英语口语教学论文篇(1)

关键词:商务英语;口语教学;现状;对策

商务英语口语是一门实用性极强的课程，是培养学生商务交际能力的必修课程。商务英语口语教学不同于普通的英语口语教学，在教学内容上更多的涉及到商务相关内容;其次，教学的内容多数具有较强的实践性，在教学过程中高度模拟商务活动的情景，最好让学生去实际的商务公司或活动中真正体验，学会融会贯通;另外，商务英语口语教学融汇了多个领域的专业知识，如市场营销、法律、国际谈判等，教学过程中需要培养学生的综合能力。

1商务英语口语教学的现状

我国传统的教学方式主要是应试教育，教学的主要目的就是为了应付考试，片面的认为只要考高分就表明掌握了所教授的知识，但是事实是许多学生即使拥有很高的分数，在实际操作中却不能把所学到的理论知识运用到实践中。形成这种情况的原因主要有一下几方面的原因:

1．1教材的局限性

当前市面上真正的商务英语口语书籍少之又少，许多学校的商务英语口语课程采用的多数是外贸英语会话类的教材，不符合现在商务市场的需求。目前，商务涉及的知识面特别宽泛，包括物流、金融、法律、管理等多方面，仅仅采用外贸英语类教材完全不符合我国目前经济发展的实际情况。另外，教材的内容也过于陈旧，跟不上时展的脚步，形式单一，内容空洞，与实际不符。应用的大多数教材都是引进国外的书籍，不适合我国的发展情况，虽然我国也有编著的但是内容并没有紧跟贸易发展的步伐，更新缓慢，太注重词汇和语法的讲解，教材的适用性很低，这也使得教师向学生传授的知识都是“死板”的理论知识，并无实际意义。商务英语口语作为商务课程的重要课程，缺乏系统性和连贯性。

1．2教学模式的局限性

传统的教学模式在商务英语口语课堂上依然占主导地位。在教学方法方面，教师仍然采用单一的“填鸭式”教学，把商务知识和英语学习分裂开来，让学生不能把商务知识和英语知识融合为一体，不能运用地道的英文来表达所学的商务专业知识。在商务英语口语的课堂上，仍然采用如下教学过程:先播放课文录音，然后逐句分析课文中的词汇和语法，再要求学生做课后的习题，有时会进行与课文类似的情景对话。在整个教学过程中，学生都是被动的接受知识，其主观能动性和积极性得不到真正的调动。多数学生还认为自己日后肯定不会从事商务方面工作，觉得太过于遥远，再加上商务知识本身就比较难学，与日常生活联系不是很密切，学生从内心对商务英语课程就产生了一种抵触心理。在教学中，教师也不能调动起学生的积极性，使得商务英语口语这门课程变成了与普通的英语口语课程没有太大差别的传统英语专业课。

1．3师资力量的局限性

商务英语口语师资力量本身就比较匮乏，随着我国外来贸易的逐渐增多，越来越多的学生开始学习商务英语，这就使得越来越多的商务英语专业毕业的学生步入高校进行施教。但是这些商务英语教师虽然毕业于此专业，但不一定对这个领域有所深入研究，他们缺少深入外企的工作经验，并不能完全理解商务知识，这样商务英语口语课程仍然还会是普通的英语口语课，并无太大区别。此外，学校虽然从外企花费高价聘用有商务经验的商务英语教师，但是他们对于英语口语的教学理论知识并不能完全掌握。因此，目前高校中严重缺乏既熟悉英语口语知识又拥有商务知识的教师。

1．4课程设置的局限性商务英语口语是面向商务英语专业的高年级学生开设的专业课程。教学大纲要求学生在学习本门课程之前必须已修完相关预备课程，如外经贸英语函电、商务英语、外贸实务、跨文化交际等。但

