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序言：寫作是分享個人見解和探索未知領域的橋梁，我們為您精選了8篇的口語交際能力論文樣本，期待這些樣本能夠為您提供豐富的參考和啟發，請盡情閱讀。
【關鍵詞】口語交際；培養策略隨著社會的發展，口語交際能力日益得到人們的重視。《語文課程標準》提出：“語文是工具性和人文性的統一。而語文是最重要的交際工具，應當培養學生具有日?？谡Z交際的基本能力，在各種交際活動中，學會傾聽、表達與交流，初步學會文明地進行人際溝通和社會交往，發展合作精神?！笨梢娍谡Z交際能力是現代公民的必備能力。要求我們培養學生傾聽、表達和應對的能力，使學生具有文明和諧進行人際交流的素養。
1以身作則，充分發揮教師的示范作用
口語交際活動是由說者和聽者雙方的活動構成的，在教學過程中老師的示范作用是非常重要的。我們在備課時不僅備教材，還考慮話怎么說，詞怎么用，手勢怎么用。教學過程中，我們同時兼顧聽和說雙方，只要不是我擔任說話者，我就以聽者的身份出現，與學生一起參與聽話訓練，用自己集中注意力聽話，迅速地做好記錄，及時做好良好的反應等良好的表現給學生做榜樣。同時，我還認真觀察說和聽的雙方活動，注意巡視學生聽說情況，發現說話者語速偏快或偏慢，聲音偏高或偏低，姿態、表情不自然，都要以恰當的方式及時指出，讓學生作出調整。老師規范化的語言是學生學習的規范化語言的表率。老師的一舉一動都成為學生模仿的對象。因此，當我擔任說話者時，我很注意自身語言的準確性和規范化，語言簡潔、生動，表達清楚明白，努力在口語規范化和口頭表達的技巧上發揮示范作用。這樣學生聽多了，聽慣了就會把我們老師的語言化為自己的語言，起到潛移默化的作用。
2創設情境，激發口語交際的興趣
我們知道，興趣是最好的老師。一個人無論干什么，只要有興趣，便有了自覺性。進行口語交際訓練也是如此。激發學生的興趣，就等于激發學生的自覺性，這便成功了一半。創設情境，是激發學生口語交際興趣的重要途徑。創設情境的方法很多。
首先，老師生動的語言，便可以創設一個引人入勝的情境，使學生的大腦里充滿神奇的想象，欲罷不能，豐富的想象使他們想說，爭著要說。比如，《倔強的小》的教學中，讓學生閉上眼睛，那凄涼艱難的聲音伴隨著老師生動的語言描繪，使行軍過草地時勇敢面對困境不畏犧牲的情景再現在學生的腦海，學生猶如身臨其境，豐富的想象使學生爭著訴說，變“要我說”為“我要說”。閱讀教學變得生動活潑，學生的口語交際能力得到了訓練，又培養了學生創造性想象能力。
其次，現代化教學媒體的運用，為學生營造一個身臨其境的場景，使學生有話想說。現代化教學媒體的運用，是創設情境的重要手段，它直觀形象，幫助我們生動地再現了情境，達到其他教學手段無法達到的效果。如在教學《鯨》中，我把齒鯨和須鯨的動畫圖像利用電腦屏幕投影出來，齒鯨和須鯨怎樣呼吸的樣子就歷歷在目。學生興趣盎然，爭相介紹它們是怎樣呼吸的，說得活靈活現，口語交際能力得到了培養。
另外，開展豐富多彩的活動，把表演、游戲、角色扮演等引進課堂，營造一個生動活潑的語言環境，提高口語交際的興趣。例如，《濫竽充數》這寓言具體故事性和趣味性。我在教學之后，讓學生把“南郭先生逃走后會怎么樣”來續寫這個故事，寫好后再修改，再讓學生上講臺說故事，看誰編得好，講得好。學生通過親身參與了講故事，積極性特別高，說得也特別好。
3堅持上好口語交際課，教給學生口語交際的方法和技巧
根據新大綱，人教社對教材進行了修改。“口語交際”訓練成了小學教材的重要組成部分且自成體系，很多基礎訓練都安排了口語交際訓練，內容豐富，形式活潑，有些還有插圖，每次訓練還精心設計了問題或有提示，體現了每次口語交際訓練的主題，明確提出了訓練的內容和要求。在教學中我們充分發揮了教材的優勢，堅持上好口語交際課。每次上課，我們都緊靠教材內容引導學生先觀察插圖或是看清要求，然后再講述。同時我們還十分重視課前準備，如收集資料，觀察動植物，或是自己先參加相關的活動。而在口語交際課上，則根據口語交際的不同內容，創設交際的情境。如：生活展現情景、圖畫再現情景、音樂渲染情境、表演體會情境。我們也盡量做到看說結合，聽說結合，演說結合，并做到點面結合，人人互動，生與生說，師與生說，在訓練過程中注意每個學生的語言、態度、情感等方面的表現，相機指導。訓練中，重聽重評，讓學生明白：認真聽別人說話，既是對別人的尊重，也是對自己聽話、辨析能力的訓練，還能給自己的說話有一定的啟發。在聽說的基礎上，我們還根據信息反饋的情況及時評價。評價時可以教師評，也可以學生自評，學生互評，說后評，評后再說，努力使說話更趨完整、貼切，努力提高學生口語交際能力。
4開展豐富多彩的課內外活動，提高口語交際能力
摘 要
近年來，隨著我國改革開放的發展和我國與國際間的經濟、科技、文化交流日益頻繁，人們越來越重視外國文化問題。同時，我們也逐漸認識到了了解外國文化在對外交往中的重要性。在教育領域中，外語教學也漸漸重視對學生交際能力的培養。然而，對許多老師而言，文化教學還是一個較新的概念，從跨文化角度對英語教學進行研究探討在目前還是個新領域。我們必須認識到交際能力的培養是外語教學的主要目標，培養學生跨文化交際的技能是中學外語教學要達到的一個目標。文化教學在中學英語教學中的重要性不可忽視，英語學習者不了解英語國家的文化，就無法獲得交際能力。因此在中學英語口語教學中應該目標明確地，循序漸進地，方法得當地導入文化教學，使英語學習者在學習語言和知識的同時受到文化的熏陶，在跨文化交際中游刃有余。
關鍵詞： 跨文化交際；文化教學；中學英語口語教學
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.
