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在英语作为第二语言学习的我国,小学生语言实践机会少,准确流利表达较困难,普遍存在“读写领先,口语滞后”的现象。这就迫切需要一线教师开展相关课题研究,探索切实可行的口语训练范式,来发展小学生的口语表达能力。下面我从口语训练的主体类型、教学特征、内容选择、实施范式等方面,提出一己之见。一、口语训练的主体类型口语训练主要发生在教师、学生和文本之间,从训练主体的角度来看,它有以下三种类型:
In our country, where English learns as a second language, there are few chances for pupils to practice their language and it is more difficult to accurately and fluently express their language. This urgently needs front-line teachers to carry out relevant research projects, to explore practical training of oral training paradigm to develop primary language ability to express. Now I put forward my own opinion on the subject type, teaching characteristics, content selection and implementation paradigm of oral English training. First, the main type of oral training Oral training mainly occurs between teachers, students and text, from the training point of view, it has the following three types: