英語口語教學探究

摘要 口語應該分階，不同年齡階段的口語范疇應該是不一樣的；口語注重交流，口語教學要建立在聽取信息的情況下去展開。口語教學不是孤立的，它須重視聽力訓練。高級的口語要求綜合的表達能力，自然更離不開讀寫訓練；綜合的讀寫訓練有利于英語口語水平的提高。本文研究的是口語教學辯證的思想，旨在解決口語教學的活動性、綜合性、專題性與實效性的問題。

關(guān)鍵詞 階段 綜合 廣義 專題

中圖分類號：G712 文獻標識碼：A

Research on Oral English Teaching

HUANG Wenhui

(Xiamen Electronic Vocational School， Xiamen， Fujian 361009)

AbstractOral language should be phased in different ages， people in different ages have different oral categories; oral English emphasis on communication， oral language teaching must be based on listening to expand the information. Oral teaching is not isolated， it must pay attention to listening training. Advanced spoken language requires comprehensive skills， natural and even less from literacy training; Integrated reading and writing will help raise the level of spoken English. This paper studies the dialectical thinking of oral teaching， to address the oral teaching activities， integrated， thematic and practical issues.

Key wordsstage; intergration; generalized; topics

人們學習語言是為了社會交際和在日常生活中交流思想， 英語是一種交際工具，英語教學是為了培養(yǎng)使用此種語言的能力，因此，口語教學是重中之重，教師必須有意識的加強口語訓練，培養(yǎng)他們的口頭表達能力，從而為社會培養(yǎng)出所需的職業(yè)人才。對于職業(yè)學校某些專業(yè)（比如：外貿(mào)專業(yè)、旅游專業(yè)、空乘專業(yè)等）的學生來講，學生英語口語交際能力直接影響到學生的就業(yè)能力。學校在對英語口語教學課制定教學任務(wù)時把培養(yǎng)學生英語口語交際能力作為教學目標。

口語是口頭交際使用的語言，國內(nèi)通常說的“口語”特指外語口語。本文探究的是 “英語口語”在新時期英語課堂教學過程中確立話題的思維和實踐過程。研究將對在師生互動、學生活動等實踐中所收集到的經(jīng)典話題資料進行分析、綜合，剖析其適應的階段及發(fā)展趨向，重新定位口語訓練的基本特征，提出口語教學有效的教學方法，并對目前口語教學的主流方向提出建設(shè)性的方案。我們認為，口語既是特定范圍內(nèi)的活動，也是具有普遍聯(lián)系的活動。提高語言素養(yǎng)，提升口語表達水準，讓口語表達得到升華，以擴大交流的力度和廣度，這是目前口語教學應該重視的問題。

1 狹義的口語和廣義的口語

口語的特點是通過聲音進行傳播。即便是如此，口語還是有狹義和廣義之分的。狹義的口語就是指純粹的口頭交流，斷斷續(xù)續(xù)的語言活動。它具有互動性，多變性，不規(guī)則性的特征。口語會因場合與發(fā)言者不同而被自由的發(fā)揮使用。鑒于交流雙方的認知水平，口語往往不需要非常完整的表達，有時就是眼神、手勢、語調(diào)、節(jié)奏等都會影響表達內(nèi)容，所以，傳神達意、心領(lǐng)神會往往是口語活動的更高的標準。而廣義的口語更接近于書面語，用在更正式的場合，用語專業(yè)，語法嚴謹，措詞講究。因此，不看時間場合去討論口語，顯然是不合適的。

廣義地說，凡文章皆可以入口語，但關(guān)鍵的還是要看說話對象。它具有很強的針對性。要做到口語溝通沒有障礙，就要讓文章主題所涉及的語言范疇，其思維方式都在口語交流中得到對方的認可。而反過來說，口語則未必都可以入文章。姑且不說有些語音無法找到相應的文字，沒有特定的口語交流情景，脫離了交流環(huán)境，書面語要記載口語的生動性，靈活性，往往要費力得多。電影媒體提供的畫面讓口語交流的這兩個特征得到了很好的體現(xiàn)。形同書面用語的腳本一旦在視頻中活靈活現(xiàn)地表演出來，其生動性、靈活性就得到了很直觀的展現(xiàn)。

就以中級口語話題Smoking Is Dangerous to Health為例，書面的表達如下文：

American Indians grew and smoked tobacco before Columbus came to America. The tobacco industry has been large and important for America's economy ever since colonial farmers grew tobacco for export 300 years ago. Even today tobacco is grown in large quantities along America's Eastern Coast.