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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.
誠 信 承 諾
我謹在此承諾：本人所寫的畢業論文《論中學英語口語教學中跨文化交際能力的培養》均系本人獨立完成，沒有抄襲行為，凡涉及其他作者的觀點和材料，均作了注釋，若有不實，后果由本人承擔。
承諾人（簽名）：
關鍵詞：小學;低年級;語文教學;口語交際能力;培養策略
一、小學低年級語文教學中口語交際能力培養現狀
（一）師生都不具備正確的口語交際能力培養觀念
在2011年版的語文課程標準中就確立了交際教學的總目標，但是實際情況卻是小學生的口語交際能力培養并沒有取得明顯的效果。這是因為通常情況下，小學語文考試試卷上都不會直接出現和口語交際方面相關的內容，因此教師會將大量的時間安排給考試內容的學習，口語交際的教學基本上形同虛設。另外，還有部分教師偏面的認為口語交際訓練是要在專門的口語交際課上進行，閱讀教學的重點應該是字詞的講解和文章的理解。所以，我們急需更新口語交際能力的培養觀念。
（二）關于口語交際能力的培養不具備有效的手段
怎樣在閱讀的課堂上對學生進行口語交際訓練是現在許多教師都在思考的問題，在小學語文閱讀教學中，教師通常都會運用朗讀、復述等的方式訓練學生的口語交際能力。雖然說這樣的方式可以達到訓練學生聽說能力的目的，但是此方式并不適用，交際性不強。究其根本，還是因為大部分教師對訓練口語交際的方式并不了解，更不用談及其使用情況，這成為導致學生對口語交際缺乏興趣的重要原因之一。
（三）缺乏行之有效的評r
對于口語交際評價，2011版語文課程標準中已有過規定，需要注重提升學生對口語交際的認識與表達溝通的水平，考察口語交際水平的基本項目包括即席講話、主題演講以及問題討論等。但是，就目前而言，小學語文考試中只是比較注重對字音字形的掌握、閱讀理解能力和寫作能力等的考察，對口語交際能力的評價通常都比較隨意，很缺乏一定標準的口頭評價。這是因為大部分的教師都認為這項能力考試中不考，而且學生的母語就是漢語，不用費神去學，實際教學中教師怕教、學生厭學的現象很明顯。
二、小學低年級語文教學中口語交際能力培養策略
（一）轉變觀念，重視閱讀教學中口語交際能力的培養
1.一定要轉變為考試而教的觀念?！翱雌匆魧懺~語”、“寫出近義詞反義詞”、“閱讀理解”等是小學語文試卷中常見的題型，因為試題中重點考查的是字形、字音、字義的掌握和對句子、文章的理解，所以通常情況下都不會直接出現考查口語交際方面的內容。所以，教師在閱讀教學過程中會下意識地大幅度縮減口語交際訓練的內容，甚至有的教師會將焦點全部放在字詞的講解和文章的理解上，基本上對口語交際教學保持的是忽略的態度。
2.改變之前分模塊教學的觀念。在小學語文教材中，每個單元的《語文園地》中都有專門的“口語交際”內容，這導致不少語文教師都認為口語交際訓練只是局限在口語交際課上，和閱讀教學沒有什么密切的聯系。因此，在語文閱讀教學中經常可以出現這樣的情況：教師僅僅關注詞語、句子的講解和段落大意以及中心思想的歸納，通常情況下是教師講得繪聲繪色，學生卻聽得無精打采，總結整個閱讀教學過程即教師單方面在唱著“獨角戲”。這樣的教學觀念是不可取的。在語文閱讀教學中，教師要積極引導學生認真思考問題，而且還要給他們營造相互交流、討論的環境，鼓勵學生提出自己的想法。學生在討論交流、提出觀點的過程中口語交際能力也能得到充分的鍛煉。
（二）探索并豐富口語交際能力培養的途徑
1.情景對話、表演。小學語文教材中有許多的對話內容，因為教材中收集的都是童真童趣的文章，無論是童話還是寓言故事都是有人物或者是擬人化的角色活動的。教師可以依托文本，創設出情境，讓學生扮演其中的角色，分小組進行模擬對話訓練，確保學生能夠在模擬對話的過程中，受到典范語言的影響。長期堅持下去，可以幫助學生實現語言的感悟、內化和遷移，自身的語言感知和運用能力也可以增強。
2.討論辯論。教師在小學語文閱讀教學中要巧設“討論環節”，鼓勵發言者要將自己的個人觀點清晰地呈現給小組的其他成員，小組的剩余成員還可以在發言者闡述觀點的基礎上提出自己的看法和觀點，無論是贊成的還是反對的都能促進學生的進步，循序漸進，不斷增強學生的口語交際能力。
（三）采取有效的評價措施
運用筆試法和口試法相結合的方式。為了更好地保證小學語文閱讀教學中口語交際能力培養的全面真實進行，我們可以在教學中采用筆試法和口試法相結合的方式，確保我們的評價能夠起到其本該有的作用。對于筆試的設計，首先可以引起師生對口語交際訓練的重視，下意識地在教學中增加口語交際訓練的比重;其次，可以從知識和技能的角度對學生的口語交際水平進行考查?？谠囍饕菍W生基本傾聽、表達和交流能力的考察，方式比較多，常見的有問答法、復述法、看圖說話等等，通過這些方法教師可以當面對學生的口語交際水平進行考查。
參考文獻：
論文摘要：培養學生的口語交際能力是中職語文教學大綱的基本要求，更是適應社會發展的需要。作為語文教師，應把培養學生口語交際能力作為義不容辭的責任。這是一項長期的任務。在教學中，我們要重視學生口語交際能力的培養，使學生掌握口語交際的基本技能，養成良好的口語交際習慣，以適應現代社會的需求。
職校教育無疑要突出對人才的技術和技能的培養，但口語交際能力的培養也是不可忽略的。學生口語交際能力，不僅指學生應具備聽和說的能力，而且要求在具體的口語交流中，培養學生的語言交際能力——一種在人際交往過程中表現出來的靈敏、機智的聽說能力和待人處世能力。未來的社會是合作的社會，合作離不開思想、情感的交流，而口語交際是所有交流手段中最基本最常用的。所以，培養學生的口語交際能力是社會發展的要求，也是學生終身發展的需要。
