发布时间：2023-04-01 10:11:24
序言：写作是分享个人见解和探索未知领域的桥梁，我们为您精选了8篇的口语交际能力论文样本，期待这些样本能够为您提供丰富的参考和启发，请尽情阅读。
【关键词】口语交际；培养策略随着社会的发展，口语交际能力日益得到人们的重视。《语文课程标准》提出：“语文是工具性和人文性的统一。而语文是最重要的交际工具，应当培养学生具有日常口语交际的基本能力，在各种交际活动中，学会倾听、表达与交流，初步学会文明地进行人际沟通和社会交往，发展合作精神。”可见口语交际能力是现代公民的必备能力。要求我们培养学生倾听、表达和应对的能力，使学生具有文明和谐进行人际交流的素养。
1以身作则，充分发挥教师的示范作用
口语交际活动是由说者和听者双方的活动构成的，在教学过程中老师的示范作用是非常重要的。我们在备课时不仅备教材，还考虑话怎么说，词怎么用，手势怎么用。教学过程中，我们同时兼顾听和说双方，只要不是我担任说话者，我就以听者的身份出现，与学生一起参与听话训练，用自己集中注意力听话，迅速地做好记录，及时做好良好的反应等良好的表现给学生做榜样。同时，我还认真观察说和听的双方活动，注意巡视学生听说情况，发现说话者语速偏快或偏慢，声音偏高或偏低，姿态、表情不自然，都要以恰当的方式及时指出，让学生作出调整。老师规范化的语言是学生学习的规范化语言的表率。老师的一举一动都成为学生模仿的对象。因此，当我担任说话者时，我很注意自身语言的准确性和规范化，语言简洁、生动，表达清楚明白，努力在口语规范化和口头表达的技巧上发挥示范作用。这样学生听多了，听惯了就会把我们老师的语言化为自己的语言，起到潜移默化的作用。
2创设情境，激发口语交际的兴趣
我们知道，兴趣是最好的老师。一个人无论干什么，只要有兴趣，便有了自觉性。进行口语交际训练也是如此。激发学生的兴趣，就等于激发学生的自觉性，这便成功了一半。创设情境，是激发学生口语交际兴趣的重要途径。创设情境的方法很多。
首先，老师生动的语言，便可以创设一个引人入胜的情境，使学生的大脑里充满神奇的想象，欲罢不能，丰富的想象使他们想说，争着要说。比如，《倔强的小》的教学中，让学生闭上眼睛，那凄凉艰难的声音伴随着老师生动的语言描绘，使行军过草地时勇敢面对困境不畏牺牲的情景再现在学生的脑海，学生犹如身临其境，丰富的想象使学生争着诉说，变“要我说”为“我要说”。阅读教学变得生动活泼，学生的口语交际能力得到了训练，又培养了学生创造性想象能力。
其次，现代化教学媒体的运用，为学生营造一个身临其境的场景，使学生有话想说。现代化教学媒体的运用，是创设情境的重要手段，它直观形象，帮助我们生动地再现了情境，达到其他教学手段无法达到的效果。如在教学《鲸》中，我把齿鲸和须鲸的动画图像利用电脑屏幕投影出来，齿鲸和须鲸怎样呼吸的样子就历历在目。学生兴趣盎然，争相介绍它们是怎样呼吸的，说得活灵活现，口语交际能力得到了培养。
另外，开展丰富多彩的活动，把表演、游戏、角色扮演等引进课堂，营造一个生动活泼的语言环境，提高口语交际的兴趣。例如，《滥竽充数》这寓言具体故事性和趣味性。我在教学之后，让学生把“南郭先生逃走后会怎么样”来续写这个故事，写好后再修改，再让学生上讲台说故事，看谁编得好，讲得好。学生通过亲身参与了讲故事，积极性特别高，说得也特别好。
3坚持上好口语交际课，教给学生口语交际的方法和技巧
根据新大纲，人教社对教材进行了修改。“口语交际”训练成了小学教材的重要组成部分且自成体系，很多基础训练都安排了口语交际训练，内容丰富，形式活泼，有些还有插图，每次训练还精心设计了问题或有提示，体现了每次口语交际训练的主题，明确提出了训练的内容和要求。在教学中我们充分发挥了教材的优势，坚持上好口语交际课。每次上课，我们都紧靠教材内容引导学生先观察插图或是看清要求，然后再讲述。同时我们还十分重视课前准备，如收集资料，观察动植物，或是自己先参加相关的活动。而在口语交际课上，则根据口语交际的不同内容，创设交际的情境。如：生活展现情景、图画再现情景、音乐渲染情境、表演体会情境。我们也尽量做到看说结合，听说结合，演说结合，并做到点面结合，人人互动，生与生说，师与生说，在训练过程中注意每个学生的语言、态度、情感等方面的表现，相机指导。训练中，重听重评，让学生明白：认真听别人说话，既是对别人的尊重，也是对自己听话、辨析能力的训练，还能给自己的说话有一定的启发。在听说的基础上，我们还根据信息反馈的情况及时评价。评价时可以教师评，也可以学生自评，学生互评，说后评，评后再说，努力使说话更趋完整、贴切，努力提高学生口语交际能力。
4开展丰富多彩的课内外活动，提高口语交际能力
摘 要
近年来，随着我国改革开放的发展和我国与国际间的经济、科技、文化交流日益频繁，人们越来越重视外国文化问题。同时，我们也逐渐认识到了了解外国文化在对外交往中的重要性。在教育领域中，外语教学也渐渐重视对学生交际能力的培养。然而，对许多老师而言，文化教学还是一个较新的概念，从跨文化角度对英语教学进行研究探讨在目前还是个新领域。我们必须认识到交际能力的培养是外语教学的主要目标，培养学生跨文化交际的技能是中学外语教学要达到的一个目标。文化教学在中学英语教学中的重要性不可忽视，英语学习者不了解英语国家的文化，就无法获得交际能力。因此在中学英语口语教学中应该目标明确地，循序渐进地，方法得当地导入文化教学，使英语学习者在学习语言和知识的同时受到文化的熏陶，在跨文化交际中游刃有余。
关键词： 跨文化交际；文化教学；中学英语口语教学
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.
