of the main language skills plays a very important role in language and peoples life, especially in oral communication.“With a rapid development of world information, more people consider speech as an important communicative means and basis of learning a language”. Therefore, mastering English has
3、become a basic quality to the people of the 2lst century. China is in great need of talents who have the ability of using English to communicate with the world in various fields, so the aim of English learning and teaching is to meet the social needs. In China, while the English syllabus explicitly
4、requires that teachers should manage to develop students four skills balanced as they should be the actual teaching is still going along the opposite way. Compared with other skills, speaking is the worst of all for students. Passive and unmotivated traditional teaching method still flourishes, as a
5、 result, high- score students are often seen, but good-speaking one rarely found. Large amount of students become horribly“dumb” or“deaf” because they can hardly say anything in English, nor can they understand what people say in English.In the recent years, as the result of the innovation of langua
6、ge teaching, the ability of communicating becomes one of the main aims in English language teaching in middle schools. While speaking has so great roles to the learning, it has been still ignored in English teaching for years. The students in junior middle school face the entrance examination, so th
7、e most urgent task for them is to pass the examination. Because the present examination system still has some drawbacks, for example, pay too much attention to the mastery of knowledge and make light of the ability of application, students spend much more time in learning English knowledge than usin
8、g it in practice. If we observe what goes on in many oral English classes, we can see phenomenon like this: The teacher usually leads students to read aloud the words and phrases first, if fortunately, they will read the whole text for students twice or three times then, at the rest long period of c
9、lass，the class will focus on the syntax or meaning of separate phrases, the teacher usually copies out the language points on the blackboard, the so-called excellent students copy these on notebooks busily, then, painfully repeats the language points. The picture above is the vivid portrait, teacher
10、s choose learning materials, teachers plan the lessons, teachers organize and direct activities, and they assess and correct learners work. In this way, students can only receive the knowledge passively and their initiative is limited. Moreover, because of the lack of opportunities for meaning pract
11、ice, it is difficult to create an active and lively atmosphere for classroom teaching. As a result, after several years of English learning, the students are only clear with some grammar rules and the use of some words. They can get good marks in examinations but very weak in using English to commun
12、icate with others. In one word, speaking ability has a very important place in English instruction, although teachers have devoted considerable effort in it, there are many problems in oral teaching in Junior Middle Schools in China today. Oral English is ignored chronically, students just become th
13、e passive listeners of classroom, as a result, English learning gives a boring impression to many learners. The purpose of teaching English in Junior Middle Schools is not essentially to teach English for examinations. To enable them to communicate effectively in the English language, its urgent and
14、 necessary to improve the students oral abilities through a good and practical way. The purpose of the study is to combine constructivism theory with teaching practice to explore a new teaching method to increase the junior middle school students interest in oral English learning. Theoretic Concerns
15、 on ConstructivismA. Definition of ConstructivismAs a kind of philosophy about learning，constructivism has been developing over the years and has become particularly influential in the latter half of the twentieth century. The source of the label of constructivism is the idea that we build or constr
16、uct our meanings. The constructivism theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although the constructivism theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a found
