Although the situation in different regions and schools in China is different, the current situation of oral English teaching in China University can be summarized as follows:
1. Concept: The concept of college oral English teaching in China is generally outdated. For a long time, oral English has not been tested in senior high school entrance examination and college entrance examination, and English teaching only focuses on the cultivation of listening and written test ability. The neglect of oral English in middle schools is an important reason for the poor oral English foundation of college students. In addition, it is more serious for college students to learn English in order to pass the grade. For a long time, CET-4 and CET-6 still pay attention to listening, reading and writing, and there is almost no requirement for oral English. Influenced by the examination baton, many students neglect oral English training.
2. Classroom teaching: Oral teaching is inefficient, teaching methods and means are single, and the effect is not ideal. In terms of curriculum, apart from a few colleges and universities offering specialized oral English classes, there are basically only intensive reading classes and listening and speaking classes. In the traditional English intensive reading class, most teachers only pay attention to the overall understanding of the text and the explanation of language points, leading the whole teaching process, so students rarely have the opportunity to practice oral English. In listening and speaking classes, due to the influence of exam-oriented education, teachers generally only pay attention to students' listening training, while ignoring students' oral expression. In terms of classroom capacity, most college English classes in colleges and universities are taught in large classes, and the average speaking time of each student is only a few tens of seconds, which makes it difficult to achieve the expected teaching effect.
In addition, the teaching methods and means are not really diversified. At present, in college English teaching, most teachers still adopt the traditional grammar-translation teaching method. Classroom activities are mainly teacher-centered teaching activities to impart knowledge. In some colleges and universities, phonetic equipment is relatively scarce, which also limits the flexibility of oral English class to a great extent.
3. Teaching materials: The compilation of oral teaching materials is random, lacking systematicness and long-term, which is not conducive to oral teaching. In recent years, various spoken books have appeared in the market. Among them, most of them involve a wide range and are systematically standardized. However, on the whole, college oral English textbooks are still limited and scattered. Some textbooks are theoretical, and their contents are no longer suitable for the development of today's society. Some topics have little to do with students' real life and thoughts, and some topics are too simple or difficult for students to say.
4. Teachers: At present, the continuous expansion of enrollment in colleges and universities has brought great pressure to college English teaching, far exceeding the ability of existing teachers. At the same time, many teachers' pronunciation, grammar and culture need to be improved, and teaching theories and methods need to be further improved. Compared with domestic teachers, foreign teachers have more pure English pronunciation and a better understanding of the cultural customs of English-speaking countries. "But they (foreign teachers) are not as familiar with students' study and life as domestic English teachers, and they don't know much about China's national conditions. Teaching books are difficult to target, and the teaching effect is difficult to go up. " (Lin Meichan, 2005: 8) In addition, due to objective reasons such as large mobility, small number and uneven distribution of foreign teachers, although most colleges and universities have hired foreign teachers at present, they cannot all teach foreign languages to the public.
5. Students: In recent ten years, China's college English teaching has made great progress, and the overall English level of college students has been greatly improved. However, the oral communication ability of non-English majors is relatively backward: the oral communication ability of college students is uneven; Most students' oral English foundation is weak, and their weak language ability seriously affects their pragmatic competence.
Second, improve the status quo of college oral English teaching countermeasures
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In the actual oral teaching process, teachers often encounter the above problems. All these problems need to be solved in order to improve the present situation of oral English teaching for college students in China, and thus improve their oral English communication ability. In view of the above problems, the following lists the relevant countermeasures for the reference of the majority of oral English teachers.
1. Reform educational concepts and English teaching courses. Teachers should make students understand that passing CET-4 and CET-6 is not the ultimate goal of learning English. When learning a language, the four basic skills of listening, speaking, reading and writing are indispensable. Re-adjust college English curriculum according to curriculum requirements. Taking oral English course as an integral part of college English course series, appropriately reducing the class hours of basic knowledge and increasing the series of skill-based, cultural knowledge-based and applied elective courses.
2. Create a student-centered classroom teaching mode to create a real language communication environment for students. Compared with traditional teaching methods, multimedia network technology integrates words, sounds and images, which can provide more realistic language materials and communication scenes. Therefore, teachers should make full use of network multimedia technology to provide students with authentic language input and make necessary preparations for language output. In addition, teachers should change the teaching mode of "one-language communication" and replace it with a student-centered classroom teaching mode. In oral English classroom teaching, teachers only do necessary guidance, prompt, error correction and summary, leaving limited classroom time for students.
3. In the choice of teaching materials, teachers can use a practical and interesting teaching material, supplemented by some real materials, and use both teaching materials and extracurricular materials. Textbooks can provide systematic and situational training to help students solve the problem of "how to say". Teaching AIDS are flexible, keep pace with the times, practical and interesting, and are closer to the culture of English-speaking countries, which is helpful to solve the problem of "what to say" for students.
4. Pay attention to the training of teachers and constantly improve their professional quality. A qualified oral English teacher should have good professional knowledge, including listening, speaking, reading and writing. Understand and be able to control various educational theories freely; Understand the basic theory of students' psychology and second language acquisition; Understanding Chinese and western cultures can infiltrate cultural connotations into English teaching; Master modern educational technology and skillfully use multimedia and other computer-aided teaching methods; Have the ability to constantly update teaching concepts and understand and apply new linguistic theories at any time. The improvement of teachers' professional quality needs teachers' own efforts and the support of administrative departments at all levels. In addition, the role of foreign teachers can not be ignored.
5. Pay attention to the cultivation of students' abilities. First of all, a solid language foundation is the guarantee to improve oral communication ability, so we should pay attention to the cultivation of students' language foundation in oral teaching. Secondly, we should strengthen students' understanding of western culture and cultivate their cross-cultural communication ability, so as to achieve the purpose of cross-cultural communication. Finally, we should pay attention to cultivating students' habit of thinking in English and strengthen the training of English thinking ability.
Improving college students' oral English is one of the main tasks of college English teaching in China. As college English teachers, we should use our limited classroom time and spare time to provide students with opportunities to practice oral communication to the maximum extent, and solve the main problems existing in the current college oral English teaching in China, so as to effectively improve students' oral communication ability.