References
[1] Byram, M. Cultural Studies in Foreign Language Education[M]. Multilingual Matters Ltd (1989)
[2] Byram, M. & Morgan, C. Teaching-and-Learning Language-and-Culture[M]. Clevedon，England：Multilingual Matters (1994)
[3] Ciccarelli, A. Teaching Culture through Language: Suggestions for the Italian Language Class.[A]. Italica，(1996)
[4] Crookes, G. & Schmidt, R. Motivation: Reopening the Research Agenda[A]. Language learning (1991)
[5] Falk, J. Linguistics and Language: A survey of Basic Concepts and Implications (2nd Ed.) [M] John Wiley and Sons (1978)
. London: the Benjamin Publishing Company (1981)
[7] Herron, C., Cole, S. P., Corrie, C., & Dubreil, S. The Effectiveness of Video-based Curriculum in Teaching Culture[J]. The Modern Language Journal, (1999)
[8] Kramsch, C. Context and Culture in Language Teaching[N]. Oxford University Press (1933)
[9] Stephens, J.L. Teaching Culture and Improving Language Skills Through A Cinematic Lens. A Course On Spanish Film in The Undergraduate Spanish Curriculum[J]. ADFL Bulletin, (2001)
[10] Tylor, E.B. Primitive Culture[N]. Gordon Press (1981)
[11] Samover,larryA.2000. Communication between, cultures. Beijing:Foreign Language Teaching and Research Press
[12] Kramsch, Claire..Shanghai Foreign Language Education Press, 2000.
[13] 胡文仲. 跨文化交际学概念[M]. 北京：外语教学与出版社，1999
[14] 胡文仲. 文化与交际[M]. 外语教学与研究出版社，1997
[15] 胡文仲. 跨文化交际面面观[M]. 外语教学与研究出版社， 1999
[16] 陈申. 跨文化交际导论[M]. 北京: 大学出版社
[17] 李郭连. 外语教学中文化内容的导入[J]. 外语教学与研究出版社 2001 P
[18] 吴丽芳. 新形式下的英语教育与培养跨文化交际能力[J]. 河北青年管理干部学院学报 2005,3 P111
[19] 王亚平. 英语教学中文化导入的内容与方法[J]. 中国科技信息 2005,14 P257
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.
诚 信 承 诺
我谨在此承诺：本人所写的毕业论文《论中学英语口语教学中跨文化交际能力的培养》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。
承诺人（签名）：
关键词：小学;低年级;语文教学;口语交际能力;培养策略
一、小学低年级语文教学中口语交际能力培养现状
（一）师生都不具备正确的口语交际能力培养观念
在2011年版的语文课程标准中就确立了交际教学的总目标，但是实际情况却是小学生的口语交际能力培养并没有取得明显的效果。这是因为通常情况下，小学语文考试试卷上都不会直接出现和口语交际方面相关的内容，因此教师会将大量的时间安排给考试内容的学习，口语交际的教学基本上形同虚设。另外，还有部分教师偏面的认为口语交际训练是要在专门的口语交际课上进行，阅读教学的重点应该是字词的讲解和文章的理解。所以，我们急需更新口语交际能力的培养观念。
（二）关于口语交际能力的培养不具备有效的手段
怎样在阅读的课堂上对学生进行口语交际训练是现在许多教师都在思考的问题，在小学语文阅读教学中，教师通常都会运用朗读、复述等的方式训练学生的口语交际能力。虽然说这样的方式可以达到训练学生听说能力的目的，但是此方式并不适用，交际性不强。究其根本，还是因为大部分教师对训练口语交际的方式并不了解，更不用谈及其使用情况，这成为导致学生对口语交际缺乏兴趣的重要原因之一。
（三）缺乏行之有效的评r
对于口语交际评价，2011版语文课程标准中已有过规定，需要注重提升学生对口语交际的认识与表达沟通的水平，考察口语交际水平的基本项目包括即席讲话、主题演讲以及问题讨论等。但是，就目前而言，小学语文考试中只是比较注重对字音字形的掌握、阅读理解能力和写作能力等的考察，对口语交际能力的评价通常都比较随意，很缺乏一定标准的口头评价。这是因为大部分的教师都认为这项能力考试中不考，而且学生的母语就是汉语，不用费神去学，实际教学中教师怕教、学生厌学的现象很明显。
二、小学低年级语文教学中口语交际能力培养策略
（一）转变观念，重视阅读教学中口语交际能力的培养
1.一定要转变为考试而教的观念。“看拼音写词语”、“写出近义词反义词”、“阅读理解”等是小学语文试卷中常见的题型，因为试题中重点考查的是字形、字音、字义的掌握和对句子、文章的理解，所以通常情况下都不会直接出现考查口语交际方面的内容。所以，教师在阅读教学过程中会下意识地大幅度缩减口语交际训练的内容，甚至有的教师会将焦点全部放在字词的讲解和文章的理解上，基本上对口语交际教学保持的是忽略的态度。
