王林林论文Problems and Solutions of Oral English Teaching in Primary School

Problems and Solutions of Oral English Teaching in

Primary School

Abstract

In primary oral English teaching, there often exist problems like rigid teaching mode, unauthentic communication situation, in cohesive presentation of asking and answering sentences, few participation chances, and unreasonable homework design and so on. Based on the analysis of these problems, this paper, as preliminary research on the effectiveness of oral English teaching, puts forward a series of solutions from the aspects of teachers, giving suggestions on vocabulary teaching mode, the design of authentic oral English situation, the completion of sentence output, the evaluation system and individualized teaching.

Keyword: Primary Oral English, Problems and Solutions

Problems and Solutions of Oral English Teaching in

Primary School

Content

I、Problems existing in primary oral English teaching.

II、Major reasons in present primary English teaching.

A. Lack of a social and a school environment.

B. Teachers haven?t paid enough attention to oral English teaching .

C. Some oral com municating activities can not arouse students? interest.

D. Some students are fear of oral communication owing .

E. The oral English evaluation system is lack.

III、Solutions of improving the effectiveness.

A. Focusing on basic knowledge like vocabulary.

B.Developing the habit of expressing oneself independently and completely

C.Ensure the authenticity and cohesion of communications among students.

E. Giving students a stage to present themselves in English

F. Innovating oral English evaluation system.

G. Helping students choose a way of communication fit for their English levels.

H. Improve the teachers' English oral abilities.

As is known to all, the fundamental objective of learning a language is to communicate with it and so it is to English learning. It is advocated in new English curriculum standards for primary stage that the ultimate goal of English learning is to enhance students? comprehensive ability of using the language which, therefore, requires students can not only master and remember the language items but also use them in daily life. However, among the four required skills of “listening, speaking, reading and writing” listed in the standards, “speaking”, or students? oral expressive skill, has been in a dilemma in teaching pr actice. Due to the limitation of teachers? teaching level，traditional teaching ideas and various problems of students themselves, while the importance of oral English teaching has been realized by teachers, pupils are still afraid of opening their mouth to speak English. They can speak only very few words and phrases even if they do speak, letting alone real oral communication. The whole oral English teaching effect is actually not satisfying.

Ⅰ.Problems existing in primary oral English teaching

Take the teaching of Unit 1 We visited lots of places in Module 3 Book 5 of the fifth grade as an example

[Problem 1] When learning the word Museum, students were asked to read the word one by one from front to back. The first few students who sit near to the teacher can pronounce it correctly, but as it went faster, students in the back just parroted previous students and when it went to the students sitting in the back of the class, their pronunciations had differed a lot from previous students. However, teachers seldom corrected their pronunciation because they can rare aware of the student?s pronunciation accounted to the distance between the teachers and the students.

Analysis: Traditional rigid vocabulary drilling still exists in primary classes. The methods of the teachers to teach words are unitary and inflexible. As a result, pupils can only imitate the pronunciation rigidly and remember it for a short period of time. As for spelling ability and semantic sense, they are seldom referred to in class. It is impossible for students to output a whole sentence in later study, if they don?t have a good knowledge of basic words.

[Problem2] When asked about “what did you do at the weekend”, students answered “We visited lots of places” or “we went to the…”. The t eacher frequently

pointed out students? misreading of “lots” and “the”, which aroused fear of speaking English in some students who dared not put up hands anymore.

Analysis: During the learning of new lessons, error correction do help improve students …pronunciation, but too frequent corrections are bound to throw students into the anxiety of being afraid of making pronunciation errors and psychologically stressed，which furthermore has a negative influence on students? learning enthusiasm. Put it another way, correction is necessary, but it has a limited use. As a saying goes”too much is as bad as too little”.

[Problem3] In the extension part, students were required to ask each other “where did you go?”. When giving answers, many students simply use the se ntence in the text book “I went to Beijing last weekend”. But as a matter of fact, a considerable part of students didn?t go to Beijing last weekend. Yet the misuse of time phrase was not pointed out immediately by the teacher in order to ensure the cohesi on of students? performance.

