How to cultivate students’ speaking ability in English teaching

Xu Haihong, Fushan Middle School, Chengmai County With the implementation of the new curriculum, teachers must change the traditional teaching concepts, especially English. Learning English is not just about learning language knowledge, but more importantly, using English for communication. The new textbooks attach great importance to the cultivation of students' communicative abilities and qualities. Each unit in the textbook is equipped with a certain proportion of dialogue. It can be seen that oral English teaching occupies an important position in junior high school English. And the ability to communicate in English is one of the essential qualities for the new generation of builders. Therefore, we should give most of the time in class to students, start with basic daily communication language training, cultivate interest, stimulate students' enthusiasm for "speaking", and gradually cultivate students' ability to think directly and communicate in English. How to train students to use English for communication in classroom teaching? Below I will talk about some of my own insights. 1. Strengthen psychological training, provide more encouragement, and give high evaluations. Since students in rural middle schools have a low starting point and lack the ability and habits to practice language, students are not active enough in participating in language practice. They have greater psychological barriers and are afraid of using the wrong language or saying the wrong thing and being laughed at. However, the development of speaking ability requires students to speak English. The training of "speaking" is inseparable from psychological training. Students' psychological factors often restrict them from speaking. "Speaking" is a complex psychological activity process, that is, with the help of words, it is coherently converted into external sound language according to a certain sentence pattern. For students, "speaking" English is the most difficult thing. The requirements during training should not be too high, as exceeding their ability to accept will lead to rebellious psychology. Learning to speak is a long and difficult process. Educators once said: "Education is the most subtle mutual contact between people's souls." Teachers should help students overcome psychological obstacles and fear of "speaking" from beginning to end. We strive to create an English learning atmosphere and encourage students to speak English boldly. When students encounter difficulties and setbacks, they should proactively and enthusiastically care about them in the same way as friends, inspire and enlighten them, guide them in their speaking methods, arouse their self-confidence, and enable them to calmly walk out of adversity. Praise and encourage students more, do not dwell on small mistakes, and cannot require students to be 100% correct. Teachers have a strong guiding role in students’ evaluation. Evaluation should play a positive and encouraging role. Appropriate evaluation is an affirmation of students and will encourage them to be more interested in "speaking" and move forward courageously. However, improper evaluation will cause students to lose confidence and self-esteem, and they may never dare to speak again. My approach is that no matter which student is willing to stand up and speak, no matter how well he speaks, my lowest evaluation of him is "Good". 2. Strengthen oral English. Conversational theory makes students find it difficult to speak English due to the differences between Chinese and English, as well as the different pronunciation and shape. Teachers should inspire students to understand the urgency of improving oral expression. Help students overcome various difficulties and give them the confidence and expectation to "speak". At the same time, we pay attention to the guidance of methods, and waste no time in class to explain to students, guide students to understand and apply, so that they can express their interest and original meaning. Interest is the best teacher. When selecting spoken language materials, attention should be paid to the interest, vividness, pertinence, and application of the materials. In the classroom, teachers should create more practice opportunities for students. At the beginning, the teacher should give necessary hints or listen to the teacher's demonstration first, or listen to others to speak, so that the students understand what to say and how to say it. Let students hear clearly and hear enough. Only when students listen correctly can they speak correctly, and only when they speak correctly can they generate interest and desire, so that they can more actively participate in the practice of speaking. You must be persistent when speaking English, use intuitive means or prompts to create situations, and let students guess the meaning while speaking English. When students feel confused, use Chinese to explain briefly. Gradually transition to all in English. Training forms should be diverse. Use group training to increase the number of people practicing, and use individual training to check to promote the effect of collective training. Create a learning atmosphere so that students can develop the habit of "speaking" and have something to "say" at the same time. They can turn what others say into what they want to say, which will make students more interested. It can also make students feel that they are always practicing and always new. 3. Combining learning and application, cultivating oral English ability. Cultivating students' oral English ability is one of the fundamental tasks of English teaching, and the purpose of assisting students in learning English is to use English for communication. Gradually deepen the understanding and internalization of the new knowledge during the application process, and further deepen the oral teaching. Teachers should encourage and guide students to use the daily communication terms that students have learned to engage in simple communication around topics such as greetings, requests, phone calls, seeing a doctor, asking for directions, suggestions, invitations, etc. These topics are conducive to getting students to speak more. , to develop good habits for students to speak with original intention.

When students meet or meet family members, acquaintances, or teachers outside class, at school, or at home, say "Hello. Nice to see you." When inviting friends and classmates to do something, say: "Shall we...?" When saying goodbye, say " Goodbye. See you later" and so on. This cultivates students' creative and comprehensive use of English to adapt to various situations. The students fell in love with the scene and blurted it out. Practice has proved that any ability is developed in corresponding practice. When students use what they learn, their interest in learning will become stronger. This not only increases the coverage of the knowledge learned, but also facilitates the transformation of language knowledge into language skills, and gradually develops the ability to use spoken language effectively through continuous learning and application. The quality of English teaching has been greatly improved. In short, for more than four years, I have insisted on conducting oral training according to the above measures, and the students' listening and speaking abilities have been greatly improved. Most students can have free conversations with each other, and some students with better basic skills can use fluent English to talk about pictures, introduce characters, etc. Received good results. Therefore, as long as teachers work hard to create opportunities for students to immerse themselves in the ocean of language practice and persevere, students' ability to communicate in English will definitely be improved.