How to Teach Oral English for College Students

Thesis statement: The significance of oral English lies in the effect of its very use of highest frequency in communication, and consequently how to enhance effectively the students’ proficiency in spoken English should be put in the top position in English teaching.

I.                    Introduction

II.                 The aim of having an oral English course

III.               Choosing appropriate oral English material

IV.               The method of training oral ability

    A. Creating language environment

1.       Setting up a scene;

2.       Raising questions;

3.       Listening to the tapes

B.      Developing extracurricular activities

C.      Exploiting various occasions for oral training in English

D.     Many devices to practice

1.       Free talk;

2.       Speaking English according to pictures;

3.       Tongue twister;

4.       Building up a sequence of a story

E.      Read aloud and recite excellent passages

V.                  Avoiding the influence of Chinese

VI.               Conclusion

Abstract: One of the most fatal diseases in college English teaching is the common indifference to oral English training for the students, which has brought seriously passive results responsible for the students’ inability of spoken English. The reason is due to that almost all- important examinations of English do not consist of an oral test, which leads both teachers and students to neglect oral ability. As a result, students of English have found it difficult to communicate orally with others; even a college graduate of English major may be so often enthwarted with his or her inability of communicating with others in spoken English.

In this paper, the author, as a graduate of English major, tries to emphasize that when language techniques are integrated into a “natural” language environment designed by the teacher, learners will learn a language actively, since learning a language is for the very purpose of communication. Therefore, great stress should be laid on oral English in order to enhance students’ oral English.

Key words:oral English teaching; language environment; communicative ability; teaching materials; oral practice

 

I. Introduction

More and more effects have been paid to enhance language abilities of college students than ever before since China joined the WTO. Language is the means for exchanging ideas between people. And language abilities, especially spoken English, play an important role in various aspects, largely deciding whatever or not a job-hunter can be regarded as a potential qualified worker and therefore can be hired. Under such circumstances, so many college graduates cannot express their ideas freely in oral English and thus lose their opportunities. To improve spoken English of college students in an urgent task right now.

 

II. The aim of having an oral English course

Learning a language is for the purpose of communication.“国家选拔出国人员的英语口试，无论WSK（全国外语水平考试）还是与国外合作的剑桥商务英语，其测试重点不是考生掌握英语语言形式的准确性，而是使用英语的交际能力。”（张东波，2005，P66）That is to say, we communicate effectively with language. Yet so many students of English who have learned English for seven or eight years, they still fail to speak English fluently. But they are competent in exams. Even though their expressions are correct, they are not understood because they have neglected and paid little attention to spoken English. They seldom practice English orally. We must realize now that English learning is not for exams, but for how to express our ideas exactly and freely, especially in oral communication.“注重学生的口语能力是口语教学的首要任务。”（张宏，1998，P22）

 

III. Choosing appropriate oral teaching material

Most of the speaking activities of the traditional types, such as reading dialogues, reciting texts, doing translation, and the materials chosen for the students are not non-authentic where students feel deadly bored instead of appreciating them and accepting them. “培养学生口语能力必须选择好一套符合语言交际功能特点又能吸引他们，诱导他们活动的口语课本。”（张宏，1998，P37）The main aim of edit oral teaching material is communication ability. These books of starting point are communication. Students can learn that many expressions on different occasions. By way of dialogue and act a role and so forth, make students understood content in class. Oral English materials should be related with culture background, politics, economy, history, geography, customs, and education and so on. These contents can help student understand foreign countries, moreover, student’s expression more idiomatic. In addition, oral teaching material should have enough practicing. From reading to discussion students have many chances to practice spoken English. Teacher also chooses some books from foreign press. It obviously can improve student’s spoken English skill.

 

IV. The method of training oral ability

A. Creating language environment

In the four Basic English skills, speaking is the most difficult. Most students can speak, but their expressions are not fluent. It is important that they lack of English environment. They speak English less and less in normal times and have a psychological pressure. They worry about grammar and pronunciation. For these reasons, teacher tries every possible way to create the language environment for encouraging students to speak.

1. Setting up a scene---- Some contents are very interesting; teacher can bring part of teaching aids to teach new contents in class. If necessary, teachers set up some scenes are related with new knowledge by them. Students practice lively through half-truth language environment. Like something about airport, teacher imitates the tickets; hand out tickets to some students act passengers; the left students play the part of an aircraft commander, airhostesses, and an announcer. Be under teacher’s guidance, the whole class accomplish a process of by plane. Such these problems as excess luggage and the plane is late, students want to know how to solve. And now, students turned active. All of them have a will to know the methods. Having this practice, if students come across the real situation, they need not be nervous. They can communicate with foreigners freely. Their attitude towards English is very positive and they are eager to learn more. Speaking could increase the students’ interest in and enthusiasm for English learning. “The development of oral ability is a good source of motivation for most learners.”（Harmer, 1992, P53）

2. Raising questions----When students are to learn theword vacation. First, teacher writes down the following questions on the blackboard.

----In China, how many vacations we have?

----How did you spend your winter vacation?

----Where did you go during summer vacation?

----What exactly did you go?

Because everyone has vacations life in the past, they are interested in how each of them spent there past vacations. Then, teacher requires students connect with these own answer of questions. All of them know which they want to say. There is nothing to be afraid of making a fool of self. They did not feel any more these are answer teacher’s questions. This is share own vacation life.