但目前中職學生中眾多學生口頭表達能力相當差，表現在復述、答問、交談或講述中，或聲音低小，吐字含混、發音不準；或結結巴巴，語無倫次；或手足無措，表情全無。有的學生甚至連漢語拼音字母都讀不出來，是什么原因造成中職學生口語交際能力如此差呢？究其原因，主要有以下幾個方面：其一是教師教育理念的陳舊，教師囿于古老教學模式，重讀寫，輕聽說；重知識傳授，輕能力培養，沒有給學生提供口語交際的舞臺。其二，學生在中小學的漢語拼音沒有學好，對普通話的聲母、韻母、聲調的發音方法沒有掌握，方言嚴重，學生羞于開流。其三，中職學生大多未能走出中考失敗的陰影，自卑而消沉，心情較壓抑，說話交際的心理障礙較大。其四，學生的心理素質較差，缺乏良好的心理調控能力，再加上見識少，知識面窄，不少學生放眼看不清外面的世界，張口說不明自己的意思，當眾說話時心慌氣短，過分緊張……凡此種種，都亟待老師的引導而加以改進。
可見，加強對中職學生的口語交際能力的訓練勢在必行。作為語文老師，理應把培養學生的口語交際能力放在首位，并努力通過加強“說”的訓練，帶動學生“聽、讀、寫”能力的全面提高，既增長學生適應社會的才干，又增長學生觀察社會、思考問題的見識。下面我將聯系自己的教學實踐來談談如何培養中職生的口語交際能力。
一、創設良好氛圍，克服畏懼心理，培養“敢說敢交際”的膽量
十六、七歲的中職學生，他們本處于性格活潑，表現欲強的年齡階段，剛升入中專，對一切都有新鮮感，為“說話交際”訓練提供了有利條件。但他們又有性格脆弱的一面，對此訓練，有不同程度的畏懼心理。為了消除這種不利因素，我告訴學生敢于邁上講臺，你就成功了一半；開始說的不好是很正常的，老師絕不批評；聽的同學要認真，不許譏笑；一人說完，全班用掌聲鼓勵。這就為“說話”創造了寬松的環境，學生的心理得到了較好的調整。另外，我還制定了一些鼓勵學生勇于上臺的小策略，比如：課前五分鐘學生自由上臺演講，上臺一次，記10分，納入平時成績，平時成績占期評成績的10%。才開始只要求他們能跨上講臺把自己的意思說清楚，不考察其講的好壞。這主要是讓學生熟悉講臺環境，鍛煉在眾人面前說話的膽量。另外，課堂上要建立平等、信任、和諧的師生關系，保護好學生的自信心和自尊心，為學生的口語交際訓練創設良好的氛圍。
為了確保訓練目標的實現，我們建立了如下四個機制：
（1）示范機制：訓練開始，由老師或學生示范，或放錄音碟片，使學生有典范。
（2）督促機制：按座排號，輪流上臺。實行打分制，每組評一個打分員，督促學生上臺，提高說話質量。
（3）競爭機制：學生可打破排號順序，搶上講臺，特別是分數低者，可以通過增加鍛煉次數趕上或超過分數高者。
（4）講評機制：學生先評，教師后評。老師總結評價重在兩方面：一是對優點大力表揚，以增加學生的信心和膽量，二是對不足給予點撥，并附以技巧的指導。
二、拓寬觀察視野，尋找說話題材，培養“愿說愿交際”的習慣
學生膽量有了，也有說話的氛圍了，具體圍繞什么主題，說什么內容呢，這就要求老師善于尋找說話題材，讓學生有話可說，有話愿說，樂意培養口語交際能力。
（一） 利用教材，活用教材，訓練學生的口語交際能力。教師應深入挖掘教材內容，創造各種條件來安排教學。比如講授《天山景物記》時，老師可安排學生先通讀課文，然后加以想象，用自己的話語描述四幅優美畫面。學完詩歌、演講、議論文單元，老師可分別組織開展詩歌朗誦賽、演講賽、辯論賽等活動。另外，每單元訓練后都有個口語練習題，教師可適當選擇作為學生口語交際訓練的題材，老師也可精心設置情境來安排訓練。
（二） 放眼生活、放眼社會，拓寬說話交際題材。我們讓學生觀察學校、社會、家庭中發生的新事，收聽收看廣播電視新聞，在報刊雜志中尋找國內外奇聞逸事，把這些通過整理介紹給同學。他們用自己的眼光觀察生活，以自己的語言述說生活，無論說者還是聽者，都能保持很高興致。這樣，就把“說話”訓練和整個社會聯系起來，拓寬了觀察視野，使“說話”這一小課堂融入了社會這個大課堂。
此訓練階段學生的積極性空前提高。就要求來說，難度比以前增加了許多，但由于有興趣，他們就肯多花力氣，為了“說”好一次“話”，許多同學不僅對觀察所得的材料進行精心整理，有的還在家里預演。上課時，學生搶著上講臺。每次五分鐘訓練，學生總覺得時間過的太快，紛紛要求延長時間，大有不吐不快之感。這種“說話”的積極性和主動性，已遠遠不是想要得一次高分的需要，而是一種想要把自己精心準備的話講給大家聽的強烈愿望。這正是我所希望看到的愿說的局面。
三、教以說話方法，授以交際技巧，培養“會說會交際”的能力
把訓練和中專語文教材聯系起來，分為三個階段：記敘性說話階段，說明性說話階段，議論性說話階段，不同階段的訓練我都授以不同的說話方法。比如記敘性說話階段，根據中專一冊學到的記敘性文體，我要求學生說話內容必須是記敘性的。為了便于操作，師生共同研究設置了如下訓練欄目：“往事如煙”、“童年憶事”、“感人一幕”、“真實人物”、“風景獨好”等。還可以結合閱讀教學，對課文精彩片段進行復述、轉述。由于時間的限制，不能象作文那樣長篇大論，它只能是相對完整的一人一事或一景的斷面或特寫鏡頭，所以，我要求學生選取那些最精彩的方面著重介紹，以期達到說者動情、聽者動容的效果。在技巧方面，師生共同制定訓練目標：（1）“說話”要充分體現記敘的要素，要有清楚的說話順序。（2）“說話”內容要集中，主題鮮明，要有發人深省、催人奮進的教育意義。（3）敘述性語言宜簡練，描寫性語言宜形象，議論抒情性語言應熱情充沛。
在平時的說話交際中，我要求他們注意三個原則：（1）看對象說話，考慮性別、年齡、文化、心理狀況等；（2）看身份說話，既要考慮聽眾的身份，又要弄清自己的身份，以便在話語交際中使用稱謂和口語都自然得體；（3）看場合說話，“到什么山上唱什么歌”，要求說話者考慮在什么樣的場合說什么樣的話。
技巧上：（1）突出語言的通暢性。首先應盡量避免不必要的停頓、消滅口頭語，使語言通暢利落。其次，語言運用力求簡明、準確、生動、口語化。（2）突出姿態表情的自然性。站姿自然大方，雙手自然下垂；面部表情的自然不呆板，眼睛廣視全體而不專注一人。（3）形體語言的恰當性?？山柚酃狻⒖谛汀⑹謩莸刃误w語言表情達意，但力求恰如其分不做作。
