二：Analysis
1. Problems
Our education pay more attention to feeding students with knowlege than to fostering their ability to learn by themselves and to think independently.Todays edcation is not “teaching students in accordance with their aptitude”, but “teaching students in the same way without discriminations”, taking no particular consideration of their different interests and capacities.I think the teachers role is guiding the students to do better in the process of learning, and the other is developing in them interests and eagerness in study. So in my course, I often let students do more practise according to his or her indivualities, interests, capacities, their ambitions and life styles.
As we all know, the purpose of learning a knowledge is usually for communication. Communication involves all four skills: speaking ,listening, reading and writing. When a person is in front of you ,of course ,you communicate by speaking ,listening to his response and replying appropriately ,but how to express your own ideas or thoughts correctly ,without being understood, its a big problem for students, especially for senior 2 students, because skills acquired through listening transfer to other skills, e.g. how to internalize the basic rulers of the target language, how to modify their language when talking to someone of higher or lower status, how to do what he/she wants to do, what is appropriate to do, where and when , etc. if they want to fight a beautiful fight in their coming English implementation, they must pass a severe training, some of them have to admit that there is a long distance between their aims and their present situation.
For the students’ situation, it is hard to say. At first some students are afraid to speak loudly, they always feel that if they start to speak out, there may be so many mistakes. The second, some students are eager to express their own ideas by speaking, but they don’t know how to say it well or even what to say. When they have to speak, they always try their best to press their brains to think out some dull sentences, just like squeezing toothpaste out of a tube, once squeezed out, the toothpaste appears dull, unattractive and it has so many shortcomings in words, besides some pronunciation errors, even about the knowledge of morphology students usually use the noun form of a word when the form if verb is needed and so on. In some cases, some sentences are inconsistent and full of holes, the whole stand of a sentence is not supportive but alone, and the former sentence is not corrected closely with the later. Even it has nothing to do with the topic. Worst of all, some sentences make listeners mixed up. At the same time, although there are so many details, they are not assigned properly or they can’t serve, the main point or theme well. Even though students can’t express their ideas correctly, or it tastes like plain boiled water, without any delicious wonderful sense or without any attraction.
I was led to a series of questions through thorough thinking. Why majority of my students usually had problems in speaking, but they did not do the same thing. And still a few others spoke quite well. Why is it the case? Is it whether they think English is important? Do they all like English? Did they practice oral English very hard after class? Enough time they took for learning English to avoid such problems? If all answers to the questions above are positive, that probably mean my teaching activities were poorly designed and the problem was actually caused by myself, not by my students.
I made a pilot investigation in order to know clearly the situation. For this reason, I designed a questionnaire (See Appendix) to find out the true causes of the problem. Which are not easily observed. And I tried to make it as scientific and effective as possible. At first I asked twenty students who were at different English levels to try out the questionnaire. Then I modified some of the items involving attitude, motivation and self-concepts. After that I distributed the questionnaire to the students and gave them ten minuets to fill it out. The students returned their questionnaires. The return rare is about 100%. When all these data was collected, I made some statistical evaluation. It’s easy to discover that the students are eager to say English very well. The vital point is how to express their idea correctly.Under this situation, I asked myself a series of questions and tried to provide some answers to them partially by the data gained above and partially by my observation. Why did some of my students often make various mistakes in speaking? In order to know issue more clearly, I spent four weeks so as to test the hypothesis. All the above is mainly what I think about how to improve the students speaking interest and ability.
When I was engaged in the problem analysis, I often consulted my English teacher and frequently talked to my classmates about all the problems I encountered. They gave me a lot of instruction and suggestions so that I considered the problem more completely and thoroughly. In order to find why my students often make various mistakes in speaking more clearly , I designed cause exploration as follows.
A: The teachers side
I often ask myself:
(1): Is it because the teaching conducting is poorly designed?
(2):Is it because of the poor model of the teacher?
(3): Do the methods I use agree with their understanding and expressing?
(4):How much do the psychological element and the daily life affect the students’ communication?
At first, it is heavily influenced by the old teaching pattern -----the Grammar Translation method . First target language into mother tongue into target language then the text world be read aloud, sentence by sentence and each one world be translated. The students world normally be tested by having to perform translations. Meanwhile the syllabus usually was designed around grammatical structures. Each lesson world teach a grammar structure, starting with simple ones, like the verb “to be ”, and progressing through to more complex ones, such as verb tenses. Its a language teaching method based on the study of texts in the target language, which have to be explained and studied in the mother tongue and then translated. How can we expect that the students taught by that method world then be able to go out and do their daily shopping in that language or buy travel tickets, invite its speaker to dinner by speaking or introducing their family situation to them? The students taught by that method maybe only know how to express their own idea logically and theoretical yet they dare not put into practice or they will always be limited by the logical and theoretical rules strictly, as a result, their words appear dull and unattractive maybe they are experts in theory but cowards in practice. The last, less the situation and affective factors are on their way to the aggression. I agree with"Teaching students in accordance with their aptitude. Encouraged his disciples to develope their capacities and interests freely and fully, helped bring up a large group of able persons, each with his own accomplishments".
B. The students’ side
Students do not know the importance of the usage of their own practice.
We learn language just like learning swimming, no matter where you go, you do not learn to swim by reading books on swimming and practicing at home .You go to a place where your whole body can be immersed in the water and you can feel the floating force of the water. So is learning a language or skill, the most effective way is to practice it in the authentic situation with authentic media, For us English learners, if we want to master a language including mastering all its skills, we must think something in it, express some in it, a world famous socialist Karl Marx ever said “when you are learning a foreign language, you must learn to forget your native language ”, that is to say, when you are learning a foreign language, you must put yourself into an atmosphere of foreign language.