2.改变之前分模块教学的观念。在小学语文教材中，每个单元的《语文园地》中都有专门的“口语交际”内容，这导致不少语文教师都认为口语交际训练只是局限在口语交际课上，和阅读教学没有什么密切的联系。因此，在语文阅读教学中经常可以出现这样的情况：教师仅仅关注词语、句子的讲解和段落大意以及中心思想的归纳，通常情况下是教师讲得绘声绘色，学生却听得无精打采，总结整个阅读教学过程即教师单方面在唱着“独角戏”。这样的教学观念是不可取的。在语文阅读教学中，教师要积极引导学生认真思考问题，而且还要给他们营造相互交流、讨论的环境，鼓励学生提出自己的想法。学生在讨论交流、提出观点的过程中口语交际能力也能得到充分的锻炼。
（二）探索并丰富口语交际能力培养的途径
1.情景对话、表演。小学语文教材中有许多的对话内容，因为教材中收集的都是童真童趣的文章，无论是童话还是寓言故事都是有人物或者是拟人化的角色活动的。教师可以依托文本，创设出情境，让学生扮演其中的角色，分小组进行模拟对话训练，确保学生能够在模拟对话的过程中，受到典范语言的影响。长期坚持下去，可以帮助学生实现语言的感悟、内化和迁移，自身的语言感知和运用能力也可以增强。
2.讨论辩论。教师在小学语文阅读教学中要巧设“讨论环节”，鼓励发言者要将自己的个人观点清晰地呈现给小组的其他成员，小组的剩余成员还可以在发言者阐述观点的基础上提出自己的看法和观点，无论是赞成的还是反对的都能促进学生的进步，循序渐进，不断增强学生的口语交际能力。
（三）采取有效的评价措施
运用笔试法和口试法相结合的方式。为了更好地保证小学语文阅读教学中口语交际能力培养的全面真实进行，我们可以在教学中采用笔试法和口试法相结合的方式，确保我们的评价能够起到其本该有的作用。对于笔试的设计，首先可以引起师生对口语交际训练的重视，下意识地在教学中增加口语交际训练的比重;其次，可以从知识和技能的角度对学生的口语交际水平进行考查。口试主要是对学生基本倾听、表达和交流能力的考察，方式比较多，常见的有问答法、复述法、看图说话等等，通过这些方法教师可以当面对学生的口语交际水平进行考查。
参考文献：
论文摘要：培养学生的口语交际能力是中职语文教学大纲的基本要求，更是适应社会发展的需要。作为语文教师，应把培养学生口语交际能力作为义不容辞的责任。这是一项长期的任务。在教学中，我们要重视学生口语交际能力的培养，使学生掌握口语交际的基本技能，养成良好的口语交际习惯，以适应现代社会的需求。
职校教育无疑要突出对人才的技术和技能的培养，但口语交际能力的培养也是不可忽略的。学生口语交际能力，不仅指学生应具备听和说的能力，而且要求在具体的口语交流中，培养学生的语言交际能力——一种在人际交往过程中表现出来的灵敏、机智的听说能力和待人处世能力。未来的社会是合作的社会，合作离不开思想、情感的交流，而口语交际是所有交流手段中最基本最常用的。所以，培养学生的口语交际能力是社会发展的要求，也是学生终身发展的需要。
但目前中职学生中众多学生口头表达能力相当差，表现在复述、答问、交谈或讲述中，或声音低小，吐字含混、发音不准；或结结巴巴，语无伦次；或手足无措，表情全无。有的学生甚至连汉语拼音字母都读不出来，是什么原因造成中职学生口语交际能力如此差呢？究其原因，主要有以下几个方面：其一是教师教育理念的陈旧，教师囿于古老教学模式，重读写，轻听说；重知识传授，轻能力培养，没有给学生提供口语交际的舞台。其二，学生在中小学的汉语拼音没有学好，对普通话的声母、韵母、声调的发音方法没有掌握，方言严重，学生羞于开流。其三，中职学生大多未能走出中考失败的阴影，自卑而消沉，心情较压抑，说话交际的心理障碍较大。其四，学生的心理素质较差，缺乏良好的心理调控能力，再加上见识少，知识面窄，不少学生放眼看不清外面的世界，张口说不明自己的意思，当众说话时心慌气短，过分紧张……凡此种种，都亟待老师的引导而加以改进。
可见，加强对中职学生的口语交际能力的训练势在必行。作为语文老师，理应把培养学生的口语交际能力放在首位，并努力通过加强“说”的训练，带动学生“听、读、写”能力的全面提高，既增长学生适应社会的才干，又增长学生观察社会、思考问题的见识。下面我将联系自己的教学实践来谈谈如何培养中职生的口语交际能力。
一、创设良好氛围，克服畏惧心理，培养“敢说敢交际”的胆量
十六、七岁的中职学生，他们本处于性格活泼，表现欲强的年龄阶段，刚升入中专，对一切都有新鲜感，为“说话交际”训练提供了有利条件。但他们又有性格脆弱的一面，对此训练，有不同程度的畏惧心理。为了消除这种不利因素，我告诉学生敢于迈上讲台，你就成功了一半；开始说的不好是很正常的，老师绝不批评；听的同学要认真，不许讥笑；一人说完，全班用掌声鼓励。这就为“说话”创造了宽松的环境，学生的心理得到了较好的调整。另外，我还制定了一些鼓励学生勇于上台的小策略，比如：课前五分钟学生自由上台演讲，上台一次，记10分，纳入平时成绩，平时成绩占期评成绩的10%。才开始只要求他们能跨上讲台把自己的意思说清楚，不考察其讲的好坏。这主要是让学生熟悉讲台环境，锻炼在众人面前说话的胆量。另外，课堂上要建立平等、信任、和谐的师生关系，保护好学生的自信心和自尊心，为学生的口语交际训练创设良好的氛围。
为了确保训练目标的实现，我们建立了如下四个机制：
（1）示范机制：训练开始，由老师或学生示范，或放录音碟片，使学生有典范。
（2）督促机制：按座排号，轮流上台。实行打分制，每组评一个打分员，督促学生上台，提高说话质量。
（3）竞争机制：学生可打破排号顺序，抢上讲台，特别是分数低者，可以通过增加锻炼次数赶上或超过分数高者。
（4）讲评机制：学生先评，教师后评。老师总结评价重在两方面：一是对优点大力表扬，以增加学生的信心和胆量，二是对不足给予点拨，并附以技巧的指导。
二、拓宽观察视野，寻找说话题材，培养“愿说愿交际”的习惯
学生胆量有了，也有说话的氛围了，具体围绕什么主题，说什么内容呢，这就要求老师善于寻找说话题材，让学生有话可说，有话愿说，乐意培养口语交际能力。