總之，現代社會對口語交際能力的要求越來越高。學會口語交際，提高交際能力將成為每個社會人適應現代社會交際最基本的能力需求。作為培養未來社會人才基礎語文素質的中職語文教學，理應注重培養學生的口語交際能力。在教學中，要充分發揮老師的主導、學生的主體作用，給學生充足的時間、空間，多加鍛煉，使學生掌握口語交際的基本技能，養成良好的口語交際習慣。
參考文獻：
1． 程在倫《講演與口才》 高等教育出版社 2003年7月第1版
一、高中口語交際的地位和作用
現行高中語文教材《全日制普通高級中學教科書（必修）語文》在編排上將口語交際與閱讀、寫作并列，突出了口語交際的地位.并明確規定了口語交際的教學內容。第一階段（第一冊），引導學生把握口語交際的基本要求：大膽開口，文明得體。第二階段（第二冊），培養單向的口語交際能力：傾聽。應答。第三階段（第三、四冊），培養雙向互動的口語交際能力：勸說，討論：辯論.演講。
新課標、新教材的要求體現了順應時展的改革思想。力求改變長期以來高中語文教學重“讀寫”.輕“聽說”的傾向，把聆聽、說話放到了與閱讀、寫作同等的地位。在用語上將“聽說”明確的表述為“口語交際”。強調了語用功能.這不僅是提法的改變.而且是認識的變化。標志著語文教學中向聽、說取向的重大轉移。教材確立的體例反映了語文教育的改革思想。
二、當前高中語文口語交際中存在的問題
（一）口語交際教學內容空洞
高中語文課程標準對口語交際教學提出了三條目標要求。要達成這些課程目標，僅僅依靠教材內容是遠遠不夠的。在高中語文課程標準的“實施建議”中對口語交際提出的教學建議是：“應注重培養人際交往的文明態度和語言修養，如有自信、有獨立見解、相互尊重和理解、談吐文雅等。應重視指導學生在各種交際實踐中提高口語交際能力，選擇他們感興趣的、貼近生活的交際話題，采用靈活的形式組織口語交際教學，而不必過多傳授口語交際知識，還應鼓勵學生在各科教學活動中及日常生活中鍛煉口語交際能力?！边@段要求只列出了較為籠統的目標，并沒有可以依托的具體內容。課程目標需要進一步具體細化成可操作的教學目標，教材內容也需要拓展和加深，這些都需要語文教師的能動性參與。語文教師“重構”口語交際教學內容除了受到課時無法保證的影響之外，更沒有足夠的可參考的教學資料，口語交際嚴重缺乏課程理論的支持，與之相關的口語交際專題教材也嚴重匱乏。
（二）口語交際評價一片空白
“口語交際，應考查學生參與口語交際實踐活動的態度，能否把握口語交際的基本要求，善于傾聽，在交流中捕捉重要的信息，清楚、準確、自信地表達自己的思想和感情”。高中語文課程標準對口語交際的評價建議只有這寥寥幾行的指導性文字，除此之外，再不曾看到任何口語交際評價的標準。在專家學者著述的各種書籍中，口語交際教學評價這一部分大多是引證、介紹各國的口語交際評價標準、實施方法，罕見指導方法和具體的評價標準。
三、對策
（一）課前演講，鼓勵交際
從教育心理學角度看，高年級學生具有較強的自信心和自尊心，熱衷于展示自己的力量和才能，對人生、對社會，也有自己的看法和見解，所以提倡課前演講，給學生創造表現自己的演講能力的機會，同時為大家相互學習提供一個平臺。對促進學生口語交際能力的發展具有重要作用。
（二）教授方法，掃清障礙。
主要通過研讀教材，使學生明確寫演講稿的方法并掌握演講技巧。在此基礎上，播放一些著名演講視頻供學生鑒賞：如學生比較熟悉的馬丁?路德金的《我有一個夢想》，奧巴馬的就職演講，以及新東方創始人俞敏洪到隴東學院的演講，師生共同欣賞、共同研討，在班級中掀起一股學習演講的熱潮。這樣學生既產生興趣，又掌握方法，消除對口語交際漠視或者畏懼的心理障礙。
（三）階段引領，逐層推進。
開展課前五分鐘演講時，我遵循“低起點，小臺階，面向全體，課內外相結合”的原則逐層推進。學生按照學號順序，每天一人，輪流進行演講。
（四）開展活動，訓練能力
1、開展讀書活動，培養語感
學生往往口語交際能力弱，詞不達意，這需要通過擴大閱讀面，豐富自己的語言，在閱讀中汲取優秀作品的語言營養，充實語言內涵，不斷提高口語交際能力。學生應該閱讀大量的書籍，特別是文學名著，豐富詞匯，培養語感。高中新課標對課外讀物從文化著作、文學作品、語言和文學理論著作等方面提出了建議。語文課堂開展讀書活動，可以開設閱讀課，有條件的學校可以在閱覽室進行。在語文閱讀教學中，進行朗讀教學，培養學生口語表達能力。教師進行范讀，指導學生朗讀，講解朗讀的方法和規律，如停連、重音、語氣、節奏等。朗讀名篇如《陳情表》、《項脊軒志》、《荷塘月色》、《聽聽那冷雨》等，學生在朗讀時體會作者的感情，理解文章中的人物形象，教師引領學生進行美讀，涵泳品味，培養語感。
2、進行口頭作文，訓練寫作思維
寫作是內部言語轉化為外部言語的過程，有的學生缺乏轉化的能力，想表達而表達不出來，在作文教學中，嘗試讓學生進行口頭作文，可以開闊學生的寫作思路，同時語言的技能訓練有利于寫作的提高。教師在口頭作文中可以進行思維的訓練，如形象思維訓練和邏輯思維訓練，提高學生的語言邏輯表達水平。記敘文按照鮮明的人物形象、感人的事件、優美的開頭、含蓄的結尾、曲折的結構等訓練，議論文按照論點明確、論證方法多樣、論據典型、結構有層次感、分論點的擬寫等訓練，學生說出文體特征鮮明的作文，提高寫作的能力。
（五）社會實踐，運用交際
【關 鍵 詞】 小學語文；教學設計；分析
語文教學視野中的口語交際教學，指在語文教學中培養學生運用規范、簡明、連貫而得體的口頭語言，再輔以適當的非言語的形式與人交流，實現某種交際能力的教學活動。在學生自然習得語言的基礎上，向學生傳授口語交際的形式、方法、技巧和原則，并加強詞匯和語法的練習，從語言知識、語用知識、認知能力和情感態度等多方面完成培養學生的能力，幫助學生完成從主動參與的日常交際向有明確目的的交往活動的轉換，提高并完善口語交際能力。
在教學實踐中口語交際有著重大的意義，主要表現在三個方面：1. 口語交際教學對提高學生口語交際能力有很大作用，可以使學生很好地適應社會的發展。2. 口語交際教學對促進學生的思維有很大作用。3. 口語交際教學對培養學生的創新精神和實踐能力有很大幫助。