Analysis:Although teachers want to organize an real oral communication, students? limited oral expressive ability have hindered them from speaking out what they really want to say and thus, students can only imitate rigidly by using sentences in the text book. Their communications are grammatically correct, but they also turn out unreal for the part of students. This kind of limitation often occurs in primary school. The lack of words make the students feel sick to express their own meaning. The sense of alienation will stop them from express their real feeling and emotion. [Problem4] When practicing the important sentence pattern “what did you do? We visited… and “where did you go? We went to…”, the teacher demonstrated the asking sentences and answering sentences separately by asking several students to read the asking sentences and some other students the answering sentences. Students didn?t have many chances to practice the complete dialogue. So it was when students did the role play at last where most students adopted the “ask-answer” mode. Scarcely were there students who could merge the 3 core sentence patterns in a complete dialogue.

Analysis:Real oral communication should be real words and thoughts exchanges between speakers. But Teachers are always found to do pattern drills only discarding the context of the dialogue. Learning the asking and answering sentences separately makes sentence patterns lose its genuine semantic function. Role-play in the extension part should have been a combination of all language points and the

shining part of teaching. If the goal of teachers is to let students complete one or two English sentences instead of developing the habit of expressing themselves independently and completely in a real English learning environment, what students can learn at last will be nothing but a few isolated words and phrases.

[Problem5]: At the end of class it was found that those who dare to show themselves were at a minority while most students were the audience of a class.

Analysis:The ability of oral communication should be developed in every student to speak out fluently the English they know. But for a long time, a considerable part of students have been like observers in the English class, being afraid of speaking out or speaking out incorrectly. If things go on like this, students will be trapped in a vicious cycle. There are also layering in the same class. If we let it be, the layer would be more and more obvious.

[Problem6]: oral English homework: students were asked to communicate with classmates or parents with the 4 core sentence patterns about a trip. But it was observed that hardly were there students who cared about this homework. Being asked, students said “We never do oral homework!?”

Analysis:This kind of homework is not effective since the teacher hasn?t put the real English level of students? parents into consideration. Without using English for so many years, most of the parents have forgotten and do not dare to speak English any longer. In the meantime, due to the short of feedback system, only few students do the homework. The low completion rate turns oral English homework into a mere formality.

Ⅱ.Major reasons for the above problems in present primary English teaching

https://www.sodocs.net/doc/7717496971.html,ck of a social environment and a school environment for English learning

English teaching resources are in great demand, especially primary English resources. Most audio and visual resources are too difficult and don?t match with their text books, which influences students? learning confidence. Besides, because of regional differences and actual English level of students? parents, it?s hard to form an English communication atmosphere in a family.

B. Teachers haven’t paid enough attention to oral English teaching or to the cohesion of English sentence patterns.

When doing oral drillings, teachers often require students simply to read words, imitate or recite learnt English, but put low requirements on students? pronunciation, tone or cohesive expression of sentence patterns; In the meantime, there are usually only two periods of English classes per week, therefore, students don?t have enough time to learn basic English knowledge in class, which thus results in students? low class participation. The students lose their motivation to learn English and the teachers become more curious about how to involve the students in the English class.

C. Some oral communicating activities can not arouse students’ interest since they are not interesting, far from students’ life realit y and not authentically situated.

In actual teaching practice, most so-called oral activities are designed for desk mates to do and are not interesting. Besides, some extension activities designed according to textbook are far away from students? life an d students are of no interest. Moreover, present classes are filled with questions with obvious answers. For example, when it is known to all that it is a pen, teachers still ask students “what?s this” again and again. The lack of information gap and authe ntic situations are also reasons that students don?t like to join in the activities.

D. Some students with a weak English knowledge foundation don’t have enough confidence in English learning and fear of oral communication owing to their personal characteristics and psychological barriers.

For most pupils, it is the first time that English is learnt as a formal course. During learning, it often occurs that students forget or misuse some basic knowledge especially that about words and sentences due to variou s reasons. However, it?s hard for teachers to help students review the basic knowledge recyclingly in a short time or present learnt knowledge step-wisely. Therefore, although they want to participate in the activities, some students cannot express themselves freely. Meanwhile, we should realize that oral English communication, as an output of language, belongs to the higher level of linguistic expression, greatly influenced by students? personal characteristics and surroundings. Some students fear to open their mouth to communicate.

E. The oral English evaluation system is lack.

Most of the English teachers pay much more attention on the knowledge of the students. Generally after class, English teaching activity also is stopped. But what the teachers actually need is a systematically assignment of oral homework and evaluation system. The reality is often that the teachers assign some oral English homework related to the textbook or something, but because it is not operable for the students, the students don't like to do or give up doing it. The fulfillment of the oral homework is very low. At the same time, the teachers do not have a specific principle of the level the student to follow. The evaluation standard is not clear. The students don't know what task they should complete at the certain grade stage. As a result, a lot of time in class is acting which act as a substitute for evaluation, and students just communicate with their partner or perform. They have no idea of what is their problem in speaking English, what level they should reach, and how to improve. When we set a goal, we must have a certain method to reach this aim. All the teachers now need is not a goal, for the New Standard has set an aim for the students to reach, what they actually need is how to realize it. The evaluation system is a good aid for the teacher to make this aim come true.