在实际操作中，由于课程设置的不合理性，却将商务英语口语课程安排在这些预备课程之前，给教学带来了一定的难度。目前我国商务英语的课程在很大程度上只是借鉴了专业英语教学的课程设置，在传统的语言知识的基础上增加一些商务类相关的课程，但是并没有将英语课程和商务很好的结合起来，这就不能突出教学的重点。让学生感觉不到学习的重点是商务知识，对于学生来说学习的重点还是英语。这样学生根本学习不到和专业对口的知识。现在社会需要的是复合型外语人才，所以商务英语专业的课程设置应紧密联系社会需求，培养“一专多能”的人才。同时，从教学的内容来看，我国商务英语教材大多是在国外的教材基础之上进行加工的，没有结合我国的商务实际情况，更没有考虑到我国学生英语学习的习惯。虽然教材具有较高的权威性，但很难适应我国的国情，教学内容和教材知识结构单一、内容陈旧老化，严重滞后于国际商贸蓬勃发展的形势。此外，在口语和视听方面也存在很大的问题。语言学习理论表明，语言产生是建立在大量的语言输人的基础上，输人语言的量是提高英语口语水平的重要指标。实验心理学家赤瑞特拉就做过两个著名的心理实验。一个关于人类获取信息来源的实验证实:人类获取的信息83%来自视觉，11%来自听觉。另一个关于知识保持实验的结果是:人们一般能记住自己听到内容的20%，自己看到内容的30%，自己听到和看到内容的50%，在交流过程中自己所说内容的70%。这就是说，如果既能听到又能看到，再通过讨论、交流用自己的语言表达出来，知识的保持将达到最久化。可见语言的输出(口语)和语言的输人(视听)是相辅相成、不可分割的。但实际上很多高校商务英语专业的视听课和口语课老师各上各的内容，不追求同步，因而不能达到强化和巩固记忆的作用。

2商务英语口语教学的对策

2．1选择合适的教材

在教材的选择上一定要选取适合我国商务市场需求的教材，不能一味的选择国外的教材。教材的内容一定要丰富全面，形式要具有多样化。当然，由于商务英语口语课程具有实用性，主要就是锻炼学生的英语口语能力在商务实际中的应用，教师完全可以不用教材，完全可以自发选取内容或者课题，在课前布置下节课的教学内容，让学生课下搜集资料，这样学生学得不死板，教师教的更实际。最后，由教师进行点评，更正学生在其中不可取的方面，强调本节课的重点知识点。这样，学生记得更加牢靠，加深印象，为日后学生步入商务领域奠定坚实的基础。

2．2改进教学方法

我国教学课堂气氛大多数是沉闷的，甚至是学生怀揣厌烦的情绪走入课堂，商务英语口语教学的课堂也不例外。这就急切的要求我们采取不同的教学方法，打破传统的教学模式。

2．2．1多媒体教学法

随着科技的不断发展，多媒体教学应运而生。运用现代化手段进行商务英语教学，能够进一步增强教学的效果。充分利用投影仪、幻灯片这种多媒体手段，使得商务英语教学课堂更加有趣味性，提高教学质量，学生也会更加感兴趣。让学生与当代经济发展紧密结合的同时，也加强了听说读写四方能力，培养学生独立运用商务英语解决问题的能力，一举多得。此外，还可以利用互联网为学生提供网上授课、学习、答疑等机会，这样学生能够巩固课堂所学内容，也可不受时空的限制全方位的接触外语语言与文化。

2．2．2语境教学法

商务英语口语的课堂更加应该运用语境教学法，创设商务环境，引导学生进入预定情境，如商务谈判。这样学生会产生很大的兴趣和用语言表达的欲望，并且这种情景会给学生留下很深的印象，更好的学到知识的同时也为日后的实际应用做好了铺垫。

2．2．3合作学习法

合作学习合作学习又称协作学习，是以合作学习小组为基本形式，系统利用教学中动态因素之间的互动，促进学生的学习，以团体成绩作为评价标准，共同达成教学活动。商务活动主要是人与人之间的交流活动，其成功与否很多大程度上取决于是否能够处理好不同文化背景的人之间的人际活动，是否能够很好地与他人合作等感情因素。在商务英语的教学过程中运用合作学习法不仅有利于学生语言能力的提高，也能够帮助他们分析问题、解决问题，使他们的素质得到全面的发展。合作学习满足了商务英语实践性强、专业化的特点，所以是比较有效的商务英语的教学方法。但是这种方法的运用也不是一成不变的，我们应该创造性的运用于商务英语教学中，因时而异。

2．3重视教师的培养和进修

商务英语口语教师的能力和水平直接影响着学生的水平和能力。教师应该拓展在商务英语口语方面的知识面，加强相关学习。高校中的商务英语教师大多是英语专业的硕士或者博士毕业后进入高校工作，缺少了再涉外企业工作的经历，所以很多商务英语教师并不是很理解商务知识，这样就严重影响了商务英语口语教学的效果，只有提升商务英语口语教师的综合素质，让商务英语教师亲身体验商务交际活动，才能有效提高教学水平。学校应该多组织教师进行商务培训，邀请一些在商务界权威人士开展研讨会或者培训班，讲解相关知识。商务英语口语教学需要的专业性极强，在商务英语的口语教学课堂上，商务英语教师需要讲解的知识覆盖面应该很广，其中包括保险、金融、股票、包装、运输等等领域。口语锻炼的过程中，商务英语教师有意识的扩展商务知识，对于学生走向就业岗位是一个很大的帮助。对于商务的实践，教师可以利用业余时间多去企业学习，这样在授课过程中才会更加形象生动，讲解的才能更加明确。教师要具备不断学习的自觉性和紧迫感，密切关注市场的动态和需求，紧密结合实际，避免纸上谈兵，甚至在学生问问题的时候答不上来，这样也会消磨学生学习的积极性。教师是学生学习的榜样，只有当教师充分体现出他的专业才能时，学生才会更加佩服以至于学得更好。