一、語文教學中口語交際教學的現狀及原因分析
經過問卷調查，中學語文口語交際教學的現狀基本上是：“大部分學校把口語交際教學當作教學的附庸，看作是教學中一項可有可無的內容。系統、專項的課程幾乎沒有。在《語文課程標準》中，口語交際教學與閱讀、寫作教學具有相等的地位，但在實踐操作中卻與要求有很大的區別。那么，是哪些因素影響了口語交際的正常教學呢？下面就對這一問題進行具體分析。
導致口語交際教學不受重視的主要原因是口語交際教學內容與考試制度的脫軌。當今的教學現狀是口語交際內容在考試時基本沒有涉及。所以大部分老師都堅持“考試考什么，就教什么”這一宗旨進行教學，因此，口語交際課幾乎都被取消。據調查顯示，口語交際教學在我國小學從未獨立設科，口語交際基本上是依附讀寫教學進行，而且口語交際課有時上有時不上，課時得不到保障。
在上面的內容中，我們已經分析了客觀原因，但是我們不能忽略參與活動的主體――學生。在應試制度的趨勢下，大部分學生通常只會注重能得分的知識，而忽略了能力的培養，因而對口語交際這一內容也是懷著不重視的態度進行學習。除了消極的學習態度，導致口語交際教學不能順利開展的因素還包括學生自身經歷的匱乏，知識的狹隘，對一些口語交際內容無話可說。
縱觀以上因素，想要解決這一問題，應該從兩方面入手：一是研究現行小學語文教師用書中的口語交際教學設計；二是對其進行分析，結合當今教學實際情況對案例進行優化，使其案例更有實效性。
二、現行小學語文教師用書中的口語交際教學設計及分析
現行小學語文教師用書中的口語交際教學案例，在設計時都有比較清晰的脈絡，普遍可分為教學目標的設定、課前準備的要求、教學過程的解讀以及對本次教學活動的評價。
如在四年級下冊第三單元口語交際教學案例的設計中，就包含了借助學習成果匯報，鍛煉學生的口頭語言及書面語言表達的能力；通過成果匯報，達到學生傾聽、應對、表達三個目標。這三個教學目標的確定與小學語文課程標準中對小學生口語交際教學的總目標相符，這種教學目標的確定方式，值得教師們在以后的教學案例設計中借鑒。
在課前準備環節，教師用書中也有明確的指示，如在七年級上冊第六單元《追求人類起源》這一口語交際教學內容中，就對口語交際教學課前準備這一環節有了完美設計。它要求上課之前老師和學生都應該留出時間分別進行準備：教師在搜取資料的同時，要堅持記錄自己學習的過程和心得體會，使自己的知識儲備更為完善，然后把學生按照平均比例進行分組，使每個小組的水平大約持平。對于學生的要求則是讓學生針對這個話題進行資料收集和整理。
教學過程的設計是整個案例設計的核心，現行的小學語文教師用書中，對口語交際教學過程的設計是非常全面的，它對每一個口語交際內容下的小話題都進行了精心設計。如四年級下冊第三單元口語交際中，就對大自然給人類的啟示進行了詳細的解讀。在語文教師用書中對這個話題進行了如下要求：學生把自己搜集到的有關大自然給人的啟示資料，自己了解到的有關發明創造的事例或自己從動植物身上得到的啟示，用自己的話表達出來，和同學交流。但想要依據這個話題發表一次成果匯報，說出自己的觀點，就沒有想象的那么容易了。要達到這個標準，就要求老師在指導活動時有一個帶動作用，調動學生收取資料的積極性，然后讓學生們根據搜集到的資料展開討論，最后進行成果匯報活動。這個話題能否達到學生間的廣泛交流并能寫出心得，關鍵在于要找到想將失敗轉化為成功的條件，只有創造了條件，才能從失敗走向成功，反之，只能永遠停留在失敗之處。教師的指點能“點”到這個關鍵上，就能使學生對這個問題迎刃而解。
在分析了語文教師用書案例的教學過程之后，就到了活動評價環節，這一部分的設置，對于激發學生的學習興趣有很多作用。一方面可以對表現好的學生進行表揚；另一方面可以對沒有發揮好的同學進行鼓勵，達到全體同學共同發展的目標。評價學生的口語交際能力，不但要反映學生口語交際水平，而且要反映學生的參與意識和情感態度。這樣的教學評價機制很大程度地鼓勵了學生的學習熱情，激發了學生學習的興趣，在現實的教學活動中應該大力推廣。
三、現行小學語文口語交際教學設計
在進行口語交際教學設計這一問題上，個人比較認同朱紹禹先生“在預設和非預設之間的地帶進行教學設計是口語交際教學的主要設計思路”這一觀點。教學是個有目標、有計劃的活動，需要有預設方案，但語文學科涉及的范圍非常大，如果教師在教學活動中都是按照精心設置的提問，設有預定的標準答案，按照不同環節的過渡及教學時間的大致分配進行教學，那么就會使教學過程非常機械化和程式化，教師不易了解學情，學生應變的空間較小。這就要求教師在進行口語交際教學的過程中有較高的應變思維，要相信事物的答案不止一個。
口語交際要貫穿每單元的教學內容中學習。下面我就淺談幾點三年級下冊《我們能做點什么》教學設計。
（一）教學目標
1. 增強口語交際能力，增強愛護動物、保護環境的意識；2. 領會愛護樹木、保護環境、維護生態平衡的道理。
（二）教學過程
同學們在課下都有已經積極地走入了自己家的小區、街道，觀察了周邊的環境，同學們對于周邊的環境了解了多少呢？下面我們就來交流一下。
首先，讓學生暢談一下自己所觀察到的身邊的環境情況，激發保護環境的意識。
其次，進行關于寫景的古詩句接龍，以小組的方式進行：1. 各組同學以搶答的方式進行詩句背誦；2. 詩句不可重復；3. 保持紀律安靜。最后得分多的小組獲勝。
再次，展示在課前準備的關于保護環境自己將如何做的成果。1. 手抄報；2. 保護環境標語；3. 關于美好環境的圖畫；4. 關于保護環境的小詩等。
最后，教師進行總結。鼓勵學生深入到自己的周邊去撿垃圾、植樹，從自己力所能及的小事著手，為環境保護盡自己的一份力。
（三）活動評價
對表現突出的小組進行表揚，可以是口頭表揚，也可以在小組的日常評比中進行加分，以此鼓勵。
以上就是我個人分析的語文教學視野中的口語交際教學的內涵及意義、口語交際教學的現狀及歸因，以及現行中學語文教師用書中的口語交際教學設計及分析之后對語文課本（人教版）中的口語交際教學活動進行的教學設計與分析。