Since the 1800's the most common form of smoking tobacco is in cigarettes. Men and women of all ages smoke cigarettes and there are dozens of brands sold in the US. Nearly all cigarettes now sold have filters. Pipe smoking has some popularity and cigars are usually only smoked by older men.

Over the past fifteen years， many people have stopped smoking. This movement away from cigarettes began when lung cancer and other ailments were linked to smoking. In the 1970's when taxes on cigarettes were greatly increased， cigarette smoking became much more expensive. Since the late 1970's physical fitness has become a major aim of millions of Americans. These three factors have been the major causes for many people to stop smoking.

Today in the US cigarette smoking is restricted in many ways. When smokers are in restaurants， on trains and in public buildings， they may smoke only in designated areas. When they are on public buses， in theatres and in classrooms， they may not smoke at all. Cigarettes are not advertised on television or radio. A notice is on every package of cigarettes sold in America warning that smoking is dangerous to health. These regulations have reduced cigarette smoking very much since they were instituted. Smoking is on the decline.

如果以對話的形式進行交流，上文則可能是以下這種模式：

M: Jenny， I'm going to stop smoking when I finish this pack of cigarettes.

F: Good for you， Bob， but why are you telling me?

M: To help me stop. When I tell all friends， then I won't dare to smoke in front of them.

F: Why do you want to quit? I thought you liked to smoke.

M: I do. But it's getting so expensive. And now that I'm jogging， when I run I can hardly breathe.

F: I'll help you quit. Whenever you want a cigarette， call me and I'll take your mind off it.

M: Thanks， Jenny， I'll do it.

F: Bob， why don't you stop now? You don't have to smoke the rest of that pack.

M: I just bought it. I don't want to waste my money.

F: But do you know that cigarette smoking is restricted here?

M: Oh， sorry. Smokers have to smoke only in designated areas when they are in restaurants， on trains and in public buildings.

F: Not exactly. When they are on public buses， in theatres and in classrooms， they may not smoke at all.

M: Smoking is on the decline， Jenny. You see， cigarettes are not advertised on television or radio. A notice is on every package of cigarettes sold in America warning that smoking is dangerous to health.

相比較而言，書面語敘述的是歷史知識，客觀事實，而口語則更突現(xiàn)了交流雙方的態(tài)度，以及對行為的評價。從廣義上說，上面的書面用語一樣可以用來口頭交流，但是，在現(xiàn)實中它更需要增加一些感情色彩的詞語，插入語，停頓，語調(diào)變化等作為潤飾。而從另外一個方面講，口語活動要進一步開展下去，則需要具有書面用語的支撐。如果有了這樣的知識，有深度、涉及面廣，那么，本話題的口語交流一定會得到更進一步的展開。

2 尊重口語的階段性特征

正如口語具有階段性一樣，在英語口語教學中，口語教學也一樣存在階段性問題。教學的主題以及表達的深淺關(guān)鍵是還得看是對哪個年齡段的人。

顯然，如此侃侃而談的，就不適合初級階段的人群：

Chairperson: This is supposed to be an enlightened age， but you wouldn’t think so if you could hear what the average man thinks of the average woman. Women won their independence years ago. After a long， bitter struggle， they now enjoy the same educational opportunities as men in most parts of the world. They have proved repeatedly that they are equal and often superior to men in almost every field. The hard-fought battle for recognition has been won， but it is by no means over. It is men， not women who still carry on thee sex war because their attitude remains basically hostile. Even in the most progressive societies， women continue to be regarded as second-rate citizens. To hear some men talk， you’d think that women belonged to a different species!

