在我国农村， 小学英语口语教学一直未能受到足够重视，与“新课标” 要求依然存在较大差距， “哑巴英语” 成为农村小学生英语学习的表面反映。本文通过对农村小学的英语口语教学现状进行分析，农村小学英语教师专业能力不足高，教学方法单一，组织方式单调，，评价体系欠缺等因素，造成农村小学生英语口语能力低下， 给他们英语学习带来了不利影响， 阻碍了他们在英语方面的更好发展。针对以上现状， 笔者提出了相应对策， 更新教学理念，提高口语交际教学能力，创新性使用教材， 丰富教学内容；探究多种教学方式，营造良好口语交际氛围，完善评价体系，提高学生英语口语表达能力。
关键词： 农村小学； 英语口语； 教学现状； 对策
The current situation and innovative strategies of oral English Teaching in rural primary schools
Abstract
In China's rural areas, oral English Teaching in primary schools has not been paid enough attention, and there is still a big gap with the requirements of the new curriculum standard. "Dumb English" has become a real reflection of rural primary school students' English learning. Based on the analysis of the current situation of oral English Teaching in rural primary schools, this paper holds that the professional quality of English teachers in rural primary schools is not high, the teaching method is single, the teaching content is thin, and the evaluation system is unreasonable. As a result, the oral English ability of rural primary school students is low, which has a negative impact on their future English learning, It hinders their all-round development. In view of the above situation, the author puts forward the corresponding countermeasures: update the teaching concept, improve the oral communication teaching ability; use the teaching materials creatively, enrich the teaching content; explore a variety of teaching methods, create a good oral communication atmosphere; improve the evaluation system.
Key words: rural primary school; oral English; teaching situation; Countermeasures
1. Introduction
1.1 research background and significance
With the rapid development of internationalization and globalization, English has established its position in the world language system. In the situation of global economic integration, the importance of English in China is gradually highlighted, and the importance of speaking fluent English is increasingly prominent. It is found that for primary school students, when learning a foreign language, the key is to cultivate their oral communication ability. In order to fully develop the future oral English communication ability, it is very important and necessary to carry out the basic training of oral English ability in primary school. However, in China's long-term English teaching, especially under the influence of "exam oriented education", schools, teachers and parents pay too much attention to English related to "exam oriented education", such as answering skills, grammar knowledge, vocabulary examination, reading essays and so on, It has not been paid attention to by today's oral English teaching. This phenomenon is particularly prominent in rural primary schools. After a full study of the relevant literature, this paper makes an in-depth investigation of the problems existing in oral English Teaching in rural primary schools, and has a more accurate grasp of its current situation. It is expected that it can help primary school English teachers improve their teaching awareness from the theoretical level, and on this basis, it puts forward some theories and suggestions that can help improve primary school oral English teaching. The purpose of this paper is to provide useful solutions to the problems existing in the oral English Teaching of rural primary school English teachers, and put forward the methods and strategies to improve primary school students' English teaching, especially the cultivation of primary school students' oral English communicative ability, so as to enrich the theory in this aspect.
1.2 literature review
There are few foreign researches on English teaching and oral English Teaching in rural primary schools, but more domestic researches. Zhao Xiaojuan expounds the current situation of oral English Teaching in primary schools, and then puts forward some countermeasures for oral English Teaching in primary schools, including improving primary school English teachers' teaching ability, stimulating students' interest in learning oral English, creating an environment suitable for students to learn oral English, and increasing students' Oral Training opportunities. Li Yaqin believes that in order to improve the quality of oral English Teaching in rural primary schools, stimulate students' interest in English learning, and make them consciously use English for communication, we should carry out "three measures" in oral English Teaching in rural primary schools, including adopting diversified English teaching evaluation methods, changing teaching methods and learning methods. Xiao Xuemin thinks that English teaching has been popularized in primary schools in China. Compared with urban English teaching, the English teaching effect in rural primary schools is poor. The reason is inseparable from the relatively backward education environment in rural areas. In order to fundamentally improve the oral English Teaching in rural primary schools, rural primary school English teachers must constantly explore new teaching methods, Strive to provide students with oral English environment, encourage students to speak English boldly, and fundamentally improve students' English speaking level. It is believed that oral English expression has always been a weak link in Chinese students' English learning, especially in rural primary school students. According to the characteristics of oral English Teaching in rural primary schools and task-based teaching mode, combined with teaching practice, this paper focuses on the effective strategies of oral English Teaching in primary schools from the aspects of interest, task design in and out of class. Today, people pay more attention to quality education. But in the remote rural areas of English teaching, especially oral English teaching effect is very poor. We should explore the change of teaching methods, use incentive mechanism, strive to create a language environment, cultivate students' interest, speak English boldly, so as to improve the English level of rural primary school students. Zhang Jie believes that the effectiveness of oral English Teaching in rural primary schools directly determines the level of students' oral English ability. On the basis of classroom observation, questionnaire survey and individual interview, this paper explores the teaching mode to improve the effectiveness of oral English classroom teaching from three aspects: students, teaching materials and evaluation mechanism.Yao Xiaoyi believes that English is a language subject, so students need to read more and speak more. But now many students because of family reasons, many families are only child, so the children and peers contact is not close, so it will produce a more introverted character, in the encounter with people will appear more shy situation. Or the current living conditions, now we all live in the community, there are not many opportunities for people to contact, so it is even more so for students. When learning English, teachers need to encourage students to express and communicate in English, encourage students to participate in the classroom, communicate with teachers or classmates, create an active classroom atmosphere, and use more suitable English teaching programs to help students learn English better and improve their oral communication ability.