2．4科学合理的设置课程

商务用语口语课程应该讲商务知识和英语口语技能结合起来，由具备丰富的商务知识和熟练的英语口语技巧的老师担任，真正做到专业课程的传授。此外，学校要允许学生选修关于商务专业课程，如贸易、管理、法律等相关专业，让学生多学商务专业知识，为学习商务英语口语课打好基础。只有充分了解商务方面的内容和商务交流活动背后的文化含义才能通过口语表达出来而且表达的更加流畅、更有意义。商务英语口语课程是听和说相结合的一门课程，两者要相互结合，同步进行，旨在让视听课的视听线索激活其相关的背景知识，初步构建视、听、说相结合的互动教学模式，为口语的顺利进行做好铺垫，从而达到课程的最有效果。

3结束语

在目前严峻的就业形势下，商务英语专业学生要想适应时代的需求就要完全掌握商务英语的专业知识，这也给商务英语教师提出了很大的要求，专业、全面的商务英语人才不仅要有扎实的商务英语基础知识，还要掌握和精通商务语言的相关文化背景信息。综上所述，要想使得商务英语口语的教学取得良好的效果，不仅在教材的选择上要结合实际，教学方法和课程的设置也是很重要的方面，要真正做到以学生为中心，教师为辅进行知识的传授，同时要与其他相关专业的知识相结合，引进具有专业的复合型师资力量。我们要充分了解我国商务英语教学所面临的的问题，紧紧跟随时代的步伐，牢牢的把握住培养复合型人才的核心。

作者:姜申梅 单位:渤海大学外国语学院

参考文献:

［1］陈首洁．高职商务英语口语教学模式探析［J］．商业视角，2008(8)．

［2］蒋志华．商务英语口语教学的语境策略［J］．中国科技信息，2007(7)．

［3］张翠萍．商务英语口语大全［M］．对外经济贸易大学出版社，2005年．

［4］王艳宇．高职《商务英语口语》课程“教、学、做”一体化教学模式的探索与实践［J］;科技视界;2012年28期

英语口语教学论文篇(2)

关键词：商务英语；口语培养；问题探究

经济全球化，国际贸易活动的日益增多，社会对人才的要求也越来越高。英语作为国际通用语言，随着国际贸易活动影响力的扩大，使用范围愈发地广泛。商务英语口语教学作为商务英语教学的重要内容，对其教学方法的深入研究，将成为突破传统教学瓶颈的重要手段。在技能教学活动中，商务英语教学对英语口语使用技巧的讲解有别于一般英语学习，因此，对于商务英语教学，除了讲解专业的商务英语知识之外，还要注重商务英语口语的练习，以提升商务英语教学的实用性。现阶段，企业在社会经济浪潮中面临着巨大的生存压力，如何提升企业的竞争优势，除了走节约型成本发展道路之外，拥有高素质的人才将成为重要的影响因素。针对此，技工类学校注重教学的实用性，对商务英语口语教学实施教学改革，提升教学效果，以满足社会对商务人才的需求，为实现长远的教学战略目标创造条件。

一、技工学校商务英语口语教学现状

（一）学生对英语学习不重视，学习积极性不高

商务英语口语与普通英语密切相关，是建立在普通英语之上的专业学习课程，因此，对学生的基本素质也有着较高的要求。若学生的英语基础较差，会对商务英语口语的学习造成不良影响。对于大多数技工院校来说，入校生与高职院校或大学院校相比，学生基础较薄弱，且学习自觉性不强，学习能力不足，致使很多学生的英语学习成绩较差。而在教学上，技工学校多沿袭传统教学方法，教师占据课堂时间较长，学生自主学习时间不足，学生的主体地位不明显，加之学生自我放松，对英语学习不重视，成绩无法得到有效提升，从而导致学生失去学习兴趣和动力，这些都不利于学生的口语训练，对于培养学生专业技能本领也将形成极大的阻碍。

（二）缺乏理想的英语学习环境

自然真实的语言环境是学好语言的关键。英语学习离不开语言环境，课堂上短短几十分钟的学习并不能完全培养出学生的英语口语能力。国内技工学校，虽然大中城市的英语教学已经突破了传统教学思想，采用了新型的教学方法，但因教学条件有限，无法给学生提供真实有效的语言学习环境，因此，尽管有心突破，也因种种因素的制约，一时很难打破常规，这也就造成了学生英语学习实效性差，无法达到预期的教学效果。

