有关于SpokenCommunication试述Approach试述used试述in试述Spoken试述English试述teaching试述in试述Highe

1672-1578（2013)03-0017-01
1 Current situation of Spoken English teaching in Higher Vocational Colleges
For so long a time, higher vocational college English teaching has neglected spoken English teaching. Although enthusia for English education continues to grow, students’ competence in spoken English is still not satiactory in general. At present, most colleges set two to four periods weekly of an integrated English course, whose content contains listening, speaking, reading, and writing. Oral English teaching has always been a weak point in vocational college English teaching. Taking源于：论文格式范文模板www.618jyw.com
Si Chuan Technology and Business College as an example, there are sixty four periods every term for practical English on erage, among which we he only 6 listening courses .All the others are integrates English courses. But there is no oral course. What’s more, the class hours are attached mostly to grammar, vocabulary, reading, and writing. Only a few hours are spent on oral practice. Students are lack of chance to open there mouths.
With the purpose to pass Band 2 and Band 3 College English Tests, the students in higher vocational colleges fail to speak and comprehend spoken English. Although some of the students can deal with some written test papers, many can hardly speak in English apart from uttering several simple sentences, let alone conduct a conversation; moreover, some gradates serving in joint-venture units he to be trained in English again before they are competent for their jobs.
Although both teachers and students realize it necessary to reinforce the spoken English teaching so as to improve students’ communication competence, practical spoken English teaching meet many difficulties. Society demands a higher English level of college students who are also eager to improve their applied competence. Higher Vocational Colleges are undergoing the reform of college English teaching. This means both teachingmethods and curriculum system should be changed to adapt to new requirement. New teaching content requires students to master better reading skill, listening skill and communicative skills of speaking and writing. Listening, speaking, writing and translation skills he been attached importance to during English teaching. Therefore, it is very necessary that English teachers do some spoken English research and try to find better ways to improve students’ communication competence.
2 Advantages of CA CA appeared in the late1960s in Britain, developed in the1970s and spread all over the world in the early 1980s. The growing worldwide need for the purpose of international communication necessitates the acquisition of the ability to communication in real life situation. CA, emphasizing the practical goal of communication, is thus widely accepted. So many Chinese English teachers choose CA in their class. Three of its characteristics seem especially conductive to students' speaking skill.
1. Most of the class time is spent on speaking activities. The teacher's presentation or the students' reading aloud, is used only to prepare for immediately speaking activities. Then, the more speaking opportunities students get, the more likely they will develop their speaking skill.
2. Most of the speaking activities involve natural
exchanges in unplanned discourse. They focus on the exchange of information or negotiation of meaning. Learners' formally in correct utterances are not corrected by the teacher in any direct and explicit way. More exposure to these unplanned activities and less correction in the process of communication should be ideal in developing students' speech fluency.
3. CA provides a supportive learning atmosphere.
Classroom activities are often carried on in allgroups or pairs, with minimum intervention from the teacher. Students are thus supposed to take more language risks and increase their language gains.
These characteristics seem useful in overcoming students' language inability: they are "silent” type learners and used to he little chance to speak; they pay more attention to accuracy than fluency; and they are, too shy to open their mouths. In order to develop their spoken skill, I choose CA in my teaching.
3 Students' Problems in CA classroom
Each week, we he 4 periods of English classes in my college. Usually we will finish a unit in 2 weeks, that is 8 periods of class. In each unit the first part is article. Second part is some dialogues. I used CA in my class when I teach new words of the article and dialogues. But for about a semester, I found that the practical results fell short of my expectation. Some problems occurred in the class (a detailed description is to be provided in the following sec源于：论文参考文献标准格式{#GetFullDomain}
tions). It made me start to doubt about CA’s effectiveness.
1. The students frequently make grammatical, phonological and lexical mistakes in their utterances, and their speech flow resembles Chinese. Meanwhile, their speech is discontinuous with numerous self-correction and pauses.
2. In most classroom interactions, only a few active
students dominate the whole class, while the majority, remain silent.
Obviously, these problems run counter to the advantages of CA. What causes them? Are there any defects of CA itself or is it incompatible with Chinese pedagogical situation? And more importantly, how to overcome them so as to assist students develop a certain communication skill ,which is called for in The Basic Requirements for Higher Vocational Technical Education English Course? A critical examination of its theoretical basis and implementing circumstances are called for. As any teaching method derives from both a language and a learning theory, we should analyses CA also from these two aspects.