2. The concept and theoretical basis of oral communication teaching
Oral English is a learning course that combines knowledge with practice. It is necessary to express the meaning clearly and accurately. It is a course that needs constant practice. The purpose of this course is to cultivate and improve students' language expression ability and cross-cultural communication ability. Specifically speaking, it is to enable students to master the basic grammar and skills of daily English conversation while practicing oral English inside and outside the classroom; to enable students to talk about daily topics naturally; to relay the sentences they hear and to make appropriate, reasonable and accurate responses; and to make sure that the pronunciation and intonation are not rigid, the grammar is correct and the words are appropriate. So as to promote the development of students in oral English, improve their language skills and cross-cultural communication ability.
Oral English Teaching in primary schools is a teaching activity to cultivate students' ability of verbal communication. In this activity, teachers use appropriate teaching methods to improve and organize students' oral communication according to students' ability, which provides them with many opportunities to learn oral English and cultivate students' ability in oral English communication.
The theoretical basis of oral English teaching is closely related to linguistics, pedagogy and psychology. In 1959, neurobiologists Penfield and Roberts put forward the critical period hypothesis of second language acquisition. They believed that the best age for language learning was within 10 years old. 2. Piaget and Vygotsky developed the learning theory of constructivism. The initiative, situation and sociality of learning are emphasized by constructivism. Piaget believes that learning is a process of active construction. Assimilation, adaptation and balance affect the development of cognition. On the basis of Piaget's cognitive constructivism theory, Vygotsky developed the social constructivism view of knowledge, learning and students. Constructivism advocates student-oriented education under the leadership of teachers, that is, emphasizing students' cognitive subjective role rather than ignoring teachers' guiding role. Students are the objects of information processing, meaningful
active architects, rather than passive receivers and external incentive objects. Students must connect as much as possible what they already know in the current course content, and seriously consider this connection. Students establish an important link between the new knowledge and the existing experience, which is the key to creating meaning.
3. The current situation of oral communication teaching in rural primary schools
3.1 outdated teaching concept and weak teaching ability
Some rural primary school English teachers are backward in educational concept, limited in their ability and outdated in teaching methods. "Teacher centered" in class makes students have no chance to exercise their oral communication ability, resulting in poor oral expression ability. Under the influence of exam oriented education, there is a tendency of "emphasizing reading and writing, ignoring listening and speaking" in rural primary school English teaching. Rural primary school English teachers have a relatively low level of education, 67% of English teachers are non English majors. Some English teachers' knowledge structure is unreasonable, and they are weak in educational philosophy, professional knowledge, professional skills and comprehensive skills.
3.2 simple teaching content and lack of teaching resources
Rural primary school English teaching content is often limited to the text in the textbook, can not really communicate in the sense of conversation, teachers blindly let students recite vocabulary and grammar, understand language knowledge, students will be tired of English because of boring content, lose interest in English. Some English teachers in rural areas do not have the consciousness of creatively using teaching materials, and do not make full use of network resources, which leads to the teaching content is thin and boring. Although some teachers use multimedia, due to improper guidance, most students only pay attention to vivid videos and pictures, ignore teaching materials, and do not use the opportunity to speak, so that multimedia does not play a real role. The teacher becomes the operator of the multimedia equipment, and the students conform to the teacher's way of thinking and learn according to the preset mode on the courseware, which has become a kind of "machine irrigation" teaching.