（三）教学模式传统，方案陈旧

在传统英语教学模式影响下，大多数商务英语教学中，教师也是在确定教学目标之后，对课本知识从头讲到尾，很少给学生留下讨论的时间，而学生自我展现的机会也少之又少，致使学生形成了轻口语重知识的学习理念。口语练习的缺失，不仅影响学生的语言表达能力，同时对培养学生的英语语感也有重要的影响。在信息化时代背景下，商务英语教学对现代教学手段的良好应用，对于教学效果的提升具有重要的作用，但因教学条件有限，教学设备缺乏，致使商务英语教学缺乏时代性。英语口语教学方式对于学生口语水平的影响至关重要，因传统英语教学实效性差，学生的实践能力不足，偏重视语法、语音及词汇量的掌握，而忽视对口语练习的做法使英语在工作和生活中实用性不强，这将给学生以后的就业发展带来严重的影响。

（四）教学与社会实践差距较大

技工学校商务英语主要是培养高等技术应用型人才，对学生的实践能力要求相对较高。它要求学生毕业后对技术的运用完全掌握，并在工作中能够娴熟运用，以满足企业对技工人才的需求。但现阶段，技工类学校商务英语教学主要在课堂开展，没有恰到好处地跟商务接轨，学生很难得到实际运用的机会，导致很多学生毕业之后，无法找到相关工作，形成了学而无用的现象，或者即使从事相关的工作，也无法很好地利用英语口语进行交流。

二、针对技工学校商务英语口语教学现状提出对策

（一）结合商务专业知识，合理地设置课程

商务英语口语是商务英语的重要组成部分，合理地设置英语口语课程，有利于提高英语口语教学水平。将课程设置与社会发展相结合，可以更好地体现出英语口语的应用价值，从而使学生在学习专业知识之后，具备一定的从业优势，为提高就业竞争优势创造条件。例如，教师合理地运用课本知识，设定相应的商务情景，要求学生在课外模拟完成，并在课堂上检验实践成果，以激发学生的学习兴趣，培养学生的自学能力。在课堂上，根据从实践交流上获得的经验，进一步加强商务英语口语与商务专业知识的联系，设计相应的商务英语使用环境，鼓励学生用英语交流，让学生真切地感受到商务英语的应用氛围，培养学生商务口语的运用能力，为毕业就业做好准备。

（二）营造英语氛围，采用更恰当的方式提高英语口语表达能力

技工学校商务英语口语教学因英语学习氛围不浓，口语训练方式欠缺，导致课堂教学效果不理想。因此，我们要打破传统英语口语的训练方式，将其与生活紧密结合起来，注重实际应用，提高英语的运用效率，最好是将商务英语口语练习与日常活动结合起来，以营造良好的口语练习氛围，从而达到使用的目的。除此之外，还可以借用网络平台，采取多模仿、多背诵、多复述，有意识地克服翻译习惯等，以提高学生商务英语口语的表达能力。

（三）创新教学方法，为学生创造更多练习口语的机会

我国对外经济越来越频繁，人们对商务英语口语越来越重视。在商务英语教学中，应该改变教学理念，创新教学方式，为学生创造更多练习口语的机会。如采用分组教学方法，鼓励学生互相讨论与学习，激发学生的学习兴趣。技工学校班级人数较多，课堂上很难兼顾到每一名学生，而英语口语需要一个长期的交流练习，在课堂上分小组教学，可以使每一名学生学习用英语口语进行思考与交流。通过合理选择组合方式，进行小组内问题探讨，或者进行主题口语练习，极大地提高学生的英语学习热情，锻炼英语口语学习能力。小组教学的灵活性，不仅可以提供更多对话练习机会，也可以进行全英文舞台剧表演，还可让小组与小组之间进行比赛，如此，既可消除学生的胆怯心理，也有利于提高学生参与英语表达的热情，从而提高学生的英语口语水平。

（四）结合时代特征，将商务英语口语融入到企业中

技工学校商务英语口语实用性很强，课堂教学应该结合时代特征，关注商务发展新动态，增添企业元素，使学生真切感受到商务英语口语在电子商务时代的重要性。如学校与企业进行合作，为学生争取实习岗位，鼓励学生走出校门，尝试体验商务英语的工作，在工作中提高自己的商务英语口语交际运用能力，同时提前适应社会，为就业作好充分准备。技工学校商务英语口语课程的改革迫在眉睫，商务英语的教学效果证明，采用新型的教学模式比传统的教学模式更能提高学生的英语口语能力。传统的教学模式忽视了口语练习，而商务英语最重要的恰恰是对口语的要求，因此，学校及教师要尽量为学生创造英语口语练习的机会和平台，以提升学生的口语表达能力，为学生走入社会争取更多的就业机会创造条件。

作者:杨明娥 单位:广东省轻工业高级技工学校

【参考文献】

[1]汪凯菁.浅谈交际教学法在职校商务英语口语课堂上的应用[J].神州(中旬刊),2011,15(4):47.

