How to Cultivate Listening, Speaking, Reading and Writing Ability

In the process of learning a language, people mainly accomplish it through four basic abilities: listening, speaking, reading and writing. People accept language by listening and reading, which is a receptive language ability, while expressing their thoughts by speaking and writing is an expressive language ability. Among the two abilities of speaking and writing, "speaking" has the characteristics of fast communication, flexible application and wide adaptability, and it can also better reflect the instrumental characteristics of Chinese. According to the requirements of communicative competence, the newly compiled Chinese Teaching Syllabus (Revised for Trial Implementation) recognizes oral communication (including conversation, speech, speech, debate, etc. ) should be carried out appropriately and sensitively according to the needs of different occasions. At the same time, in the compilation of teaching materials, we attach importance to oral training, and set up three units specially, which include both knowledge essays and specific training contents for oral communication training. All these have a strong purpose and maneuverability to guide teaching, reverse or make up for the neglect of ideas or poor operability in previous oral English training, so that this teaching purpose can be implemented. However, for a period of time, schools have generally paid attention to the cultivation of writing, reading and listening ability while ignoring the cultivation of oral ability, and students' oral communication ability is generally poor. Answer questions in class, or blush and bow your head; Or its period of ai ai, incoherent; Usually the communication is upside down and I don't know what to say. The reason is that teachers do not pay attention to the cultivation of oral communication ability in teaching. Due to the influence of exam-oriented education, teachers think that oral communication ability is not strong, and it is useless to practice and waste time. Moreover, the college entrance examination does not involve oral examination. So, how can we improve students' oral expression ability quickly and effectively? In the process of project practice, the teachers of our research group first constructed the theoretical system of the project through theoretical study and reference, and thought that a person's oral communication ability is not only the embodiment of simple speaking skills, but also depends on a person's thinking ability, knowledge level and other factors, which is the embodiment of a person's comprehensive quality. With the further development of society, the demand for talents will be higher. Putting two people with the same level of knowledge together will certainly be favored because of their quick thinking and good eloquence. It can be seen that the cultivation of oral communication ability is not only the need of society, but also the need to realize personal value. The ability to speak at the same time directly affects students' reading and writing ability. The cultivation of listening, speaking, reading and writing abilities has its own relatively independent training methods and approaches, but sometimes they influence and promote each other. In the process of listening, we can broaden the field of knowledge, enrich vocabulary and activate thinking, which is the best way to acquire knowledge extensively and accumulate materials for speaking and writing. Oral English training can train students' agility, flexibility and logic. Cultivating students' comprehensive ability to use words and expressions is of direct help to writing. Therefore, ability training is also an effective way to fundamentally improve students' learning ability and thus improve their Chinese level. Based on this understanding, we have seriously discussed the unfavorable factors that restrict the improvement of students' oral communication ability, the measures taken to improve this ability, and the subject with the highest goal of cultivating students' individual language quality, and achieved initial teaching results. First, the unfavorable factor that restricts the improvement of students' oral communication ability is gender. In the real study life, boys and girls at any stage have their own gender characteristics and development laws. The study of gender differences contains great educational potential. Girls are obviously superior to boys in speaking, reading aloud and oral language expression. This is also the case. We found that in school speech, reading, essay writing and story-telling competitions, girls always scored better than boys, that is, in class, girls were better than boys in terms of loud voice, fluent sentences and accurate content. Personality factors. Psychologists believe that although people's personalities vary widely, they can be divided into extroversion and introversion in terms of behavior. There are obvious differences in language expression between introverted students and extroverted students. Introverted students are generally not very talkative, even if they have something on their minds, they don't take the initiative. In the long run, they will have a self-enclosed psychology. When you speak, your face is red and you stammer. As a teacher, we should be fully aware of this. Teaching with sound "character" can never be considered as a negative attitude, and giving criticism will lead to more introversion. Environmental factors. Because each student's family environment and social environment are different, there are great differences in knowledge, knowledge level, social interaction and accurate pronunciation of the language spoken. However, students from rural areas, due to the influence of their environment, generally have a sense of inferiority and shyness in oral expression, and often ask questions without knowing it. Teachers should know this in time, help some students with oral difficulties adapt as soon as possible, and improve the communication between urban and rural students in teaching. Educational factors. Because education can't face all students, some students who are naturally articulate, extroverted, well-educated and have excellent grades are often favored by teachers and have more opportunities to get exercise. On the other hand, those students with poor expressive ability, introverted personality and average grades will have fewer opportunities, which will eventually lead to artificial polarization. A failed education leads to a failed result, even a failed life ending. Second, effective ways to improve students' oral communication ability encourage opening. On the basis of fully understanding students' oral ability, teachers take encouraging ways to talk with some students with relatively poor expressive ability, eliminate their psychological barriers of being afraid of speaking, and clarify the important role of eloquence in life. As a philosopher said, if a person doesn't express himself, others will forget you and let them say what I want to say from what I am afraid of. Seize this opportunity in time, ask questions in class in time, and give them a chance to speak in front of others. Once they make progress, they will be encouraged to feel the joy of success and the concern of teachers. Various forms of training. There are many methods of oral English training in class, and each method has its own phased and targeted characteristics. If used properly, it will play a very good role. Let's talk about some of our attempts. (1) Introduction of freshmen's names: In the new environment, teachers are eager to know students, and students are also eager to know teachers, which provides a rare opportunity for oral training, and at the same time, because it is the first time.