3.3 single teaching method
Many rural novel English teachers are still following the traditional English teaching methods, mainly teachers, teachers rely on a book, a pen and a mouth, the whole process is the teacher's Master Tutor status, lack of interaction with students. It's very simple, even if the students practice a few sentence patterns in the classroom. Or when students answer questions in English, the content is only limited to the text in the textbook, and there is no real conversation. Some teachers pay more attention to oral English teaching, but they have not received professional training and lack systematic and scientific theory guidance. In teaching, they overemphasize the accuracy of language, stick to the mistakes of every sentence or pronunciation and intonation, correct any mistakes, and constantly interrupt students' expressions, thus causing students to form psychological barriers, lack self-confidence and dare not speak English, When the teacher asks questions, the students stay away. The classroom atmosphere is dull and the teaching effect is not ideal. Language teaching is a kind of abstract teaching, many teachers do not realize that using multimedia to provide relevant life scenes to improve students' oral teaching effect, makes the abstract language training vivid, vivid, intuitive and specific, and stimulates students' enthusiasm in learning English.3.4 the evaluation mechanism is not reasonable.
Although quality education is advocated now, in reality, teachers still take examinations as their baton, and examinations have always been the driving force of students' learning.What is stipulated in the examination syllabus, teachers will teach and students will learn.In today's society with fierce competition and high pressure to enter a higher school, even if some parents and teachers realize the importance of oral English, most primary school English tests are mainly written and assisted by listening. This is an important reason why English teachers do not pay attention to oral English teaching, so students spend a lot of energy on reciting words, practicing grammar, practicing sentence patterns and so on. In addition, if students want to improve their listening and speaking ability, they have to carry out a lot of repeated practice. However, there are too many classes in our country at present, so the time of each student's language practice is greatly reduced, so it is difficult to improve their oral ability. The new standard of English curriculum formulated by the Ministry of education of the people's Republic of China points out that the evaluation of oral English should be carried out in a variety of recreational activities such as singing, dancing, performing, speaking, playing and competition, which is in line with the evaluation concept of quality education.
In response to the requirements of the new curriculum reform, some rural primary school teachers arrange oral English test for students at the end of each semester. Through the investigation of rural primary school students, the author finds that the operability is not strong. The evaluation of students' oral ability is summative evaluation, which is in the form of test, which is far from the requirements of the new curriculum standard. An English teacher has at least two classes, and each class has at least 40 or 50 students. In the limited time, it is difficult to organize one-to-one English test. Therefore, some primary school oral English evaluation has become a formalization. The traditional oral evaluation pays too much attention to the results and ignores the evaluation of students' comprehensive quality, such as ability, innovation, emotion, attitude and habit, which leads to the lack of students' flexibility and creativity.
3.3.1 Traditional teaching methods still play an important role
In traditional English teaching, it is the teacher's explanation for translation type, translation and interpretation of the grammar, for the teaching of English words are also students back after class, the class have a dictation or small test, the whole teaching process and not into the oral English teaching and application, the traditional teaching methods directly affects the rural primary and middle school English oral English learning. On the other hand, teachers pay more attention to the improvement of English scores and all their goals are placed on taking the high school entrance examination or the college entrance examination. As a result, teachers focus on the exam-oriented education of English and only pay attention to the ability of English examination. This concept of teaching also greatly reduces students' interest in learning English. In English class, the teacher is talking all the time, and the students lack the active atmosphere that should have been in English class, and the students have no enthusiasm for English learning. I also lack initiative in learning spoken English.
Classroom teaching is teacher-centered, with teachers talking and students listening. Classroom teaching is mainly instilled by teachers, ignoring students' oral output and the cultivation of students' active initiative in oral learning. Classroom teaching only listens and does not say, reads only and does not say, pays attention to the special training of grammar and sentences, and ignores the cultivation of speaking ability.Some teachers only take the pronunciation of words as the goal of oral English teaching, take listening and speaking as a means of learning words, sentence patterns and texts, rather than an important part of the cultivation of students' oral English communicative competence, and ignore the cultivation of students' oral English communicative competence.
3.3.2 Lack of innovation
English textbooks are the basis of classroom teaching. All English teaching processes should be carried out around English textbooks. Therefore, in primary school oral English teaching, teachers should actively combine the reading materials in English textbooks to carry out dialogue exercises. However, teachers can not effectively combine multimedia technology with suspense setting, and can not use multimedia technology to perfectly combine rich text, interesting pictures, beautiful sounds and other information.