而比如以下片言只語，在高級口語訓練中就顯得沒有必要了：

1. Hello.你好！

2. Good morning.早晨好！

3. How are you? 你好嗎？

4. Fine， thanks.很好，謝謝。

在現(xiàn)實中，固然只要交流雙方能夠傳情達意，即使使用詩歌、格言、謎語、行話等也無可厚非，但年齡確實決定著話題，每個年齡階段的學習者也有話題傾向。鑒于此，口語教學要是真正符合特定人群的話，應該也得分為初階、中階、高階三個水準。高階的口語從交流的范圍來看自然要窄一些，也要專業(yè)一些，所以，基本上不被認為是純口語的。而相對而言，初級的日常用語才是人們普遍認為的真正的口語，生活用語(Colloquial language)。中級介于這兩者之間，也屬于特定水平的人一種表達形式。英語口語教學要突破各階水平的局限，一定離不開那階段的對象和接受語言的實效。對象是口語定位最重要的因素，對象決定口語表達的內(nèi)容。階段決定了內(nèi)容和教學方式，它會在測試中體現(xiàn)出教學實際效果來。

3 英語口語訓練的基本特征

口語訓練是個技術(shù)問題。要簡單總結(jié)練習好語言的方法，可以用RICE來表述：那就是Repetition， Imitation， Comparison和Expression等。其中，模仿是關(guān)鍵，重復是手段，比較是深化，表達是強化。沒有重復，學習沒法達到熟練；沒有模仿，要準確就沒有了根據(jù)；而比較探究了措詞的深層的東西，表達才是體驗語言運用的實戰(zhàn)性的全方位的感受。

為此，我們主張培養(yǎng)綜合審視語言的能力，在活動中感受主題語言的方方面面的能力訓練，然后做綜合性的驗收。以下是借助《新概念英語》第三冊第2課進行口語訓練，模仿讀音，反復操練，再在師生互動的課堂學習之后進行的驗收式測試：

A. [Correct the mistakes in these ways: 1)find wrong words and expressions and give your correct spelling;2)add the missing words; 3)delete unnecessary words]

Boxing matches are very popular in England two hundred years ago. In those days， boxers fought with bare fist for the Prize money. Because of this， they were known as 'prizefighters'. However， boxing was very crude， there were no rules and a prize-fighter could be serious injured or even killed during a match.

B. [Fill in the suitable words to complete the sentences.]

One of the most colourful __________(1名詞) in boxing history was Daniel Mendoza who was born in 1764. The use of gloves was not introduced _______(2介詞) 1860 when the Marquis of Queensberry ________(3動詞) up the first set of rules. Though he was technically a prizefighter， Mendoza did _______(4名詞) to change crude prize-fighting into a sport，_________(5連詞) he brought science to the game. In his day， Mendoza enjoyed tremendous popularity. He was adored by rich and poor alike.

C. [Fill in the blanks with the appropriate words and sentences]

Mendoza rose to fame ____________[(1)寫出原文表示soon的單詞] after a boxing match when he was only fourteen years old. This____________________[(2)翻譯：引起了... 的注意] Richard Humphries who was then the most _______________[(3)寫出原文表示famous的單詞]boxer in England. He offered to train Mendoza and his young pupil was quick _____________ [(4) A. to payB. to learnC. to assistD. to follow]. In fact， Mendoza soon became so successful that Humphries _________ [(5) A. turnedB. defendedC. arguedD. voted] against him. The two men quarrelled bitterly and it was clear that the argument could only be settled by a fight. A match was held at Stilton________ [(6)用一個詞連接這兩個句子] both men fought for an hour. The public bet a great deal of money on Mendoza， but he was defeated. Mendoza met Humphries in the ring on a later occasion and he lost for a second time. It was not until his third match in 1790 that he finally beat Humphries and became Champion of England. Meanwhile_________[(7) Meanwhile的漢語意思是什么？]， he founded a highly successful Academy and even Lord Byron became one of his pupils. He earned __________[(8)寫出原文表示large的單詞]sums of money and was paid as much as ￡100 for a single appearance. Despite this， he was so ________________________________________ [(9)翻譯：揮霍無度，經(jīng)常債臺高筑]. After he was defeated by a boxer called Gentleman Jackson， he was quickly forgotten. He was sent to prison for _____________[(10)適當?shù)男问剑篺ail] to pay his debts and died in poverty in 1836.