（一） 利用教材，活用教材，训练学生的口语交际能力。教师应深入挖掘教材内容，创造各种条件来安排教学。比如讲授《天山景物记》时，老师可安排学生先通读课文，然后加以想象，用自己的话语描述四幅优美画面。学完诗歌、演讲、议论文单元，老师可分别组织开展诗歌朗诵赛、演讲赛、辩论赛等活动。另外，每单元训练后都有个口语练习题，教师可适当选择作为学生口语交际训练的题材，老师也可精心设置情境来安排训练。
（二） 放眼生活、放眼社会，拓宽说话交际题材。我们让学生观察学校、社会、家庭中发生的新事，收听收看广播电视新闻，在报刊杂志中寻找国内外奇闻逸事，把这些通过整理介绍给同学。他们用自己的眼光观察生活，以自己的语言述说生活，无论说者还是听者，都能保持很高兴致。这样，就把“说话”训练和整个社会联系起来，拓宽了观察视野，使“说话”这一小课堂融入了社会这个大课堂。
此训练阶段学生的积极性空前提高。就要求来说，难度比以前增加了许多，但由于有兴趣，他们就肯多花力气，为了“说”好一次“话”，许多同学不仅对观察所得的材料进行精心整理，有的还在家里预演。上课时，学生抢着上讲台。每次五分钟训练，学生总觉得时间过的太快，纷纷要求延长时间，大有不吐不快之感。这种“说话”的积极性和主动性，已远远不是想要得一次高分的需要，而是一种想要把自己精心准备的话讲给大家听的强烈愿望。这正是我所希望看到的愿说的局面。
三、教以说话方法，授以交际技巧，培养“会说会交际”的能力
把训练和中专语文教材联系起来，分为三个阶段：记叙性说话阶段，说明性说话阶段，议论性说话阶段，不同阶段的训练我都授以不同的说话方法。比如记叙性说话阶段，根据中专一册学到的记叙性文体，我要求学生说话内容必须是记叙性的。为了便于操作，师生共同研究设置了如下训练栏目：“往事如烟”、“童年忆事”、“感人一幕”、“真实人物”、“风景独好”等。还可以结合阅读教学，对课文精彩片段进行复述、转述。由于时间的限制，不能象作文那样长篇大论，它只能是相对完整的一人一事或一景的断面或特写镜头，所以，我要求学生选取那些最精彩的方面着重介绍，以期达到说者动情、听者动容的效果。在技巧方面，师生共同制定训练目标：（1）“说话”要充分体现记叙的要素，要有清楚的说话顺序。（2）“说话”内容要集中，主题鲜明，要有发人深省、催人奋进的教育意义。（3）叙述性语言宜简练，描写性语言宜形象，议论抒情性语言应热情充沛。
在平时的说话交际中，我要求他们注意三个原则：（1）看对象说话，考虑性别、年龄、文化、心理状况等；（2）看身份说话，既要考虑听众的身份，又要弄清自己的身份，以便在话语交际中使用称谓和口语都自然得体；（3）看场合说话，“到什么山上唱什么歌”，要求说话者考虑在什么样的场合说什么样的话。
技巧上：（1）突出语言的通畅性。首先应尽量避免不必要的停顿、消灭口头语，使语言通畅利落。其次，语言运用力求简明、准确、生动、口语化。（2）突出姿态表情的自然性。站姿自然大方，双手自然下垂；面部表情的自然不呆板，眼睛广视全体而不专注一人。（3）形体语言的恰当性。可借助眼光、口型、手势等形体语言表情达意，但力求恰如其分不做作。
总之，现代社会对口语交际能力的要求越来越高。学会口语交际，提高交际能力将成为每个社会人适应现代社会交际最基本的能力需求。作为培养未来社会人才基础语文素质的中职语文教学，理应注重培养学生的口语交际能力。在教学中，要充分发挥老师的主导、学生的主体作用，给学生充足的时间、空间，多加锻炼，使学生掌握口语交际的基本技能，养成良好的口语交际习惯。
参考文献：
1． 程在伦《讲演与口才》 高等教育出版社 2003年7月第1版
一、高中口语交际的地位和作用
现行高中语文教材《全日制普通高级中学教科书（必修）语文》在编排上将口语交际与阅读、写作并列，突出了口语交际的地位.并明确规定了口语交际的教学内容。第一阶段（第一册），引导学生把握口语交际的基本要求：大胆开口，文明得体。第二阶段（第二册），培养单向的口语交际能力：倾听。应答。第三阶段（第三、四册），培养双向互动的口语交际能力：劝说，讨论：辩论.演讲。
新课标、新教材的要求体现了顺应时展的改革思想。力求改变长期以来高中语文教学重“读写”.轻“听说”的倾向，把聆听、说话放到了与阅读、写作同等的地位。在用语上将“听说”明确的表述为“口语交际”。强调了语用功能.这不仅是提法的改变.而且是认识的变化。标志着语文教学中向听、说取向的重大转移。教材确立的体例反映了语文教育的改革思想。
二、当前高中语文口语交际中存在的问题
（一）口语交际教学内容空洞
高中语文课程标准对口语交际教学提出了三条目标要求。要达成这些课程目标，仅仅依靠教材内容是远远不够的。在高中语文课程标准的“实施建议”中对口语交际提出的教学建议是：“应注重培养人际交往的文明态度和语言修养，如有自信、有独立见解、相互尊重和理解、谈吐文雅等。应重视指导学生在各种交际实践中提高口语交际能力，选择他们感兴趣的、贴近生活的交际话题，采用灵活的形式组织口语交际教学，而不必过多传授口语交际知识，还应鼓励学生在各科教学活动中及日常生活中锻炼口语交际能力。”这段要求只列出了较为笼统的目标，并没有可以依托的具体内容。课程目标需要进一步具体细化成可操作的教学目标，教材内容也需要拓展和加深，这些都需要语文教师的能动性参与。语文教师“重构”口语交际教学内容除了受到课时无法保证的影响之外，更没有足够的可参考的教学资料，口语交际严重缺乏课程理论的支持，与之相关的口语交际专题教材也严重匮乏。
（二）口语交际评价一片空白
“口语交际，应考查学生参与口语交际实践活动的态度，能否把握口语交际的基本要求，善于倾听，在交流中捕捉重要的信息，清楚、准确、自信地表达自己的思想和感情”。高中语文课程标准对口语交际的评价建议只有这寥寥几行的指导性文字，除此之外，再不曾看到任何口语交际评价的标准。在专家学者著述的各种书籍中，口语交际教学评价这一部分大多是引证、介绍各国的口语交际评价标准、实施方法，罕见指导方法和具体的评价标准。
三、对策
（一）课前演讲，鼓励交际
从教育心理学角度看，高年级学生具有较强的自信心和自尊心，热衷于展示自己的力量和才能，对人生、对社会，也有自己的看法和见解，所以提倡课前演讲，给学生创造表现自己的演讲能力的机会，同时为大家相互学习提供一个平台。对促进学生口语交际能力的发展具有重要作用。
（二）教授方法，扫清障碍。