In rural areas, due to the low level of economy, life level is poorer, led to a large number of highly educated graduates don't choose long engaged in education work in the countryside, has affected the rural teachers, especially English, at the same time because of the shortage of rural education, many teachers do not participate in relevant professional teacher training, so as to make the teachers' teaching level stagnate, not fully communication with the outside world, learning more effective teaching method, teaching innovation ability is lacking in the end.
4. Rural primary school oral communication teaching countermeasures
4.1 update teaching concept and improve oral communication teaching ability
The overall goal of the current primary school English curriculum is: to cultivate primary school students' ability to use English for some simple communication, and pay attention to the overall development of students. English teachers should change their teaching concepts and realize that the purpose of language teaching is to enable students to use language and communicate with each other, not just understand language. In the process of teaching, teachers should let students master the complete language. Teachers should combine the meaning, form and function of language completely. Teachers should meet the challenge of the new curriculum. As a teacher, the fundamental way of professional sustainable development is lifelong learning, and the concept of lifelong learning should be established. In teaching, we should constantly update the knowledge structure and develop our own professional ability and knowledge ability to meet the new requirements of the rapid development of modern society for English curriculum. Teachers should establish the concept of lifelong learning, strengthen the Lifelong Consciousness of self-development, constantly improve their business, constantly develop themselves and develop their professional temperament. The content of oral English teaching includes pronunciation, vocabulary, grammar and so on. Teachers need to study the teaching materials and syllabus, understand the whole knowledge framework, grasp the key and difficult points of teaching, and integrate the knowledge points, which requires teachers to have solid professional knowledge. In the classroom, teachers need to have the ability of fluent pronunciation and intonation: standard pronunciation, pure. However, most of the teachers are poor in English listening and speaking, especially the older teachers. In rural primary schools, due to the limitations of the conditions at that time, many teachers are interdisciplinary English teachers, the mastery of professional knowledge is not solid, coupled with the age-old, teachers have learned a lot of knowledge have forgotten, so teachers should establish the conceptof lifelong learning.
4.2 use teaching materials creatively to enrich teaching content
If the teacher's teaching content is only limited to the text in the textbook, and can't really communicate, it will cause the content to be thin and boring. The teaching of teaching materials should be creative. Teachers should show the teaching content in a variety of flexible ways according to the age characteristics, ability level and interests of rural primary school students, so as to become various language practice activities, such as compiling English songs, drama performance, English interesting voice contest, reading contest, "word squatting" game, etc. The rich and colorful teaching content can make students full of interest in oral English teaching. In the process of completing the teaching content, students cultivate self-confidence, stimulate interest, show themselves and improve themselves. In the language practice activities, students' subjective initiative is brought into full play, their potential of learning English and acting is tapped, their knowledge is increased, their vision is broadened, and their oral ability is improved. Secondly, the use of multimedia can greatly enrich the teaching content, make the classroom colorful, easy to accept, shorten the distance between teaching and reality. Teachers use advanced modern teaching technology to show the teaching content of graphics, images, sound and animation, which makes the classroom interesting and achieves good results, and plays a great role in promoting students' language development.
4.3 explore a variety of teaching methods to create a good oral communication atmosphere
Traditional teaching methods fail to grasp students' psychological and physiological characteristics. Attention is not easy to focus, is the characteristics of primary school students, so they do not like monotonous repetition. But strong imitation, good memory, strong curiosity, strong desire for performance is their advantage, but also their advantage in learning English. Teachers should develop their strengths and avoid their weaknesses, follow the law of language learning, first of all, cultivate pupils' interest in English, and improve their interest in learning through the flexible use of a variety of teaching methods. For example, teachers use the way of cooperation and communication to guide students to play roles in various classroom games, think positively, interact in multiple dimensions, and actively use English for communication, so as to form an atmosphere of daring to speak, loving to speak and being able to speak. Over time, primary school students know more, they have an interest in English, and naturally, they have the motivation and desire to learn. Secondly, we should be good at using multimedia. Multimedia, which integrates shape, sound, light and color, can effectively render the classroom atmosphere and create vivid situations. In primary school English teaching, intuitive teaching is better than general explanation. The use of vivid and modern multimedia teaching means for viewing, listening and speaking makes students feel novel and immersive. Play English nursery rhymes related to the content of the text to play up the atmosphere and create a learning atmosphere, so that students can quickly enter the state of learning English. In class, the dialogue scene is silenced according to the needs, so as to provide students with imagination space, so that students can more divergent thinking and creative thinking, free dubbing. And often use projectors to show cartoon characters and things that students like, so that students can communicate on the spot. In this way, students will no longer feel monotonous and boring when they express in English. Instead, they will communicate in the real situation, touch the scene and make them have the desire to open their mouth, so as to arouse their interest in learning English, communicate in English, improve their language expression ability, and form a pleasant sense of language and smooth language flow.