【參考文獻】
[1] 課程教材研究所小學語文課程教材研究開發中心. 義務教育課程標準實驗教科書語文三年級下冊教師教學用書[M]. 北京：人民教育出版社，2004.
[2] 課程教材研究所小學語文課程教材研究開發中心. 義務教育課程標準實驗教科書語文四年級下冊教師教學用書[M]. 北京：人民教育出版社，2004.
[3] 蔣祖瑞. 口語交際教學方法談[J]. 文學教育，2008（1）.
【關鍵詞】口語交際能力；學生；方法；活動
【中圖分類號】G623.31 【文章標識碼】A 【文章編號】1326-3587（2012）08-0032-01
口語交際作為一種有聲的語言，它主要是依靠口語進行雙向或多向信息交流的一種活動。小學語文教學論文小學生應當具有日?？谡Z交際的基本能力，在各種交際活動中，學會傾聽、表達與交流，初步學會文明地進行人際溝通和社會交往，發展合作精神。培養口語交際能力是現代社會發展的迫切需要，有助于學生書面表達能力的發展，有助于促進智力、發展思維，有助于學生良好氣質的形成。重視口語交際，培養聽說能力是當務之急?？谡Z交際教學要求教師在訓練的內容、途徑、方法上作一番探索與革新。作為語文教師，應當認真分析當前口語訓練的癥結所在，尋求對策，加強訓練，切實提高學生的口語表達能力。
一、激發學生口語表達的欲望
要引導小學生“對感興趣的人物和事件有自己的感受和想法，并樂于與人交流；能簡要講述自己感興趣的見聞；積極參加討論，能就感興趣話題發表自己的意見；對周圍事物有好奇心，能就感興趣的內容提出問題，結合課外閱讀，共同討論”。教師要做到教學語言親切、誠懇、貼近學生年齡特點，站在學生的立場，與學生一起說、一起想，縮短師生之間的距離。經常與學生共同“拉家?！?、聊天，一起講故事、續編故事，使學生的口語交際有“源”而發。尤其是通過談論動畫片、童話故事，更能打開學生的話匣子，引起學生的共鳴，豐富口語交際的內容，增大口語交際面。
二、開展豐富多彩的教學活動，提高口語表達能力
1、在活動中培養口語交際能力?；顒邮切W生喜聞樂見的形式，教師要根據兒童的心理特征，精心設計和組織各種有趣的活動，讓學生在活動中鍛煉口語交際能力。組織生動有趣的游戲活動。如組織“瞎子擊鼓”、“貼鼻子”、“畫嘴巴”等游戲，用較短的時間完成簡單的游戲，然后指導說?？商崾荆河螒蜷_始我們做什么？過程怎樣？結果怎樣？你覺得哪部分最有趣？為什么有趣？觀眾的反應怎樣？組織勞動競賽活動，如組織“釘扣子”等比賽。然后按先后順序說說活動的經過、結果及自己的感受。組織手工剪、貼、畫活動。由教師提供幾個簡單的圖形或符號，讓學生通過手工剪、貼、畫后，再向同學們介紹自己所完成的過程及其內容。
2、每節課“三分鐘的演講”、“兩分鐘的評說”：學生在課外三五成群，經常是侃侃而談，但面對大家卻膽量頓消，為此我們的做法是要求每個學生寫一個自己感興趣的話題在條子上，裝在盒子里，課前抽條準備，上課后站在講臺上演講，每次演講結束后，由另一個同學講評。同學評同學，無所顧忌，有感而發，肯定中有建議，不足中有補充，常常會贏得大家的掌聲。
3、在情景中培養口語交際能力。利用幻燈片制作一個或幾個動物圖片或場景，創設一個故事的開頭，然后讓學生充分發揮想象，編童話故事?；蛘呓處熓孪茸龊娩浺簦瑪⑹鲆粋€故事的結尾，讓學生想象故事的前一部分。在敘述的過程中，可適當地加入動作表演，引發興趣，從而有效提高學生的表達能力。在情景導引下，要注意三點：一是要讓每一位學生“動”起來；二是要特別關注“開口難”的學生；三是鼓勵創新，不人云亦云。
三、強化口語表達教學方法
1、應用以讀學說法。朗讀是學生口頭表達的基礎，它既能讓學生積累表達規范的語言，又能讓學生體驗到“規范”語言的價值，進而建立起學習語言的目標。重視朗讀的訓練，一方面可讓學生多聽錄音朗讀和教師范讀，通過直接感受語調、語氣的變化和體態語言去深刻感受語言的情感；另一方面在學生理解課文的基礎上，可訓練將作者的思想感情轉化成學生自己的“口頭語”去充分表達發揮。如分角色朗讀、換角色演講、“課本劇”表演、想象延伸等都是口語練習的好形式。長期訓練，學生不僅可以積累豐富而規范的語匯，而且能不斷增強語感，促使學生水到渠成地準確用語、表情達意。
2、以聽導說。小學生最感興趣的是聽故事。根據學生這個心理特點，可以組織學生收聽有較強趣味的錄音故事，并要求學生說出重點，交互設疑、解惑，復述故事?？傊痪幸桓瘢M量讓學生“八仙過海，各顯神通”，為口語交際創造好一切條件。讓學生在校外留心大人們的對話，辨析人們口語交際中的“毛病”，學習幽默風趣的對話。在“語文活動課”中常開展“聽進去，說出來”的小型活動，努力促成向生活、向周邊群眾學習口語和交際的方式方法。
關鍵詞 口語 高職 調查
中圖分類號：G719.2 文獻標識碼：A
Investigation and Analysis of Oral Communication
Skills of Vocational Students
CHENG Hui
(Fundamental English Research institute, Beijing Electron Scientific Vocational College, Beijing 100176)
AbstractEnglish were required by the society with the globalization. How to improve students speaking ability becomes increasingly urgent. The author analyzes the status of the students' oral communication skills of vocational school that the author works in and proposes the countermeasures in English oral teaching.