主要通过研读教材，使学生明确写演讲稿的方法并掌握演讲技巧。在此基础上，播放一些著名演讲视频供学生鉴赏：如学生比较熟悉的马丁・路德金的《我有一个梦想》，奥巴马的就职演讲，以及新东方创始人俞敏洪到陇东学院的演讲，师生共同欣赏、共同研讨，在班级中掀起一股学习演讲的热潮。这样学生既产生兴趣，又掌握方法，消除对口语交际漠视或者畏惧的心理障碍。
（三）阶段引领，逐层推进。
开展课前五分钟演讲时，我遵循“低起点，小台阶，面向全体，课内外相结合”的原则逐层推进。学生按照学号顺序，每天一人，轮流进行演讲。
（四）开展活动，训练能力
1、开展读书活动，培养语感
学生往往口语交际能力弱，词不达意，这需要通过扩大阅读面，丰富自己的语言，在阅读中汲取优秀作品的语言营养，充实语言内涵，不断提高口语交际能力。学生应该阅读大量的书籍，特别是文学名著，丰富词汇，培养语感。高中新课标对课外读物从文化著作、文学作品、语言和文学理论著作等方面提出了建议。语文课堂开展读书活动，可以开设阅读课，有条件的学校可以在阅览室进行。在语文阅读教学中，进行朗读教学，培养学生口语表达能力。教师进行范读，指导学生朗读，讲解朗读的方法和规律，如停连、重音、语气、节奏等。朗读名篇如《陈情表》、《项脊轩志》、《荷塘月色》、《听听那冷雨》等，学生在朗读时体会作者的感情，理解文章中的人物形象，教师引领学生进行美读，涵泳品味，培养语感。
2、进行口头作文，训练写作思维
写作是内部言语转化为外部言语的过程，有的学生缺乏转化的能力，想表达而表达不出来，在作文教学中，尝试让学生进行口头作文，可以开阔学生的写作思路，同时语言的技能训练有利于写作的提高。教师在口头作文中可以进行思维的训练，如形象思维训练和逻辑思维训练，提高学生的语言逻辑表达水平。记叙文按照鲜明的人物形象、感人的事件、优美的开头、含蓄的结尾、曲折的结构等训练，议论文按照论点明确、论证方法多样、论据典型、结构有层次感、分论点的拟写等训练，学生说出文体特征鲜明的作文，提高写作的能力。
（五）社会实践，运用交际
【关 键 词】 小学语文；教学设计；分析
语文教学视野中的口语交际教学，指在语文教学中培养学生运用规范、简明、连贯而得体的口头语言，再辅以适当的非言语的形式与人交流，实现某种交际能力的教学活动。在学生自然习得语言的基础上，向学生传授口语交际的形式、方法、技巧和原则，并加强词汇和语法的练习，从语言知识、语用知识、认知能力和情感态度等多方面完成培养学生的能力，帮助学生完成从主动参与的日常交际向有明确目的的交往活动的转换，提高并完善口语交际能力。
在教学实践中口语交际有着重大的意义，主要表现在三个方面：1. 口语交际教学对提高学生口语交际能力有很大作用，可以使学生很好地适应社会的发展。2. 口语交际教学对促进学生的思维有很大作用。3. 口语交际教学对培养学生的创新精神和实践能力有很大帮助。
一、语文教学中口语交际教学的现状及原因分析
经过问卷调查，中学语文口语交际教学的现状基本上是：“大部分学校把口语交际教学当作教学的附庸，看作是教学中一项可有可无的内容。系统、专项的课程几乎没有。在《语文课程标准》中，口语交际教学与阅读、写作教学具有相等的地位，但在实践操作中却与要求有很大的区别。那么，是哪些因素影响了口语交际的正常教学呢？下面就对这一问题进行具体分析。
导致口语交际教学不受重视的主要原因是口语交际教学内容与考试制度的脱轨。当今的教学现状是口语交际内容在考试时基本没有涉及。所以大部分老师都坚持“考试考什么，就教什么”这一宗旨进行教学，因此，口语交际课几乎都被取消。据调查显示，口语交际教学在我国小学从未独立设科，口语交际基本上是依附读写教学进行，而且口语交际课有时上有时不上，课时得不到保障。
在上面的内容中，我们已经分析了客观原因，但是我们不能忽略参与活动的主体――学生。在应试制度的趋势下，大部分学生通常只会注重能得分的知识，而忽略了能力的培养，因而对口语交际这一内容也是怀着不重视的态度进行学习。除了消极的学习态度，导致口语交际教学不能顺利开展的因素还包括学生自身经历的匮乏，知识的狭隘，对一些口语交际内容无话可说。
纵观以上因素，想要解决这一问题，应该从两方面入手：一是研究现行小学语文教师用书中的口语交际教学设计；二是对其进行分析，结合当今教学实际情况对案例进行优化，使其案例更有实效性。
二、现行小学语文教师用书中的口语交际教学设计及分析
现行小学语文教师用书中的口语交际教学案例，在设计时都有比较清晰的脉络，普遍可分为教学目标的设定、课前准备的要求、教学过程的解读以及对本次教学活动的评价。
如在四年级下册第三单元口语交际教学案例的设计中，就包含了借助学习成果汇报，锻炼学生的口头语言及书面语言表达的能力；通过成果汇报，达到学生倾听、应对、表达三个目标。这三个教学目标的确定与小学语文课程标准中对小学生口语交际教学的总目标相符，这种教学目标的确定方式，值得教师们在以后的教学案例设计中借鉴。
在课前准备环节，教师用书中也有明确的指示，如在七年级上册第六单元《追求人类起源》这一口语交际教学内容中，就对口语交际教学课前准备这一环节有了完美设计。它要求上课之前老师和学生都应该留出时间分别进行准备：教师在搜取资料的同时，要坚持记录自己学习的过程和心得体会，使自己的知识储备更为完善，然后把学生按照平均比例进行分组，使每个小组的水平大约持平。对于学生的要求则是让学生针对这个话题进行资料收集和整理。
教学过程的设计是整个案例设计的核心，现行的小学语文教师用书中，对口语交际教学过程的设计是非常全面的，它对每一个口语交际内容下的小话题都进行了精心设计。如四年级下册第三单元口语交际中，就对大自然给人类的启示进行了详细的解读。在语文教师用书中对这个话题进行了如下要求：学生把自己搜集到的有关大自然给人的启示资料，自己了解到的有关发明创造的事例或自己从动植物身上得到的启示，用自己的话表达出来，和同学交流。但想要依据这个话题发表一次成果汇报，说出自己的观点，就没有想象的那么容易了。要达到这个标准，就要求老师在指导活动时有一个带动作用，调动学生收取资料的积极性，然后让学生们根据搜集到的资料展开讨论，最后进行成果汇报活动。这个话题能否达到学生间的广泛交流并能写出心得，关键在于要找到想将失败转化为成功的条件，只有创造了条件，才能从失败走向成功，反之，只能永远停留在失败之处。教师的指点能“点”到这个关键上，就能使学生对这个问题迎刃而解。