4.4 improve the evaluation system
The traditional oral English evaluation is mainly summative evaluation, which emphasizes the subject knowledge system. The form is single and the way is rigid. The only standard of evaluation is oral grammar test. "Appraisal" is the main function of oral test. The test results are accidental, and the test content is one-sided. Such an oral test can not objectively and comprehensively reflect the actual oral ability of students. Formative assessment plays an important role in improving the evaluation system. It runs through the whole process of students' learning, including the evaluation of students' performance in and out of classroom activities. This kind of oral evaluation focuses on the process of evaluation, the diversity of evaluation, the diversity of evaluation methods and the subjectivity of students. It can truly reflect the situation that students dare to speak English and make good use of English, and reflect the real oral level of students. There are many forms of evaluation, such as teacher evaluation, self-evaluation, classmate evaluation and parent evaluation, which emphasize the diversification of evaluation subjects. The evaluation content is also rich, which can test students' listening, speaking, reading, singing and acting skills and comprehensive language ability. The oral test is only a part of oral evaluation. The evaluation time runs through the whole process of learning, Oral evaluation should be normalized and regular, and regular evaluation should replace accidental evaluation. When evaluating students, teachers should praise and encourage them, because everyone wants to be respected. If too much criticism or excessive words will hurt students' self-esteem, they will lose confidence and interest in oral English, which is contrary to the purpose of stimulating students' interest in learning. In carrying out activities, we should constantly encourage students and encourage every student. For students who do not perform well, we should not criticize them immediately, but provide them with more opportunities. At the same time, special attention should be paid to students with learning difficulties, and mutual help groups should be established in the class. Encourage students to actively participate and express themselves, so that they can achieve success and feel a sense of achievement. Effective oral evaluation research will improve the traditional primary school English evaluation method, fill the blind area of primary school English oral test, and make the primary school English subject oral evaluation system more scientific and complete. Therefore, it is of far-reaching significance to improve oral English Evaluation in rural primary school oral English teaching.
5. Conclusion
The author finds that the current situation of oral English Teaching in rural primary schools is not optimistic. This situation is mainly restricted by the objective teaching environment, subjective teaching mode and concept, teachers' professional quality and so on.
In view of the above problems, the author thinks that the problems of oral English Teaching in rural areas are relatively complex and can not be improved in a short time. Based on the above results, the author draws the following enlightenmen：1. Teachers should establish the concept of lifelong learning to adapt to the new requirements of the rapid development of modern society for English curriculum. To establish the concept of teachers' lifelong learning is to strengthen their lifelong consciousness of self-development: to constantly improve their business, to constantly develop themselves, and to cultivate teachers' professional temperament. Teachers should try to take every class as an opportunity to broaden their professional horizons and improve their teaching quality.2. Teachers should pay attention to oral English teaching. Learning a good language knowledge is not to pass the English test, but to be able to use the language for communication. Teachers should change their teaching concepts and realize that learning English is for learning language skills and the purpose of learning English is to use English flexibly. Listening, speaking, reading and writing are four parts that complement and promote each other in language learning. Teachers should realize the position and role of oral English teaching, attach importance to oral English teaching, and create a relaxed and real English learning environment for students.3. Teachers should change the traditional teaching mode. In the tide of new curriculum reform, we should advocate "quality education" and get rid of "deaf mute English". The traditional teaching can not meet the requirements of the new curriculum reform. We need to optimize English teaching as much as possible. The key to learning English is to use language, so we must pay attention to the all-round development of audio-visual, speaking, reading, writing and translation.4. The higher authorities, schools and teachers should improve the teaching evaluation system of oral English.
Reference
[1]赵小娟.小学英语口语教学的现状及对策[J].西部素质教育.2019(12)25-36
[2]李亚琴.农村小学英语口语教学的“三举措”[J].西部素质教育.2020(2)20-27
[3]肖学敏.农村小学英语口语教学存在的问题及对策[J].海外英语.2018(8)17—25
[4]张萍.谈农村小学生英语口语表达能力的培养[J].西部素质教育.2016(11)25—28
[5]陈小钦.关于提高农村小学英语教学水平的探索[J].才智.2019（6）13-19
[6]张洁.激活口语课堂 探寻有效教学——农村小学英语口语课堂教学效率低下的原因及对策.苏州教育学院学报[J].2018（10）29-33
[7]姚晓祎.浅谈小学英语口语交际教学的策略[J].科学咨询.2020（11）25-33