[2]韩洁.对高职商务英语专业英语口语表达能力的形成性评价实证研究[J].海外英语（上）,2014,21(7):67-69.

英语口语教学论文篇(3)

从人类语言习得过程中我们可以得知，人类从出生开始到能与人进行沟通和交流的过程中从来都是先会牙牙学语的说话后学会认字的。学第二外语英语也是同样的道理，也应该先从学英语口语开始。而国内的英语教育大部分是从读写的书面语言开始的。我们都能认可的是，日常交际的用于和书面语之间有很大的差别。日常交际用语只需要完成彼此交流的目的，随意性很大，而书面语或是官方用于要求重视语法和文字的使用规范。目前高校英语教学的主要教学方式是以延续基础教育的应试教学为主的教学方法。教学的主要目的不是让学习者能自由使用一门外语和人进行交流沟通，而更多的是通过各类过级、过关考试。传统的教学方式和教学目的在我国高校外语教学过程中已经根深蒂固，虽然最近几年针对英语的实用性采取了很多改革，但是很难从根本上改变以应试教育为目的的教学方式。近年来，各大高校从硬件设备方面进行改进，在外语教学方面引进了很多媒体设备，从某种程度上促进了高校外语教学的进步，但是传统的教学模式没有改变。大部分的程序都如出一辙:都是遵照预习、讲解单词语法、阅读课文、课后作业、复习这一程序执行。利用多媒体主要是让学生接触外语的使用环境的机会变多了，而学生很难有机会有效地进行听说训练。教学的结果是师生之间缺少沟通，教师不了解学生的学习进度，学生的听说能力无法得到提高，长此以往学生学习英语的积极性就受到了抑制。因此，在高校，口语教学的改革势在必行。

二、利用任务型教学法推动高校英语口语教学

(一)利用任务型教学法调动学生学习英语的积极性。在高校英语口语的任务型教学法实施的过程中，教师可以通过引入各种形式多样的任务来激发学生参与的热情，充分调动学生学习的积极性。这些特殊的形式可以包括利用多媒体等多种展现形式展示与任务相关的图片、故事、小电影等实例来创设仿真情景，营造良好的课堂学习氛围，以提高学生学习英语的积极性。

(二)实现教师引导，学生为主体的教学方式。教师在任务型教学法的实施过程中，要根据学生的性格特点、语言表达能力、英语实际水平等方面进行分组。在分组过程中要充分照顾到各个组都能参与到每个任务的实施过程中去。让全体成员都能利用自己各个方面的优势来参与讨论和进行展示、表演。教学的指导思想是以教师为引导，以学生为中心，以加强和巩固学生英语语言知识的应用和实际应用技能的提高。在学习和完成任务的过程中学生们采取自主学习和合作学习的学习方式，主动完成各类老师提出的由简到难的各项任务，以此巩固语言运用能力，习得英语口语基本知识，并能更加直观和深刻地理解任务主题，完成英语口语训练，以实现教学目的，养成学生良好的英语口语学习习惯和思维方式。

(三)教学过程循序渐进。教学过程按照任务前、任务中和任务后的程序进行。在设定任务时，教师要充分考虑到任务的主题要与本次课要求学生掌握的教学内容相一致。任务中，教师引导学生按照顺序逐个完成任务，保证每个学生都有足够的机会参与到小组活动和讨论中去。每个小组的组员之间针对相同或是相异的任务进行合作和讨论。在整个任务完成的过程中，教师更多的是一个观众，而不是一个指导者。在任务后，每组选派出代表同学针对本组完成任务的情况进行总结性发言，表明本组同学针对某一问题的态度、达成的一致意见和得出的结论，或是对于某一特定任务通过表演、讲解、对话等形式进行表现。

(四)评价总结实现知识的提升。在学生完成任务后，教师要引导全班同学进行评价，针对本节课需要学生掌握的知识点进行总结。评价的过程既包括学生自评、小组互评也包括教师点评等几个环节。评价的过程同时也是教师总结需要学生掌握的知识的过程。教师在评价学生学习成果的同时更可以对任务材料中的重点、难点加以说明。

三、结语

英语口语教学论文篇(4)