3. Listening to the tapes----Listening and speaking are related. One wants to speak a good English, one must listen at many times. Listen to the radio, recording and imitate others. It can be improve one’s speaking fast. According to the content, teacher often broadcast tape-recording. At first, students open the book to listen. After many times, while students listening, close the book and write down key words. If they do not listen clearly, open the book again to check. Until students listen carefully every words. Students imitate these sentences repeatedly. Speaking is expression. And listening is assimilation. Listen a recording many times, student assimilate more knowledge and accumulate more information. So student can speak fluent and idiomatic English.

B. Developing extracurricular activities

Students need a lot of practice. Extracurricular activities can develop an interest in speaking. Because of limited time, students have no enough time to listen and imitate in class. For those students who’s English is common, but they love English. Teacher should broadcast some tapes about teaching material for students again and again after class. When students meet new words and phrases, teacher explains those words for students immediately. Excepting this, English corner also set arouse student’s enthusiasm for English. This environment is different from class. There is no everyone watching. Everyone is relaxed. Even if those students who are English were not good, they would like to speak English in this environment. Students change passive into active.

C. Exploiting various occasions for oral training in English

Anywhere one can speak English. It is need not special occasion. As a matter of fact, if one wants to speak, open one’s mouth in the light of practical conditions anywhere and any time. Grasp the opportunities. Say hello to foreigners of one’s own will. Such as play games and chat between classmates, these situations are good chances. All of these can use we have learned words and phrases have a conversation.

D. Many devices to practice

Abuse of traditional oral English teaching is less chance. Students always are passive. Their language input and output lose balance. The solution can be: increasing spoken English practices, deepening consciousness of participation in practice.

1. Free talk----The content of free talk is not known by anyone. Avoid the traditional form, just like greeting someone. When students have no topic to exchange. Teacher provides some key words to lead the conversation. In the end, left several minutes, teacher asks a few groups to show their conversation. Then teacher gives some advices to them. And praise them for their courage. Teacher’s praise is a great encouragement to students.

2. Speaking English according to pictures----Students speak English while looking at pictures. This can be the best device. When they feel that they have no words, pictures can help expand student’s imagination. Besides, pictures can help students get deeper understanding of the language situation.

3. Tongue twister----Practice is very important to learn a foreign language. Closing one’s mouth, one cannot speak well. There is only one way to speak a standard pronunciation, which is practice. Practice makes perfect. Some students are too shy to speak. Tongue twister dispels their worries. But one wants to speak fluently these words or phrases that are difficult to pronounce correctly and quickly, one must be practice repeatedly. For example, she sells seashell on the seashore.（杨平，2001，P17）Besides, tongue twister has many uses. The sun shines on the small shop signs.

（杨平，2001，P17）This sentence is dentist check denture fit for patient whether or not.

     4. Building up a sequence of a story---- From teacher to every student, one by one, till the last student end the story. Advantage of this practicing form is give free rein to student’s imagination.

E. Read aloud and recite excellent passages

Read loudly and clearly can improve an instinctive feel for the language. Read all kinds of theme and type articles widen one’s outlook and assimilate wide-ranging knowledge. As Rivers suggests, “One skill cannot be performed without another. It is impossible to speak in a conversation if you do not listen as well, and people seldom write without reading—even if only read what they have just written.” (Rivers, 1968, P20) Francis Bacon said: “Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; moral, grave; logic and rhetoric, able to contend.” （

吴伟仁，1988，P140）Foreign works can help us understand foreign customs and culture. Recite excellent passage, we can learn essence no matter words or sentence pattern. For example:

To be, or not to be: that is the question:

Whether ’tis noble in the mind to suffer

The slings and arrows of outrageous fortune,

Or to take arms against a sea of troubles,

And by opposing end them. To die: to sleep;

No more; and by a sleep to say we end

The heartache and the thousand natural shocks

That flesh is heir to, ’tis a consummation

Devoutly to be wish’d. （吴伟仁，1988，P83）

Through way of interesting oral English practices, and reduce student’s pressure. It can improve the quality of teaching.

 

V. Avoiding the influence of Chinese

The cultural difference makes communication different. For instance, when one meets a foreigner, one will greet him or her with “ 你吃了吗？” according to Chinese custom. They may misunderstand that you will treat him or her. But the conversation goes on, one switch the topic to another. All these you do puzzle them. This is a simple example that Chinese influences communication. The foreigners greet others with “hello” or “hi”. Those questions should be avoided when you talk with foreigners, such as “How old are you?” “How much is your income each month?” “How much is your new coat?” “Are you married?” These personal questions are forbidden to ask. This is actual difference between east and west.

Another example, “although” and “but” can be used in Chinese, but it is wrong if you use both “although” and “but” in an English sentence. The difference is mainly related those topics of greeting, thanks and appeal. As long as we know well the cultural knowledge, we should have good grasp of language and communication.

 

VI. Conclusion

In sum, all above take advantage of improve spoken English of college students. If one speaks English time and time again, one can speak fluent and idiomatic English. The best way to develop the students’ oral ability is: make the students talk, let them talk, and listen to them talking! Where there is a will, there is a way. 

 

References

 

Harmer, J. Teaching Oral Communication. Oxford: The OxfordUniversity Press, 1992

Rivers,W.M. Teaching Foreign-language Skills. Chicago: The University of Chicago Press, 1968
吴伟仁，《英国文学史选读》北京：外语教学与研究出版社, 1998
杨平，如何让学生开口《英语知识》, 2001
张宏，我对英语口语教学的看法《英语天地》, 1998
张东波，口语教学与语言能力和交际的培养《西安外国语学院学报》，