輸出假設(shè)理論在初中英語口語教學(xué)中的應(yīng)用-開題報(bào)告-文庫吧
2025-01-04 00:17 本頁面
【正文】 ledge, emotion and attitude, learning strategies and cultural awareness and other aspects of the overall development of the above. Language knowledge and language skills is a prehensive ability to use language。 cultural awareness is helpful in correctly understanding of language and the appropriate use of language。 positive emotional attitude is conducive to promoting students’ active learning and sustainable development。 effective learning strategies is to improve the learning efficiency and development of autonomous learning ability. These five aspects plement each other, and jointly promote the formation and development of the prehensive ability of using language.In the stage of pulsory education English curriculum should be able to make the students to learn English and use English, language development using ability and interpersonal skills, form a positive emotional attitude and effective learning strategies。 shall be such as to enable students to experience the English rich cultural connotation in the process of learning and using English, especially understanding cultural differences, the formation of cultural awareness and preliminary cross cultural municative petence of a cross preliminary.Thus, we can see that our country pay more attention to students’ municative believed that no one would be born to speak, and people can municate with others only by much practice. The Father of Application linguistic in British thought that, to learn English, you need to open your mouth, to read, to say. Linguist Thomas (D. HYMES) said, language refers not only ability of whether one can make grammatical sentence, but also the ability of whether one can apply it properly. He said speech is an important form of language and a significant way in we want to improve students’ municative petence, then the oral teaching is really the most critical continuous and effective language output can achieve the purpose of munication. But now there are big problems of junior middle school students39。 oral , influenced by the examinationoriented education, most of the teaching methods can not achieve the outline of the standard released by the Ministry of other words, in order to achieve the teaching objectives, teachers pay more attention to the students39。 reading or writing ability, the students39。 oral expression ability is usually ignored or weakened. Secondly, insufficient emphasis is put on the teaching of pronunciation. Many teachers do not pay attention to the students39。 pronunciation is correct or not, do not focus on the students’ pronunciation and intonation, what they only care about is what students , the mon level of teachers is not advanced. Schools do not have a dedicated teacher, teacher resources are not strong enough. Fourthly, because of the over class size, fewer opportunities to practice is given the students. Students do not have the time or opportunity to express themselves one by , lack the necessary language 39。 oral munication is based on the false context, there is no real desire to municate. Moreover, the school does not have a good oral environment, the lack of a number of associations or English corners and the problems encourage us to make further exploration on English oral teaching methods of the junior middle school so as to improve the standard of teaching and to enhance students39。 speaking ability.From above ,we can find that speaking is quiet important and bined with the new curriculum standards of our summary, our country is ai
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