ANSWER SHEET

A.辨別能力(5%):（本題涉及三種類型：改詞，刪詞，增詞）

（①先在原文中你認為錯的單詞下劃一橫線，在你認為多余的單詞上劃刪除符號 “--”，在你認為缺少詞的兩個詞中間畫上漏字符號“∧”；②然后在下面空格中寫出正確的單詞，刪除的單詞標為word。）

(1)______________;(2)______________;(3)______________; (4)______________；(5)______________

B.表達能力(5%): （本題涉及：實詞—動詞、名詞、形容詞，關(guān)系詞）

(1)_________(2)_________(3)_________(4)_________(5)_________

C.綜合能力(10%):

（本綜合題涉及詞與詞組的表達、翻譯、理解與同義轉(zhuǎn)換等問題，請按要求在空格中寫出來。）

(1) _____________

(2) ______________________________

(3) _____________

(4) _____________ (寫出選項即可)

(5) _____________ (寫出選項即可)

(6) _____________

(7) _____________

(8) _____________

(9) __________________________________

(10) ____________________

**********************************************

參考答案：

●辨別能力(5%):

(1)Boxing matches were; (2) fists;(3) the Prize money;(4) for∧there were； (5) seriously

● B.表達能力(5%):

(1) figures (2) until (3) drew (4) much (5)for

●C.綜合能力(10%):

(1) swiftly (2)attracted the attention of (3)eminent (4) B. to learn (5)A. turned (6)where (7)同時，(8)enormous (9) extravagant that he was always in debt (10)failing

根據(jù)對英語口語教學中的中等學員的檢測評估，20分的平均分為8.571，轉(zhuǎn)換為100分，平均分為42.855分，而50人中80分以上10人，其中3人滿分，19人不及格。由此可見，對于缺少語言環(huán)境的學生，加強聽覺刺激非常有必要。我們的結(jié)論是，在職專英語口語教學中，口語能力的提高，一定要建立在大量的聽力理解基礎(chǔ)之上。大量的、適齡的快節(jié)奏的語速，對于口語表達的流利性有很大的幫助。建議下一步實驗者繼續(xù)探討在聽力訓練之后進行口語訓練的實效性，預計這樣可以改變口語表達的綜合能力。此外，同話題的補充閱讀對于強化口語活動有很大的作用，建議也能同步進行。倘若能加大聽寫、默寫或者一些Brainstorm式的寫作訓練，高階的口語表達則將指日可待。

4 媒體及綜合訓練觀對提高口語水平的作用

多媒體的出現(xiàn)對于口語訓練特別有意義。我們認為，孤立的口語訓練并不是教學的主流，而結(jié)合其他感官進行操練，比如眼、耳、手等，這才是口語教學的成功之路。眼下DVD原版英語電影比比皆是，充分利用這些東西，對口語訓練將具有前所未有的實效。

以下文字來自視頻字幕(subtitle):

At the edge of the spirit world lies a cemetery of sorts， a testament to a tragedy of man and whales. As if back from the grave， these creatures are now our guides， through a remarkable journey of rebirth， return and survival. For thousands of years human beings have been fascinated by whales. We have worshipped them and slaughtered them， revered them and studied them; yet despite this fascination， our knowledge of them remains superficial. It is uncertain when， how or why the ancestors of the whale gradually moved into a purely aquatic environment.

全文共94個單詞。因為有原聲電影，再加視頻的直觀性刺激，感受以下音素，分析語音語調(diào)，對于學習者應該會有更大的收益。

4.1 語音變化（見圖1）

根據(jù)以上分析，主要有以下音素需要特別注意：

●63個 e的發(fā)音變化；

●42 個a的發(fā)音變化；

●15個th 的發(fā)音變化；

●6個or的發(fā)音變化；

●3個our的發(fā)音變化；

●3個ow的發(fā)音變化；

而針對語調(diào)的分析，模仿，重復操練，其實也如下問那么簡單：

4.2 語調(diào)（見圖2）

為了體現(xiàn)口語訓練的實效性，我們認為借助媒體是必要的。而且，聽、說、讀、寫，聽力在說之前。當然，針對聽力能力的訓練，我們還可以采用以下視頻角色扮演方式進行口語訓練：

4.3 角色扮演訓練

W: Simon， how long have you lived in Boston?

M: Two and a half years.

W: Are you enjoying it?

M: Absolutely. Boston's so small and charming and manageable after London.

W: It's a big city to me， after growing up in Bunkie， Louisiana. I love the museums here， and art galleries. And the beautiful stores.

M: And restaurants.

W: Well， you can't get my momma's hot cakes in Boston.

M: Ah， but Boston baked beans and lobster...