Key wordsoral; vocational college; investigate
70年代初美國社會語言學家Dell Hymes提出了交際能力的概念。他認為交際能力包括兩方面的內容：（1）是否合乎語法；（2）在文化上的可行性，在情境中的得體性和現實性。這一理論引發了對語言交際能力的研究。Canale & Swain（1980, 轉引自Bachman,1990）進一步指出交際能力包括語法能力、社會語言學能力、語篇能力和策略能力。Bachman(1990)認為上述關于語言交際能力的模型很少提及交際能力的這些成分之間的關系，也沒有提及語言使用者是怎樣運用交際能力來和語言場景以及其他語言使用者相互作用的。Bachman（1990）推出了新的語言交際能力模型（Communicative Language Ability, CLA）。它既包括語言知識（或能力），也包括在語言交際情境中恰如其分地運用這些知識的能力。CLA模型由三個部分組成：語言能力、策略能力、心理生理運動機制。其中語言能力包括語法能力、成段話語能力、言語施為能力和社會語言學能力，各由若干要素組成。策略能力包括估計、計劃、執行三個階段。聽、說、讀、寫四項基本技能并非語言活動所獨有，Bachman依其性質歸入語言的心理生理運動機制。這一模型把交際能力作為一個動態的過程來理解，尤其強調策略能力的紐帶作用。由此可見，交際能力是一個復雜的概念，涉及到多種因素，如語言、社會、文化、心理等，包括一個人運用語言手段和非語言手段（身勢語）來達到特定的交際目的的能力。英語的口語教學應根據上述的四個方面的內容，著重培養學生運用語言交際的能力，不應有任何的偏廢。
職業教學更注重能力，突出學以致用。職教的特殊性決定了職教口語交際的特殊性。它對口語交際提出了更高的要求。學生不僅僅在課堂上或創設的情境中間接性地獲得口語交際知識，還必須在具體的實踐環境中直接性地提高口語交際能力。高職的英語口語教學存在著許多需要解決的問題。我們要采取多種策略，拓寬練習的深度和廣度，有效訓練學生的思維和聯想能力，大大激活學生的交際欲望，培養學生口語交際能力與技巧。
1 口語交際能力調查研究與步驟
筆者對自己所任教的某高職院校110名非英語專業高職學生進行英語口語交際能力調查，選定以交際能力培養為切入點，并據此探討了一些在高職英語教學中有效培養高職學生口語交際能力的實際方法，提出一些切合實際教學對策。
參加本問卷調查的是筆者所任教的某職業技術學院2010 級非英語專業的高職新生， 共110名。使用的教材是按照《高職高專教育英語課程教學基本要求（試行）》編寫的《新編實用英語》（第二版），由高等教育出版社出版。
筆者對四個班級進行了英語口語交際能力調查問卷,調查目的是想了解高職學生英語口語交際能力情況。筆者針對學生的口語交際能力總共設計了20道題，這20道題主要想了解學生的口語交際能力如何，對口語教學重要性的認識以及學習口語的目的，學生對當前學校的口語教學是否滿意，學生是如何看待口語交際能力與就業的關系。問卷由筆者親自調查，在此之前明確向學生交代清楚如何完成問卷，無需記名，以此增加問卷的有效性。筆者對所有回收的問卷進行了檢查篩選，刪除了無效的問卷。本次調查發出110份，回收問卷105份，其中有效問卷104份。
2 口語交際能力調查結果分析
2.1 學生的口語能力現狀
進行統計后發現調查對象中有45%的人認為自己口語能力較弱和很弱，認為自己水平很高或較高的分別占到2% 和3%，自我否定認為水平低的比例也較大，在一定程度上說明了加強口語教學的必要性。通過訪談還發現，不少學生認為口語水平不好的原因很多，既有自身的，也有環境的，比如沒有學習口語的逼真語境等。
筆者根據平時教學中掌握的學生在口語交際教學中存在典型問題，參考了一些資料，設計了口語交際方面的 4 個典型問題，從調查結果來看，不敢在眾人面前說話的占調查對象的36%；說話時詞不達意的占調查對象的34%；不能選擇相應交際策略的占調查對象的35%；不愿與他人交流的占調查對象的 29%。另外，選擇其他問題的占調查對象的 8.7%?？梢姼呗殞W生口語交際基礎薄弱、能力較差，存在問題較多，非常有必要強化口語交際訓練。
2.2 對口語教學的認可度以及口語課堂參與度
在學生對口語交際重要性及學習目的認識方面，筆者發現有 97%的同學認為開展口語教學重要，其中“十分重要”和“重要”的占到了 81%，將學習口語知識擺在十分重要的位置。但“你對當前學校口語教學的興趣度是”的調查結果顯示，選擇“感興趣”和“十分感興趣”的只占 13%，說明了學生非常想學口語方面的知識，只是目前學校開展的口語教學不夠生動活潑，學生僅僅是被動的信息接受者，極大地影響了學生學習口語交際課程的興趣。有一半以上的同學對現在的教材能夠接受，不滿意的同學也占到了 32%，比例也較高，說明口語教材還需進一步加以改進。有45% 的學生希望通過課堂交際法教學方式學習，40% 的學生喜歡以學生為中心的教學法。13%的學生則偏愛完成任務過程中學習法，只有2% 的學生認為口語學習應該完全圍繞教師展開，以老師為中心?？梢姸鄶祵W生還是希望在課堂上開展以學生為主體的互動式教學， 這樣可以大大提高學生學習口語的興趣，使大家都有機會參與到教學相長的互動過程中來。