1.教师不注意激发学生的学习兴趣。

有些教师在英语教学中，不注意营造语言环境，激发学生的学习兴趣。在英语口语教学中，如果教师没有充分把握英语口语的魅力，就可能丧失热情，学生也会丧失学习的兴趣，学习英语的积极性也不高。

2.学生缺乏说英语的勇气。

在课堂上，有些学生怕说错，说不好，有时候也因为惧怕教师的批评而不去讲英语，这些都是缺乏勇气的表现。学生缺乏说英语的勇气，就会在练习口语的时候产生畏惧感，这对英语口语能力的提高非常不利。总之，高中学生的口语能力与其他能力相比非常薄弱。有些学生不能用完整的句子正确地表达；有的学生在进行英语口语表达的时候，分不清汉语跟英语语法的区别，往往讲中国式英语，走进口语表达的误区。

二、优化高中英语口语教学的策略

为了提高学生的口语表达能力，教师要让英语课堂真正形成特色，让学生认识到英语的魅力，并认识到英语的重要性，还要采用各种有效的教学方法，开展各种教学活动，使学生乐意说英语、会说英语。以下是优化英语课堂教学最常用的方法。

1.通过用英语复述和对话提高学生的英语口语能力。

在英语教学中，教师要引导学生找到关键词、关键句，再用英语复述文章大意。有些学生可能表现不佳，可能收不到理想的效果。但作为教师，我们应该更多地关心学生，使他们更愿意开口说英语。在每堂课上，我们应该留一些时间让学生用英语自由交谈。教师应该为谈话设置一个标题。学生通过这些交谈，能够提高口语能力。教师要积极引导学生之间的对话，对有些羞于开口的学生要进行心理上的安慰，营造良好的英语学习气氛。这样就能够解除学生心理的包袱，使学生感到英语学习不再是一种负担，而是一种乐趣。然而，很多教师在课堂上并没有发挥出自己的作用，在一些学生回答问题出彩的地方，没有做出积极的鼓励。鼓励的话语对学生的英语学习意义重大，能增强学生的自信，还能够让学生产生学习英语的激情。此外，教师还可讲英语故事，学生要重复故事，锻炼英语口语能力。这样，学生就能够在不断的锻炼中提高英语口语能力。

2.通过课外英语活动锻炼学生的口语能力。

课外活动在学生的英语学习中意义重大。通过课外活动，学生能够学到一些具体的语言知识，能够了解英语学习的背景。比如，教师可以适当地让学生观看英语电影，在英语环境下有效提升英语听说能力。教师应该做好指导，在听说读写方面及时纠正学生的错误。此外，英语角也是学生自由说英语的平台。总之，课外活动是提高学生英语口语能力的重要途径，很多学生在课堂上没有学习到的在课外活动中得到了拓展，这样有利于培养英语实用型人才。

3.开展口语交流活动。

为了激发学生学英语的兴趣，提高学生的口语交际能力，我让学生走出班级，参加学校每学期举办英语角活动。在活动中，相邻两个班级的学生聚在一起，教师可先为活动制订相应的规则，如学号相同的学生在一个组，学生在活动中尽量用英语，英语说得好的小组可以获得奖励。这样，来自两个班级的学生不同的家庭背景、不同的生活经历、不同的爱好构成了学生语言交流的“信息沟”，他们可以谈论各自的家庭、爱好和生活经历。学生在这种交流中能够体验到学习英语的乐趣，提高英语口语交际能力。

4.加强英语口语交际能力训练。

我们可对学生进行系统的口语交际能力训练，使学生学会常用的口语对话，如介绍、问候、感谢、告别、请求、建议、劝告、警告、赞同、反对、表示愿望等。我们可以利用课文的对话录音，逐句放音，让学生听上句，及时应答，并与录音下句比较，自我纠正。教师还可以根据教材创设具有真实感的交际情境，给学生提供良好的用英语对话的环境，增强学生用英语交际的欲望，然后让学生自己练习会话。此外，学生的口语能力一般可以分为两个层次：一是掌握一般的日常交际用语，二是能就熟悉的话题自由流畅地表达观点。要使学生的口语能力从第一层次提高到第二层次，教师就必须使学生逐步扩大词汇量，扩大阅读面，拓宽知识面，否则学生在交际过程中会遇到词汇和知识的障碍。

5.充分重视口语技能的训练。

长期以来受应试教育的影响，中学英语教学更多地强调词汇、语法等知识，而忽视了口语技能的训练。英语口语教学不仅没有得到足够的重视，而且仍然以传授语言知识为主。传统的教学方法严重制约着学生英语口语能力的提高。词汇、语法等概念化知识固然很重要，但是，如果忽视了口语技能的训练，则很容易造成学生语音语调不准，口语表达不到位，甚至在英语口头表达时用汉语思维模式来组织语言。更严重的是，好多学生在用口语表达时往往缺乏自信，担心犯基本的语法错误，害怕闹笑话而不敢开口，导致英语口语学习上的恶性循环。因此，教师要重视口语技能训练，在新课程标准要求下积极改进教学方法，增强学生的自信心，调动学生学习的积极性，从而达到逐步提高他们的口语水平的目的。

