非英语专业大学生口语障碍分析和对策

摘要：
随着2008年北京奥运会的举行，我国与世界各国的交往越来越密切，世界范围内的交流与合作日益增多，社会对非英语专业学生的英语能力，尤其是口语能力和水平被提高到前所未有的高度。目前我国非英语专业学生整体英语水平有了很大的提高，但英语口语交际能力十分低下，高分低能和哑巴英语现象普遍存在。特别是在口语方面存在许多障碍。本文通过对中国计量学院198名非英语专业学生英语口语学习障碍和兴趣的抽查，经总结分析后，调查结果表明：从学生自身来看，影响口语的因素主要表现在：薄弱的语音基础、心理因素障碍的存在、较差的思维能力、交流中的文化障碍、思维模式存在的差异、学习口语动机等等。从学校和教师来看：学校传统的教学法，学校缺乏给学生提供英语口语学习的氛围、教学时间、师资，口语教学缺乏理论指导，教学内容的陈旧、单一等等因素影响了非英语专业学生英语口语的学习。根据以上调查结果，本文提出了相应的对策：根据学生的兴趣倾向，可以通过看电影学英语，小组讨论， 课堂英语游戏等来提供适应的教学环境。此外，还可以完善教学内容， 教学形式多样化， 创造良好的学习氛围，充分调动学生的积极性。通过多方的努力来提高非英语专业学生的口语水平。本文通过障碍分析和对策的研究，旨在不断提高学生运用英语口语的能力和技巧，以适应激烈的社会环境。

关键词：非英语专业学生；口语现状；口语障碍；对策
Obstacles of Oral English for Non-English Majors and Strategies
Abstract:
With the Beijing Olympic Games held in 2008, our country exchanges with other countries around the world are getting closer and closer. The exchanges and cooperation in the worldwide are increasing day by day. Non-English majors’ language ability, particularly verbal ability and level have been raised to an unprecedented level by community. At present, non-English majors’ the overall standard of English has been greatly improved, but the ability of oral communication in English is very low, “high mark and low ability” and “mute English” are become a widespread phenomenon. Especially in the spoken language there are many obstacles. In this paper, through the obstacles of non-English majors in oral English study. The following result shows: The student elements, weak pronunciation basis, psychological obstacle, relatively poor thought competence, culture obstacle, and the motivation of learning oral English are the main obstacle of the non-English majors oral English. Teacher factors, traditional educational method, atmosphere of studying, teaching time, the quality of teachers, lack of theory and outdated and fixed materials are very important obstacle to influence the oral English study. According to the above survey results, some proposals are given as follows: according to the trend of students’ interest, you can learn English through watching movies, panel discussions, classroom games, and to provide comfortable English language teaching and learning environments. In addition, it can improve the teaching materials, teaching forms, to create a good learning atmosphere, to fully mobilize the enthusiasm of the students. We must do various efforts to improve non-English speaking students in the professional level. In this paper, through the barriers analysis and the research of strategies, we design to continuously improve the students to use spoken English abilities and skills to adapt to the intense social environment.

Keywords: non-English majors; oral status; oral obstacles; strategies

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