Ⅲ.Solutions of improving the effectiveness of primary oral English teaching

A．From easy to hard, following students’ cognitive order and focusing on basic knowledge like vocabulary.

In vocabulary teaching, mechanical reading should be avoided as much as possible; instead, words can be learnt in a sentence against a real context. With this method, students can learn both the pronunciation of the word and the meaning when making the sentence. For example, in problem1,when we learn the word“museum”, At first let pupils make a phrase: “Shandong Museum, Zibo Museum”, then let them make sentence :“I went to Shandong Museum.” or“The Zibo Museum is very old and bi g”，at last ,the pupils can make a dialogue :“Where did you go? I went to the Shandong Museum, it?s old and big”. This is what we called systematic and what we need in English teaching.

The spelling of words is always an obstacle for the students. Because of not knowing the words, many students do not dare to take part in the activity. In primary school, the sound mark teaching is not promoted, but phonics is a good way for the

teacher to help the students to remember words. It is also a good way for the teacher to integrate the vowel, the consonants and some monogram in to the music and chant so that the students can feel the rules of the pronunciation unknowingly. And in this way, they will try to spell the words consciously. Gradually, they will learn the way to spell words and remember the words. After then, they will have the courage to talk to each other and thus we can realize our goal to let the students to communicate.

This is just the start of the learning of English. However we could not just focus on the vocabulary, more attention should be paid on the learning of the whole text. Otherwise we would threw the baby out with the bath water.

B．Creating real communication situation, reinforcing conscious attention，developing the habit of expressing oneself independently and completely

During students? oral communication, only real effective situation can help students feel the meaning of communication and interest students to participate. Meanwhile, teachers should review learnt sentence patterns recycling in single sentence learning and extend a two-person dialogue into a complete information exchange. For example, after students have finished the dialogue of “what did you do? And where did you go? ” According to the text, they can then ask questions like “was it beautiful” or “how did you go there?” In this way simple dialogue is enriched into a complete information exchange which is closer to daily life communication.

But in fact, most of the current primary school English textbooks are written according to the topic. Although each unit is a complete theme, but some lessons in a same unit are quite interconnected which is not good to the students to make a complete talk relied on their textbooks. So it is good for the teachers to try to make the text content reconstruction. Some primary schools in Shanghai have made a good try in the English subject. The teachers can determine a unit theme in advance, taking School for an example. Under the topic the teachers can raised some related topics, such as topic 1. My new School, topic 2 Activities in School and topics 3 Enjoy our School life. Each issue is a class, the teacher make a consolidation of the books resources and after that they can use the resources that the students familiar with for reconstruction of the whole text. Thus, the students can make a complete oral output under a general topic. In this way, the students get the contents they are willing to output and their enthusiasm to participate in the oral English speaking will be promoted.

When the topics are quite far away from our experience of life, we could not feel the happiness of learning English and the use of learning English. What we have learnt should be an assistant to our life, but if we cannot use it in daily life no one would use their precious time to learn such kind of thing. Using English to communicate is the aim what we should achieve.

C. Revising or extending some vocabulary and ensure the authenticity and cohesion of communications among students.

For example, teachers can revise and extend phrases about past time, such as last year，last week，two years ago and so on, so that students can choose by themselves and make real English communication. When students use the wrong phrase, teachers should pay attention to their way of error correction, for example, encouraging students to speak out first and lowering the requirements on words that are not learnt in this period and of little influence on oral expression since cultivating students confidence of opening their mouth is far more important than the preciseness of words and sentences.

We should pay attention to not only the English vocabulary learning when learning the new words but also in the oral training and review stage. The students are giving a topic, for example, to describe the characteristics of the students they like best, but there are only a few words in appearance provided on the textbook -fat, thin, tall, etc. But some students want to describe the characters of their best ones, and at this time the teacher can use the courseware or blackboard writing to provide students the Word Bank including some word in appearance, such as fat, thin, short and thin, and some in personality, such as kind, nice, naughty.... In this way, the students have more choices which help them to speak English more smoothly.