三、结语

英语口语教学论文篇(5)

论文摘要：大中专英语教学改革，提高英语口语教学水平，应采取以下几种有效方法:注重课堂口语教学;开设第二课堂搞好份语教学;训练大中专学生提高口语技巧。

长期以来，我国大中专学生英语交际能力差，尤其是口语能力更差的问题比较突出，哑吧英语现象带有普遍性，提高口语教学水平，解决哑吧英语变为流利英语问题已经在我们这些从事大中专公共英语课教师面前重要而紧迫的任务，那么我们应该如何提高大中专学生英语口语教学质量呢，下面就此问题谈几点看法。

口语教改的重要作用教学大纲要求与哑吧英语现实的矛盾。教学大纲要求大中专学生能就教学内容和一般听力教材进行问答和讨论，能就一般的社会生活话题进行简单的交谈，讨论和发言，表达思想清楚，语音，语调基本正确。然而目前大中专学生很难达到这一要求，口语水平极低，学7年左右英语，用英语表达很差，呈现哑吧英语的局面，能看，能读，不能说。一个班级仅有一至二人能用英语简单表达，绝大多数不能表达。导致这种局面一是目前英语口语课程开设的课时少，有的学校基本不开，但更主要原因是过时陈旧的英语教学方法，重阅读，语法，轻实际表达，至于口语训练几乎没有，这种教学方法必须改革，采取新的教学方法，增加口语课是迅速提高英语教学水平达到大纲要求的有效途径。

社会对英语口语人才大量需要与英语口语教学水平低，不能满足市场需求的矛盾。社会大量需要英语口语人材。求职要求口语人才。三资企业，国内企业，政府和社会公共事业单位随深化改革和扩大开放对英语口语人才需求呈上升趋势。大中专毕业生毕业双向选择，在求职中英语口语水平决定求职人员工作位置高低，收人水平的高低，决定毕业生的前途命运。工作中需要口语，在外商谈判，参加国际学术活动需要口语。国际经贸文化交往越来越需要口语人才，尤其中国即将加人WTO，大量需要外向型英语口语人才。继续求学的需要。大中专毕业生继续求学拿学士，硕士，博士学位必须具备英语口头表达能力，尤其是出国留学，进修更需要英语口头表达能力。文化生活的需要。英语口语水平的提高今后对大中专学生参加英语沙龙，欣赏英美电影，小说，二网，欣赏体育比赛提高生活质量是重要的条件。然而目前由于过时的教学方法，英语口语教学极端落后，培训英语口语人才质量不高，数量少，不能满足社会大量需要。

英语口语教学论文篇(6)

经过长期一线教学的实践发现在传统的商务英语口译教学中大多是在普通教室进行，条件允许的情况下会配备多媒体语音室，这样可以通过多种信息化手段改善教学效果，大但是由于桌椅及相关设备的限制，想要创设真实的口译场景就有一定的困难了，学生的兴趣提高有限，容易产生压力。在口译教材方面，虽然各类教材五花八门，但也鱼龙混杂。最突出的问题就在于缺少适合实际口译场景的口译内容，即使包括不同行业领域的内容，如商务谈判、商务陪同等，但其内容欠缺时效性，与笔译差别不大，因此对于基础水平比较薄弱的高职学生来说，有一定的难度。即使有的教材有配套音频，但语速适中、语音统一，不符合口译的实际特点，尤其对于正式商务场合口译来说，这样的教材起不到应有的作用。在教学方法上，目前大多数仍然传承笔译的教学方法，虽然每个学生可以更好的锻炼其翻译能力，但是这只停留在笔译的层面，对学生在真实口译环境中的应变能力、心理素质得不到应有的锻炼，更不用说锻炼学生的创造性了。

2情景教学法

情景教学法就是以教学内容为中心，通过创设虚拟仿真情景，让学生身临其境，扮演不同的角色，在教师的引导和监督下去分析问题、解决问题，以便达到更好的教学效果。

3情景教学法在商务口译教学中的应用

3.1商务接待口译中情景创设

在商务活动中，商务接待是比较容易的口译环节，主要有接送外宾；致辞等。教师在情景创设中要注意采用分组的方式，从而确保每名同学都参与到课堂活动中来，并让学生扮演商务口译中的不同角色。教师在这一环节中起到的是指导和监督的作用，教师可引导学生了解口译人员的工作职责。对于英语基础比较薄弱的学生，要给与必要的帮助，从而调动所有同学的积极性。教师还应该注意提醒学生注意商务场合礼貌用语及文化差异。