2.3 口語學習目的及其與就業的關系
學習英語口語的目的，有的屬于短期行為，有的屬于長期目標，還有的則屬于終身學習。有 71%的學生是為了應付將來找工作的需要。19%的學生則是為了能修滿所需學分，順利畢業。10%的學生則是為了學習的需要，可以作為一項終身學習的工具?？梢娡瑢W們學習口語交際課程的目的比較明確，就是提高口語交際能力，使自己綜合素質得到提高，將來能夠在參加工作后有個大的發展。
3 提高高職學生英語口語能力的策略
3.1 明確口語交際能力的重要性，激發學生的學習興趣
良好的口語交際能力是高職學生應有的素養，既可以進一步提高他們的綜合素質，也是培養學生在人際交往中的文明態度和良好溝通的基本手段，并且增強他們在社會中的適應力和競爭力。而興趣是學習的動力。有了學習的興趣，就能產生積極的學習情趣，學生的學習才是主動的、積極的。反之，學習將成為一種沉重的負擔，課堂教學也就缺乏生氣，變得機械沉悶。要調動學生的學習積極性和主動性。由于每個個體的學習動機不同，我們教師就必須充分去了解學生、認識學生、做學生的知心人，充分發揮學生的興趣所在，才能把消極的、較弱的學習動機轉變為積極的、主動的、強烈的學習動機。
3.2建構以擴展聽讀資源為基礎的交際型英語學習環境
Willis（1996）曾提出外語學習的四個條件：接觸大量豐富的可理解的真實語言輸入，用語言做事，聽說讀寫的動機以及語言指導。其中前三者為必備條件，后者為理想的條件。真實語言輸入是習得和恰當運用英語的必要條件，脫離語言輸入的外語學習環境是難以想象的。我國傳統的外語課堂環境多數將教材定為唯一的教學資源，語言學習的三個必備條件均難以滿足，這就決定了用于真實交際的語言輸入數量嚴重不足，易導致英語學習的惡性循環，學而不用，從而導致啞巴英語。而不能開口的情況使很多學習者認為學習失敗，產生消極被動的學習態度。
交際型英語課堂學習環境是教師運用以擴展聽讀資源為主的信息化資源，為培養學生英語交際能力而建構的學生為主體與教師為主導的學習環境。除了將英語會話材料作為引導交際的材料外，擴展聽讀資源也是語言學習的重要資源。這樣既可增加學生的言語輸入，激發學生學習興趣，構建語言學習環境的鞏固擴展材料，教師也可通過教學材料的輸入，增加學生對所學知識的吸收和理解。它基本上由教材及配套資源、會話材料和擴展聽讀資源三部分構成。教材及配套資源是英語教學的基礎資源，是教學的主要依據，會話材料是特有資源，擴展聽讀資源是信息技術環境下的英語教學的資源?？梢酝ㄟ^組織一線教師和專業資源制作人員的合作，來構建交際型英語學習資源。同時，還可以定期收集、整理和管理教師手中資源，最終實現資源的共建共享，加快資源的集中，從而有效避免資源的重復建設。
3.3 構建多層次的教學組織形式
課堂教學是學生練習口語，提高口語能力的主要途徑。要在教學中真正實現以學生為主體，調動所有學習者參與其中， 積極操練，教學組織形式的多樣化必不可少。學生借助教師的引導，通過開展基于英語會話材料引領下交際活動，以及利用課標資源和擴展資源所進行的學習形式，實現語言的理解性輸入，最終促進言語交際實現。
可以進行兩人活動，培養學生精確、流暢而又合適的交流。在兩人活動過程中，教師既可扮演監督者的角色，注意聆聽不同派隊的對話，留心學生所犯的錯誤，嚴重的錯誤應在會話活動后或下一節課開始前指出并引起注意，反復練習。也可扮演疑難解答者的角色，提供幫助、信息和反饋信息。
小組活動也是促進語言習得的有效手段之一。小組活動能減輕學生在參加語言交際活動中可能產生的焦慮心理。使他們表現出更大的學習積極性和創造性；也能使學生個體在課堂上有更多的時間和機會來練習使用英語。把學生放在小組中能促使個性化。此外，小組使學生意識到學生之間的相互作用的諸方面協調、靈活組合在一起。由于教師的參與不再是指示性干預，而是隨意的不規則的訪問，它將局限于交談而不是教。由此產生的語言可提供所需的有用材料。
角色扮演活動也是使用較多的一種活動。因為學生總是在一個確定的社會語言情景中進行的，包含語言形式的話語單位必須與其所用的社會情形吻合才可為人們接受。教師必須盡量給學生提供和創造真實的、逼真的言語交際情景，以便引起學生的好奇心，提高他們的學習興趣，促進他們用英語交際的愿望。在話題討論時，題目定下后學生可以圍成一圈而坐，這樣，每個人都有機會發表意見，學生比較放松、自信。話題討論是培養學生連貫表達能力的一種較好的方式。學生可以將各個不同階段學過的知識，綜合分析加工，以演講或報告的形式將自己的思想表達出來。
討論課不僅可以培養學生的言語技能，發展學生的思維，使其掌握用英語敘述、論證和說明事物能力，還可以在過程中相互啟發、拓寬視野、開闊知識面，培養用英語思維及獨立工作的能力。
4 結語
隨著社會信息化進程加快，人們需要及時準確的表達傳遞各種信息，因此社會對人的需要也更多地強調人的口語交際能力。而口語交際教學對高職學生的口語交際能力、日后的求職發展，更好地立足社會將產生深遠影響。我們要采取各種措施，高效地、科學有序地進行口語教學，提高學生的口語交際能力。
參考文獻
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