As we have mentioned, the vocabulary is serve to the text, and the text is serve to the communication. All the vocabulary added in class should be connected with our life. This is cater to the need of the student. How happy they would be when they could use what they have learnt to talk with their parents or relatives. And that is the reason why we learn English.

D. Creating a relaxing and joyful communicating atmosphere for students and giving students a stage to present themselves in English Only in relaxing and joyful atmosphere can students relax themselves and participate in class activities. Meanwhile, teachers should give students a chance of participation and a stage of oral English presentation. For example, teachers can

organize group communication activities by taking advantage of the Free Talk time before class; teachers also can design text-based role-play, dialogue performance, text-adaptation or hold an English party, in order to interest students into the activities.

At the same time, the teacher can make full use of the network resources. For example, they can video their students' classroom performance posted on the school website, so the parents of the students can share their children?s performance in the classroom. It is also a good way to let the students to record their communication in English in their daily life and share it in the classroom. In such way the students can feel that their English communication has got everybody's attention which will raise their enthusiasm in the participation in speaking English.

The family resource can also be used in English teaching. We can ask some parents who teach English in high school or college to teach our students. They will provide some new information and some new method to learn English which will rouse the interest of the students to learn English.

Students, especially students in primary school, always have the desire to show themselves. And that is what we should make full use of. Giving the students a stage to show themselves, they will give you a surprise. The desire to learn English will be fired. In order to make a good performance they will try their best to practice and ask their partner to perform with them, and our goal will be made. Some English teachers make good use of it. They will organize kinds of activities, such as English competition, English contest, a series of English activities. Some can even rouse the enthusiasms of the whole school to learn English.

E. Innovating oral English evaluation system, researching new oral English evaluation mode to enhance students’ enthusiasm of participating in oral activities.

To combine oral English evaluation with students? final evaluation may change the inclination of students to focus on final grades only. Besides, asking student to evaluate each other may help students grow into a caring listener and be willing to communicate with others in English.

English bank is a good way for us to encourage the students? enthusiasm to speak English. When the students take part in English speaking activities, the evaluation system could be implemented. According to the different grades, different scores can be got, and totally accumulated in the "English bank". To raise the hand in class and answer the question rightly, the students can get 1 point. Using English at home to

complete an activity gets 1 point. Rolling play the text after class gets 2 points. Making their own dialog or story created according to the unit theme gets 3 points. Each extracurricular reading of English story gets 2 points, and the sharing with the classmates gets 1 more point... In this way, the students will accumulate many points through the English bank. And finally they can exchange English prizes. But if the students violate the classroom discipline or do not finish their homework, and so forth, some certain points of the English bank will be deducted. The students can visually fee l the in and out of their “bank”. And they will be happy to participate in the activity. Their oral English ability will be greatly increased.

When the teacher make oral evaluation standard, the requirements of the new standard for different years is good to refer to. Taking grade 3 as an example, their oral English topics should be focused on some simple topics, such as: friends, daily greetings, and so on. Most of the conversation is about 2 or 3 sentences. And the focusing point is on how to communicate correctly and smoothly in terms of phonetic and how to make a good intonation. When the students reach grade 4, the focusing point should transform to how to evaluate on students' pronunciation, such as sound Liaison and weak forms. The topic of the communication also should be focused on the use and comprehension of the knowledge the students have learn before, a complete output.is a necessity here. In the fifth grade students should be able to make simple dialogue according to the topic provided. A higher correction and smoothness of the language should be achieved.

F．Paying attention to students’ silent period in language learning and their personal characteristics, teaching students in accordance of their aptitude, and helping students choose a way of communication fit for their English levels.

English, as a language, is received by different students to different degrees, especially for the output of English. Some students can output immediately after they?ve known it, while some students need more time to internalize it and absorb it. Therefore, teachers should pay attention to students? silent language period. For example, students with lower English level can do exercises of simple phrases in vocabulary extension excises, and act considerably simple roles in dialogue performance. Only when they feel the happiness of oral communication, they will be willing to devote themselves into English study.

It?s not hard to find that some students are attracted by the video of the text, some

are attracted by the sound and some are by the pictures in the book. Everyone is different and everyone should be respected. When we pay attention to these characters of the students our teaching methods will be various. The English class will be wonderful. All the students are involved in the class. Everyone can find something they are interested at. The class would be a great one. In order to achieve this, the teachers are required to develop a bound of new recourses. It is also a challenge to the teacher.