3.2商务陪同口译的情景创设

相比商务接待口译，商务陪同口译难度较大，在进行教学设计时可以就地取材，以所在学校为参观地，或者某一景点作为商务陪同口译的情景教学场景。首先将学生进行分组，4-6人一组，可以使用道具对教室进行布置，如使用大屏幕投影、音频、视频等多种信息化手段，也可使用图片等传统教具来模拟真实商务陪同场景。在课前预习时要布置学生对本校所在地区的著名景点进行英语介绍，以便为进行商务陪同提供必要的支撑材料。课前让学生通过网络搜集相关资料并做好口译准备。以沈阳为例，可选择沈阳世博园、沈阳故宫等景点等。学生可以在课堂上选择某一场景进行模拟口译，在口译过程中如果学生准备不充分就会出现翻译困难，这时教师就要引导学生解决困难，要让学生知道在口译过程中出现某一词汇不会翻译的情况也是很正常的，那么如何让学生处理这样的突发状况呢？教师在这种情况下要与学生积极讨论，通过这种方式可以激发学生解决问题的兴趣，提高他们应对突发状况的能力，让学生可以积极的投入到口译的过程中。通过这种讨论的过程，有的学生提出可以直接向对方发问来确认信息的准确性，这样学生可以在课堂上通过师生、生生讨论锻炼其解决突发状况的能力，以便在日后进行真正的口译活动中应对自如。

3.3商务会议口译情景创设

相对于其他情景中的口译，商务会议口译难度比较大，因为场合的正式性比较高，专业性也比较强，那么对于口译人员的素质要求也更高，不仅要求有扎实的语言功底，又要有不同行业的商务知识，这样对于口译的教学就要查阅大量的资料，进行更多的讲解与训练。在日常教学中，教师要想取得更好的教学效果，就需要从自身做起，不断充实自己，目前商务英语口译的教师一般都是英语专业教师，相关商务知识比较匮乏，又缺乏相关行业经验，因此在教学中就需要不断充实自己，广泛查找资料，认真备课，尤其对于在商务谈判中的合同、协议、条款等专业知识要了解清楚，以便在教学中对学生的练习给予评价，提高教学效果。

4情景教学法在高职院校教学中需要注意的方面

4.1情景教学法提供的情景是模拟真实场景，学生的模拟口译练习

也不能代替真实的口译活动口译考验的是口译员的心理素质，在学生平时的口译练习中不可能真正体会到这种紧张的感觉，因此这种模拟仿真的教学法针对口译来说有一定的局限性，不可能达到和真实口译一样的效果。

4.2模拟情景体验效果因人而异

在教学中由于学生的人生观、价值观、心理素质等各个方面都有个体差异，因此在这种模拟仿真的情景中进行口译训练也会产生不同的心理体验，带来不一样的教学效果。

4.3教师在教学过程中注意对学生进行引导式教学

在高职口译教学中教师要针对学生的口头表达能力进行指导，通过创设不同的商务口译情景，激发学生发散性思维，引导学生根据不同情况进行思考，培养学生分析问题和解决问题的能力。但是也需要注意，教师不能对学生的表现进行过多的语言指导，要尽量给学生留出空间来自己思考解决办法，这样才能真正锻炼学生的思维能力，培养学生的创造力。

5结束语

英语口语教学论文篇(7)

摘    要

近年来，随着我国改革开放的发展和我国与国际间的经济、科技、文化交流日益频繁，人们越来越重视外国文化问题。同时，我们也逐渐认识到了了解外国文化在对外交往中的重要性。在教育领域中，外语教学也渐渐重视对学生交际能力的培养。然而，对许多老师而言，文化教学还是一个较新的概念，从跨文化角度对英语教学进行研究探讨在目前还是个新领域。我们必须认识到交际能力的培养是外语教学的主要目标，培养学生跨文化交际的技能是中学外语教学要达到的一个目标。文化教学在中学英语教学中的重要性不可忽视，英语学习者不了解英语国家的文化，就无法获得交际能力。因此在中学英语口语教学中应该目标明确地，循序渐进地，方法得当地导入文化教学，使英语学习者在学习语言和知识的同时受到文化的熏陶，在跨文化交际中游刃有余。

关键词： 跨文化交际；文化教学；中学英语口语教学

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

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[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)

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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.    

诚 信 承 诺

我谨在此承诺：本人所写的毕业论文《论中学英语口语教学中跨文化交际能力的培养》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。

 

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