W: Right.

M: Isn't it a bit strange for you， living in Yankee country?

W: Maybe a little. No stranger than your situation. You didn't win either， remember?

M: True.

M: Have you noticed that Boston drivers are quite mad?

W: Oh I have. But I can live with that.

W: Do you know what I really don't like?

M: What?

W: The freezing winters.

M: Ah.

W: And they're forever going outside in the cold.

M: Hardy New Englanders， Sharon. You'll have to get used to it.

Questions to ask:

1.你很容易習慣新生活嗎？

2.面對新環(huán)境誰最能適應？

3.入住新地方，人們通常還會注意什么？

Keys:

1. Do you get used to a new life very easily?

(計算機回答: Yes， I do. I am absolutely sure that I can adapt myself quite well to new environments. You see， I am so hardy that I can live well in very difficult or uncomfortable conditions.)

2.Who are most highly adaptable to new environments？

(計算機回答: Generally speaking， the youth are most highly adaptable -- I'm sure they won't mind moving to a different area and they are quite able to cope with unexpected situations.)

3. What else do people usually notice when they settle in a new place?

(計算機回答: Traffic. Besides the museums and art galleries， people will care about stores and naturally traffic; so people prefer to live in a new place easy to go shopping， or conveniently located across from a supermarket.)

Questions to answer

1. Why is Boston so charming to the man?

2. How do you know about the traffic in Boston?

3. How are the hardy people?

4. What does the woman really dislike in Boston?

5. Why do people care about traffic when moving into a new place?

Keys:

1. Because there are museums， art galleries， beautiful stores and restaurants.

2. Boston drivers are quite mad.

3. Hardy people can live well in very difficult or uncomfortable conditions.

4. The freezing winters.

5. They will think about a place easy to go shopping， or conveniently located across from a supermarket.

4.4 聽力復述型口語訓練

在英語口語教學中，通過故事梗概提示去聽文章，并在關(guān)鍵詞的幫助下復述故事，也是一種很好的訓練。下文是高階的訓練，主題是真愛的力量，屬于哲理類。

故事梗概提示：愛，是治愈人類最大創(chuàng)傷的妙藥。有愛的地方，就有寬容、理解和希望。

關(guān)鍵詞提示：successor繼承人；couple夫妻；separate分開；分離； master 導師；defeat 擊敗；戰(zhàn)勝

The Power of Real Love

A famous wise teacher was getting old and sick. One day he said to the best three of his students: “My time here is limited and I’m going to choose one of you to become my successor. But first， I want to ask you one question. The one with the wisest answer will become my successor! Ok， if there were a couple that loved each other， but they seemed not to get along so well， at what point should they separate?”

The first student answered: “They should separate when one of them feels they aren’t putting enough trust to each other，because humans can't live happily when they don't trust with one another. ”

The second student answered: “They should separate， because although they are in love， but if they can’t get along so well， it is useless.”

The last student answered: “Master. I think they never should separate. Because they loved each other， they will go through everything together even if they can’t get along so well. Love is the most powerful thing that humans have and it can defeat anything.”

The wise man’s eyes began to fill with tears and said， “Your answer is even more beautiful than mine.”

參考答案：

A great teacher was getting old and sick; he wanted to find a successor among his students. So he asked one question to the best three of his followers. The one with the wisest answer will become his successor. The question was: “If there were a couple that loved each other， but they seemed not to get along so well， at what point should they separate.” The last student gave a different opinion from the other two. He believed love is the most powerful thing that humans have and it can defeat anything. The wise man was very satisfied with his answer.

綜上所述，在職專英語口語教學中，各種借助媒體進行的口語教學都在課堂教學實踐中起到了很大的作用。我們發(fā)現(xiàn)，某些省份高考英語口語測試也開始采用了多媒體測試方式。它本源自對報考英語專業(yè)的學生進行的口語測試，但現(xiàn)在已經(jīng)全面在高考中得以施行。在未來的教學中，預計這樣的模式會得到更多英語教學界的認可。

參考文獻

[1]張懷恩等.廣東省普通高考英語聽說考試步步進階.中國和平電子出版社，2011.

[2]胡文仲，高一虹.外語教學與文化.湖南教育出版社，1977.

[3]胡壯麟，方琰.外語教學與文化.清華大學出版社，1997.