在分析了语文教师用书案例的教学过程之后，就到了活动评价环节，这一部分的设置，对于激发学生的学习兴趣有很多作用。一方面可以对表现好的学生进行表扬；另一方面可以对没有发挥好的同学进行鼓励，达到全体同学共同发展的目标。评价学生的口语交际能力，不但要反映学生口语交际水平，而且要反映学生的参与意识和情感态度。这样的教学评价机制很大程度地鼓励了学生的学习热情，激发了学生学习的兴趣，在现实的教学活动中应该大力推广。
三、现行小学语文口语交际教学设计
在进行口语交际教学设计这一问题上，个人比较认同朱绍禹先生“在预设和非预设之间的地带进行教学设计是口语交际教学的主要设计思路”这一观点。教学是个有目标、有计划的活动，需要有预设方案，但语文学科涉及的范围非常大，如果教师在教学活动中都是按照精心设置的提问，设有预定的标准答案，按照不同环节的过渡及教学时间的大致分配进行教学，那么就会使教学过程非常机械化和程式化，教师不易了解学情，学生应变的空间较小。这就要求教师在进行口语交际教学的过程中有较高的应变思维，要相信事物的答案不止一个。
口语交际要贯穿每单元的教学内容中学习。下面我就浅谈几点三年级下册《我们能做点什么》教学设计。
（一）教学目标
1. 增强口语交际能力，增强爱护动物、保护环境的意识；2. 领会爱护树木、保护环境、维护生态平衡的道理。
（二）教学过程
同学们在课下都有已经积极地走入了自己家的小区、街道，观察了周边的环境，同学们对于周边的环境了解了多少呢？下面我们就来交流一下。
首先，让学生畅谈一下自己所观察到的身边的环境情况，激发保护环境的意识。
其次，进行关于写景的古诗句接龙，以小组的方式进行：1. 各组同学以抢答的方式进行诗句背诵；2. 诗句不可重复；3. 保持纪律安静。最后得分多的小组获胜。
再次，展示在课前准备的关于保护环境自己将如何做的成果。1. 手抄报；2. 保护环境标语；3. 关于美好环境的图画；4. 关于保护环境的小诗等。
最后，教师进行总结。鼓励学生深入到自己的周边去捡垃圾、植树，从自己力所能及的小事着手，为环境保护尽自己的一份力。
（三）活动评价
对表现突出的小组进行表扬，可以是口头表扬，也可以在小组的日常评比中进行加分，以此鼓励。
以上就是我个人分析的语文教学视野中的口语交际教学的内涵及意义、口语交际教学的现状及归因，以及现行中学语文教师用书中的口语交际教学设计及分析之后对语文课本（人教版）中的口语交际教学活动进行的教学设计与分析。
【参考文献】
[1] 课程教材研究所小学语文课程教材研究开发中心. 义务教育课程标准实验教科书语文三年级下册教师教学用书[M]. 北京：人民教育出版社，2004.
[2] 课程教材研究所小学语文课程教材研究开发中心. 义务教育课程标准实验教科书语文四年级下册教师教学用书[M]. 北京：人民教育出版社，2004.
[3] 蒋祖瑞. 口语交际教学方法谈[J]. 文学教育，2008（1）.
【关键词】口语交际能力；学生；方法；活动
【中图分类号】G623.31 【文章标识码】A 【文章编号】1326-3587（2012）08-0032-01
口语交际作为一种有声的语言，它主要是依靠口语进行双向或多向信息交流的一种活动。小学语文教学论文小学生应当具有日常口语交际的基本能力，在各种交际活动中，学会倾听、表达与交流，初步学会文明地进行人际沟通和社会交往，发展合作精神。培养口语交际能力是现代社会发展的迫切需要，有助于学生书面表达能力的发展，有助于促进智力、发展思维，有助于学生良好气质的形成。重视口语交际，培养听说能力是当务之急。口语交际教学要求教师在训练的内容、途径、方法上作一番探索与革新。作为语文教师，应当认真分析当前口语训练的症结所在，寻求对策，加强训练，切实提高学生的口语表达能力。
一、激发学生口语表达的欲望
要引导小学生“对感兴趣的人物和事件有自己的感受和想法，并乐于与人交流；能简要讲述自己感兴趣的见闻；积极参加讨论，能就感兴趣话题发表自己的意见；对周围事物有好奇心，能就感兴趣的内容提出问题，结合课外阅读，共同讨论”。教师要做到教学语言亲切、诚恳、贴近学生年龄特点，站在学生的立场，与学生一起说、一起想，缩短师生之间的距离。经常与学生共同“拉家常”、聊天，一起讲故事、续编故事，使学生的口语交际有“源”而发。尤其是通过谈论动画片、童话故事，更能打开学生的话匣子，引起学生的共鸣，丰富口语交际的内容，增大口语交际面。
二、开展丰富多彩的教学活动，提高口语表达能力
1、在活动中培养口语交际能力。活动是小学生喜闻乐见的形式，教师要根据儿童的心理特征，精心设计和组织各种有趣的活动，让学生在活动中锻炼口语交际能力。组织生动有趣的游戏活动。如组织“瞎子击鼓”、“贴鼻子”、“画嘴巴”等游戏，用较短的时间完成简单的游戏，然后指导说。可提示：游戏开始我们做什么？过程怎样？结果怎样？你觉得哪部分最有趣？为什么有趣？观众的反应怎样？组织劳动竞赛活动，如组织“钉扣子”等比赛。然后按先后顺序说说活动的经过、结果及自己的感受。组织手工剪、贴、画活动。由教师提供几个简单的图形或符号，让学生通过手工剪、贴、画后，再向同学们介绍自己所完成的过程及其内容。
2、每节课“三分钟的演讲”、“两分钟的评说”：学生在课外三五成群，经常是侃侃而谈，但面对大家却胆量顿消，为此我们的做法是要求每个学生写一个自己感兴趣的话题在条子上，装在盒子里，课前抽条准备，上课后站在讲台上演讲，每次演讲结束后，由另一个同学讲评。同学评同学，无所顾忌，有感而发，肯定中有建议，不足中有补充，常常会赢得大家的掌声。
3、在情景中培养口语交际能力。利用幻灯片制作一个或几个动物图片或场景，创设一个故事的开头，然后让学生充分发挥想象，编童话故事。或者教师事先做好录音，叙述一个故事的结尾，让学生想象故事的前一部分。在叙述的过程中，可适当地加入动作表演，引发兴趣，从而有效提高学生的表达能力。在情景导引下，要注意三点：一是要让每一位学生“动”起来；二是要特别关注“开口难”的学生；三是鼓励创新，不人云亦云。
三、强化口语表达教学方法
1、应用以读学说法。朗读是学生口头表达的基础，它既能让学生积累表达规范的语言，又能让学生体验到“规范”语言的价值，进而建立起学习语言的目标。重视朗读的训练，一方面可让学生多听录音朗读和教师范读，通过直接感受语调、语气的变化和体态语言去深刻感受语言的情感；另一方面在学生理解课文的基础上，可训练将作者的思想感情转化成学生自己的“口头语”去充分表达发挥。如分角色朗读、换角色演讲、“课本剧”表演、想象延伸等都是口语练习的好形式。长期训练，学生不仅可以积累丰富而规范的语汇，而且能不断增强语感，促使学生水到渠成地准确用语、表情达意。