G. Reformation of spoken English homework forms, and improve student's oral participation.

Various oral English classroom performance activities must be strengthened through oral class assignments.

First of all, the teacher should assign different homework according to the mastering degree of the students. Better students can undertake the plait according to the topic and sentence patterns of the passage, adapt the text to role play with a good friend, rehearse sitcom with friends or raise the English corner activity at a fixed time. Students in average can read the text aloud to parents them with their feelings of the text, or try to make dialogue performance with the classmates in their group or their parents using the key sentence patterns. Students in poor level can read the text, choose a paragraph or a character in text to read.

Secondly, the teacher should pay attention to the checking and feedback of oral English homework. Signing table can be issued to the students when a feedback needed to be signed by their parents. All the group communication or check making by group leader should be filled in the oral feedback in time. Once the supervisions are started, we must go the distance. Once the students find that the check is not immediate, they will be lazy. All the supervision measures are aimed to improve the students' participation in English.

Thirdly, a created homework should be praised as much as we can. Although the teacher will provide a lot of methods for the students to help them to enhance their English learning, we could never say that all the methods are well-used by each child. There must be some students who would have some good methods to help themselves to learn English better. And that is what we need in English teaching. Our aim is reached in a better way. We have no reason to deny this kind of method. At the same time, if it is good for other students we can promote others to use. More methods be created, more enthusiasm will be roused.

H. Hard working to improve teachers' English pronunciation and communication abilities in every possible way.

One of the reason why the students are poor in speaking English is that their English teacher?s pronunciation is not very well that the teacher themselves are afraid of speaking English, let alone a good pronunciation of the students. So it is quite important for the teacher to work harder to improve their own English pronunciations and the ability to communicate in daily life in every possible way.

(1)It is good to begin from the textbook and the basic pronunciation. Before each class the teachers should listen to the tapes for many times to make sure of the pronunciations of every word and sentence patterns. When the teachers have the confidence to speak English, the students can feel a strong emotion to learn it well.

(2) To try to use English to organize class and speak more English in class is very useful for both teachers and students to practice English. Some brief instruction and simple English sentences extended of the text can also be delivered in English. The teacher should not be afraid that the students cannot understand. When the teachers speak English in class, the students will remember some high-frequency words. When these keywords are repeated to a certain degree, the students can comprehend the meaning subtly. One day, you will be surprise to find that the students could even use this word.

(3) The teacher needs to read more to improve their ability of a cross-cultural communication.

As a western language, English, itself, is of a certain cultural background. Under different scenarios some English have different ways of expression which requires the teacher to teach students in the right place and the right time. By a quantity of reading, the teacher can know more about the cultural differences between China and western countries to give students fresh language information. The integrations of the culture into class will make the class more interesting. No doubt, the students will be the beneficiaries to know fresher source and enjoy their English class.

Most of the students who are god at English learning are quite interested in the culture of western countries. The culture is also a good resource for the teacher to use to motivate the students to learn English. It is new to them, and everyone is curious about something new.

(4) The teachers should make full use of body language and other nonverbal ways.

According to the characteristics of the elementary students, when an oral communication is launched, the teachers? look, action, and even t he dress of the teachers can pass a lot of information to the student., the teacher should make full use of these nonverbal ways to organize some interesting language communication forms, stimulate students' interest, and guide students to participate in the activity actively.

Conclusion

In conclusion, Oral English teaching is very important in primary school and it has a long way to go. Teachers will have brand new experiences in teaching. While there are conflicts between the old and the new teaching modes sometimes, there are also surprises when students speak out learnt English. Teachers are often affected with students? active thoughts, learning enthusiasm and improvement of English competence. L et?s enjoy these surprises and gr ow with our students!

References

①Chinese Ministry of Education .《English Course Standards》First edition . B eijing：Beijing Normal University，2011. P13

②Guqinyan. How to improve the English oral ability in primary school. http: //https://www.sodocs.net/doc/7717496971.html,/link?url=anVfPXW7jC-tiA842pGEsbQkDvW7tDV9Zmp5qyM2i v9raWp-jt3i7UUA1tpymv1fevDWMGEX_4XtVc9cyKo_GRGvirMByRHUFoMFl-kt 9n3，2013.8

③Helina. The research of Oral communication ability in primary school. Sich uan Normal University，2012

④Jiaotongmei.The dialogue in English rral communication. Teaching and M anagement.2008,9

⑤Mjinlong. The research of oral English in school.journal of Xi'an Intern ational Studies University oral English,2001,4

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