2、以听导说。小学生最感兴趣的是听故事。根据学生这个心理特点，可以组织学生收听有较强趣味的录音故事，并要求学生说出重点，交互设疑、解惑，复述故事。总之，不拘一格，尽量让学生“八仙过海，各显神通”，为口语交际创造好一切条件。让学生在校外留心大人们的对话，辨析人们口语交际中的“毛病”，学习幽默风趣的对话。在“语文活动课”中常开展“听进去，说出来”的小型活动，努力促成向生活、向周边群众学习口语和交际的方式方法。
关键词 口语 高职 调查
中图分类号：G719.2 文献标识码：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年代初美国社会语言学家Dell Hymes提出了交际能力的概念。他认为交际能力包括两方面的内容：（1）是否合乎语法；（2）在文化上的可行性，在情境中的得体性和现实性。这一理论引发了对语言交际能力的研究。Canale & Swain（1980, 转引自Bachman,1990）进一步指出交际能力包括语法能力、社会语言学能力、语篇能力和策略能力。Bachman(1990)认为上述关于语言交际能力的模型很少提及交际能力的这些成分之间的关系，也没有提及语言使用者是怎样运用交际能力来和语言场景以及其他语言使用者相互作用的。Bachman（1990）推出了新的语言交际能力模型（Communicative Language Ability, CLA）。它既包括语言知识（或能力），也包括在语言交际情境中恰如其分地运用这些知识的能力。CLA模型由三个部分组成：语言能力、策略能力、心理生理运动机制。其中语言能力包括语法能力、成段话语能力、言语施为能力和社会语言学能力，各由若干要素组成。策略能力包括估计、计划、执行三个阶段。听、说、读、写四项基本技能并非语言活动所独有，Bachman依其性质归入语言的心理生理运动机制。这一模型把交际能力作为一个动态的过程来理解，尤其强调策略能力的纽带作用。由此可见，交际能力是一个复杂的概念，涉及到多种因素，如语言、社会、文化、心理等，包括一个人运用语言手段和非语言手段（身势语）来达到特定的交际目的的能力。英语的口语教学应根据上述的四个方面的内容，着重培养学生运用语言交际的能力，不应有任何的偏废。
职业教学更注重能力，突出学以致用。职教的特殊性决定了职教口语交际的特殊性。它对口语交际提出了更高的要求。学生不仅仅在课堂上或创设的情境中间接性地获得口语交际知识，还必须在具体的实践环境中直接性地提高口语交际能力。高职的英语口语教学存在着许多需要解决的问题。我们要采取多种策略，拓宽练习的深度和广度，有效训练学生的思维和联想能力，大大激活学生的交际欲望，培养学生口语交际能力与技巧。
1 口语交际能力调查研究与步骤
笔者对自己所任教的某高职院校110名非英语专业高职学生进行英语口语交际能力调查，选定以交际能力培养为切入点，并据此探讨了一些在高职英语教学中有效培养高职学生口语交际能力的实际方法，提出一些切合实际教学对策。
参加本问卷调查的是笔者所任教的某职业技术学院2010 级非英语专业的高职新生， 共110名。使用的教材是按照《高职高专教育英语课程教学基本要求（试行）》编写的《新编实用英语》（第二版），由高等教育出版社出版。
笔者对四个班级进行了英语口语交际能力调查问卷,调查目的是想了解高职学生英语口语交际能力情况。笔者针对学生的口语交际能力总共设计了20道题，这20道题主要想了解学生的口语交际能力如何，对口语教学重要性的认识以及学习口语的目的，学生对当前学校的口语教学是否满意，学生是如何看待口语交际能力与就业的关系。问卷由笔者亲自调查，在此之前明确向学生交代清楚如何完成问卷，无需记名，以此增加问卷的有效性。笔者对所有回收的问卷进行了检查筛选，删除了无效的问卷。本次调查发出110份，回收问卷105份，其中有效问卷104份。
2 口语交际能力调查结果分析
2.1 学生的口语能力现状
进行统计后发现调查对象中有45%的人认为自己口语能力较弱和很弱，认为自己水平很高或较高的分别占到2% 和3%，自我否定认为水平低的比例也较大，在一定程度上说明了加强口语教学的必要性。通过访谈还发现，不少学生认为口语水平不好的原因很多，既有自身的，也有环境的，比如没有学习口语的逼真语境等。
笔者根据平时教学中掌握的学生在口语交际教学中存在典型问题，参考了一些资料，设计了口语交际方面的 4 个典型问题，从调查结果来看，不敢在众人面前说话的占调查对象的36%；说话时词不达意的占调查对象的34%；不能选择相应交际策略的占调查对象的35%；不愿与他人交流的占调查对象的 29%。另外，选择其他问题的占调查对象的 8.7%。可见高职学生口语交际基础薄弱、能力较差，存在问题较多，非常有必要强化口语交际训练。
2.2 对口语教学的认可度以及口语课堂参与度
在学生对口语交际重要性及学习目的认识方面，笔者发现有 97%的同学认为开展口语教学重要，其中“十分重要”和“重要”的占到了 81%，将学习口语知识摆在十分重要的位置。但“你对当前学校口语教学的兴趣度是”的调查结果显示，选择“感兴趣”和“十分感兴趣”的只占 13%，说明了学生非常想学口语方面的知识，只是目前学校开展的口语教学不够生动活泼，学生仅仅是被动的信息接受者，极大地影响了学生学习口语交际课程的兴趣。有一半以上的同学对现在的教材能够接受，不满意的同学也占到了 32%，比例也较高，说明口语教材还需进一步加以改进。有45% 的学生希望通过课堂交际法教学方式学习，40% 的学生喜欢以学生为中心的教学法。13%的学生则偏爱完成任务过程中学习法，只有2% 的学生认为口语学习应该完全围绕教师展开，以老师为中心。可见多数学生还是希望在课堂上开展以学生为主体的互动式教学， 这样可以大大提高学生学习口语的兴趣，使大家都有机会参与到教学相长的互动过程中来。
2.3 口语学习目的及其与就业的关系
学习英语口语的目的，有的属于短期行为，有的属于长期目标，还有的则属于终身学习。有 71%的学生是为了应付将来找工作的需要。19%的学生则是为了能修满所需学分，顺利毕业。10%的学生则是为了学习的需要，可以作为一项终身学习的工具。可见同学们学习口语交际课程的目的比较明确，就是提高口语交际能力，使自己综合素质得到提高，将来能够在参加工作后有个大的发展。
3 提高高职学生英语口语能力的策略
3.1 明确口语交际能力的重要性，激发学生的学习兴趣
良好的口语交际能力是高职学生应有的素养，既可以进一步提高他们的综合素质，也是培养学生在人际交往中的文明态度和良好沟通的基本手段，并且增强他们在社会中的适应力和竞争力。而兴趣是学习的动力。有了学习的兴趣，就能产生积极的学习情趣，学生的学习才是主动的、积极的。反之，学习将成为一种沉重的负担，课堂教学也就缺乏生气，变得机械沉闷。要调动学生的学习积极性和主动性。由于每个个体的学习动机不同，我们教师就必须充分去了解学生、认识学生、做学生的知心人，充分发挥学生的兴趣所在，才能把消极的、较弱的学习动机转变为积极的、主动的、强烈的学习动机。
3.2建构以扩展听读资源为基础的交际型英语学习环境
Willis（1996）曾提出外语学习的四个条件：接触大量丰富的可理解的真实语言输入，用语言做事，听说读写的动机以及语言指导。其中前三者为必备条件，后者为理想的条件。真实语言输入是习得和恰当运用英语的必要条件，脱离语言输入的外语学习环境是难以想象的。我国传统的外语课堂环境多数将教材定为唯一的教学资源，语言学习的三个必备条件均难以满足，这就决定了用于真实交际的语言输入数量严重不足，易导致英语学习的恶性循环，学而不用，从而导致哑巴英语。而不能开口的情况使很多学习者认为学习失败，产生消极被动的学习态度。
交际型英语课堂学习环境是教师运用以扩展听读资源为主的信息化资源，为培养学生英语交际能力而建构的学生为主体与教师为主导的学习环境。除了将英语会话材料作为引导交际的材料外，扩展听读资源也是语言学习的重要资源。这样既可增加学生的言语输入，激发学生学习兴趣，构建语言学习环境的巩固扩展材料，教师也可通过教学材料的输入，增加学生对所学知识的吸收和理解。它基本上由教材及配套资源、会话材料和扩展听读资源三部分构成。教材及配套资源是英语教学的基础资源，是教学的主要依据，会话材料是特有资源，扩展听读资源是信息技术环境下的英语教学的资源。可以通过组织一线教师和专业资源制作人员的合作，来构建交际型英语学习资源。同时，还可以定期收集、整理和管理教师手中资源，最终实现资源的共建共享，加快资源的集中，从而有效避免资源的重复建设。
3.3 构建多层次的教学组织形式
课堂教学是学生练习口语，提高口语能力的主要途径。要在教学中真正实现以学生为主体，调动所有学习者参与其中， 积极操练，教学组织形式的多样化必不可少。学生借助教师的引导，通过开展基于英语会话材料引领下交际活动，以及利用课标资源和扩展资源所进行的学习形式，实现语言的理解性输入，最终促进言语交际实现。
可以进行两人活动，培养学生精确、流畅而又合适的交流。在两人活动过程中，教师既可扮演监督者的角色，注意聆听不同派队的对话，留心学生所犯的错误，严重的错误应在会话活动后或下一节课开始前指出并引起注意，反复练习。也可扮演疑难解答者的角色，提供帮助、信息和反馈信息。
小组活动也是促进语言习得的有效手段之一。小组活动能减轻学生在参加语言交际活动中可能产生的焦虑心理。使他们表现出更大的学习积极性和创造性；也能使学生个体在课堂上有更多的时间和机会来练习使用英语。把学生放在小组中能促使个性化。此外，小组使学生意识到学生之间的相互作用的诸方面协调、灵活组合在一起。由于教师的参与不再是指示性干预，而是随意的不规则的访问，它将局限于交谈而不是教。由此产生的语言可提供所需的有用材料。
角色扮演活动也是使用较多的一种活动。因为学生总是在一个确定的社会语言情景中进行的，包含语言形式的话语单位必须与其所用的社会情形吻合才可为人们接受。教师必须尽量给学生提供和创造真实的、逼真的言语交际情景，以便引起学生的好奇心，提高他们的学习兴趣，促进他们用英语交际的愿望。在话题讨论时，题目定下后学生可以围成一圈而坐，这样，每个人都有机会发表意见，学生比较放松、自信。话题讨论是培养学生连贯表达能力的一种较好的方式。学生可以将各个不同阶段学过的知识，综合分析加工，以演讲或报告的形式将自己的思想表达出来。
讨论课不仅可以培养学生的言语技能，发展学生的思维，使其掌握用英语叙述、论证和说明事物能力，还可以在过程中相互启发、拓宽视野、开阔知识面，培养用英语思维及独立工作的能力。
4 结语
随着社会信息化进程加快，人们需要及时准确的表达传递各种信息，因此社会对人的需要也更多地强调人的口语交际能力。而口语交际教学对高职学生的口语交际能力、日后的求职发展，更好地立足社会将产生深远影响。我们要采取各种措施，高效地、科学有序地进行口语教学，提高学生的口语交际能力。
参考文献
[1]Bachman, L.F. . Fundamental Consideration in Language Testing. Oxford： Oxford University Press,1990.
[2]Bachman, L.F. & A.S. Palmer. Language Testing in Practice. Oxford：Oxford University Press, 1996.
[3]Canale, M.& M. Swain. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1980.1(1):1-47.
[4]Hymes, D.On Communicative Competence [A]. In J.B. Pride (eds.). Sociolinguistics[C]. Harmondsworth: Penguin Books Ltd. , 1972.
[5]Richards, J & T. Rodgers. Approaches and Methods in Language Teaching [M]. London: Cambridge University Press（Second edition）, 2001.
[6]Willis, J.A. Framework of Task-based Learning[M].London: Longman,1996.
[7]胡壮麟.语言学教程(修订版).北京:北京大学出版社,2001.
