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本  科 毕 业 论 文

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某某师范学院英语专业新生英语口语

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学习现状调查与分析

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姓名：李建兰

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学号：2007061131

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指导教师姓名：     杨      艳   

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职        称：     副  教  授   

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单        位：     外国语学院   

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专 业 名 称 ：     英 语 教 育  

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申请学位级别：     学       士  

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论文提交日期：     2011 年4 月  

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学位授予单位：     某某师范学院  

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二○一一年四月

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ASurvey of Spoken English Learning of First-year English Majors

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Li Jianlan

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Supervisor

YangYan

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A Thesis Submitted as a

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Partial Fulfillment for the Degree of

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B.A. in English

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SCHOOL OF FOREIGN LANHUAHES

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YUXI NOMAL UNIVERSITY

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April,2011

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Statementof Authorship

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Except where reference is made in the text ofthe thesis, this thesis contains no material published elsewhere or extractedin whole or part from a thesis presented by me for another degree or diploma.

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No other person’swork has been used without due acknowledgement in the main text of the thesis.

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This thesis has not been submitted for the awardof any other degree or diploma in any tertiary institution.

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Signed: 

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Date:  

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    I would like to express my sinceregratitude to all those who provided me invaluable help and support during thelong period of my writing of the thesis.

YangYan, my supervisor, spares no efforts and energy out of her heavy load ofoffice work, teaching and research commitments, to provide substantial guidanceon this thesis. During the preparation of this paper, the detailed advice andconstant help from her have been both academically authoritative and generous.Without her constant encouragement and excellent instructions, this thesiscould have never been made possible.

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Myspecial thanks should also go to the librarians who provided me many usefulbooks and I also want to express my true gratitude to my friends for theirgenerous help.

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Iam also indebted to the students from Grade 1 of School of Foreign Languages atYuxi Normal Universitywho helped me do the research.

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Lastbut not the least, I want to express my sincere thanks to my parents.

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Abstract

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Incurrent college English teaching and learning, oral English is still a weakpoint, and the phenomenon of “Dumb English” is quite common. The majority ofcollege students’ English proficiency is so unsatisfactory that they even cannotmake simple daily conversations. The reasons for this phenomenon are diverseand complicated. In this paper, a 16-question questionnaire was designed toinvestigate students’ attitudes toward spoken English, their participation andattitudes to the learning situations. And through the Test of Spoken English,we examined some English majors’ spoken English proficiency. In the end, we putforward some suggestions about the methods and strategies for students andteachers respectively to improve students’ spoken English.

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Keywords: spoken Englishproficiency; attitudes; participation; obstacles

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摘要

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在目前的大学英语教学中，口语的教与学一直是薄弱环节，“哑巴英语”的现象普遍存在。大多数学生甚至不能对熟悉的话题进行日常的对话。其原因是复杂且多样的。本文设计了16个问题的问卷，调查了学生对英语口语的学习态度，在口语课上的参与度，新生口语练习中存在的障碍，并对英语专业新生的英语口语水平进行了测试。最后分别对老师和同学提出了一些方法和策略来提高英语口语。

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关键词： 英语口语水平；态度；参与度；障碍

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Contents

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Statement of authorship…………………………………………………………….ⅰ

Acknowledgments……………………………………………….…………………..ⅱ

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Abstract……………………………………………………………………………...ⅲ

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摘要…………………………………………………………………………………..ⅳ

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1.     Introduction………………………………………………………………………1

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1.1  TheBackground of the Study………………………………………………….1

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1.2  TheSignificance of the Study…………………………………………………2

1.3  TheResearch Questions……………………………………………………….3

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1.4  TheLimitations………………………………………..………………...…….3

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2.  Literature Review………………………………………………………………..4

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3.  Research Design………………………………………………………………….5

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   3.1 Subjects ……………………………………………………………………….5

   3.2 The Research Instruments……………………………………………………..6

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     3.2.1The Test of Spoken English……………………………………………….6

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     3.2.2The Questionnaire………………………………………………………...6

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4.  Results and Findings…………………………………………………………….7

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4.1 Results of SET………………………………………………………………..7

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4.2Findings from SET……………………………………………………..….....8

    4.3 Results ofQuestionnaire ………………………………………………...…11

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4. 4 Findings from Questionnaire ………………………………………..……..12

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5.  Conclusion………………………………………………………………………16

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5.1 Suggestions to Improve Spoken English Learning………………...……….17

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      5.1.1For Students…………………………………………………………….17

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      5.1.2For Teachers……………………………………………………………18

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References……………………………………………………………………...……18

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Appendix 1…………………………………….…………………………………….21

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Appendix 2……………………………………………………..……………………26

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List of Tables

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Table1 The results of SET

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Table 2 The results of accent

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Table3 The results of vocabulary, grammar and comprehension

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Table4 The results of fluency

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Table5 Students’ attitudes toward spoken English

Table6 Students’ participation in spoken English classes

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Table7 The obstacles exist in spoken English learning

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1.Introduction

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As a worldwide language, English plays a more and moreimportant role in the world communication. With the development of our opening tothe outside world, there are more and more needs for Chinese people tocommunicate orally with foreigners. Furthermore, with China’s entry to the World TradeOrganization (WTO), the demand for people with a high level of Englishproficiency has inevitably expanded to a larger degree. However, it seems thatthe present situation of English language teaching and learning in Chinacould hardly meet these social needs. It is reported that in recent years manycollege graduates are not much qualified for their work because of their lowproficiency level of spoken English.

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1.1 The Background of the Study

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With the interaction among nations, people havegradually developed the awareness of the importance of English as a tool forglobal communication. Therefore, according to the development of the societyand economy and widespread influence of English, strong oral Englishproficiency is attracting more and more attention around the whole world.Rivers(1978), a famous American linguist，demonstratesthat the percentages of listening, speaking, reading, and writing incommunication are 45%, 30%, 16%, 9% respectively, among which listening andspeaking account for 75%. So, the development and improvement of spoken abilityand spoken efficiency are the most important goals of learning and teaching inschools. Therefore, it is particularly necessary and important for collegestudents to speak English well.

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   However，thoughmore and more importance and attention have been paid to oral English, becauseof the profound influence of exam-oriented education, many students’ oral Englishability remains far less desirable and most of learners still cannotcommunicate effectively in English. “Dumb English” is still a very ordinaryphenomenon among students. To English majors, they have the pressure of passingthe TEM 4 and TEM 8; they usually pay more attention to listening, reading, writingand translation. Therefore, most of English majors neither can catch whatothers are talking about, nor can they express themselves accurately andfluently in English.

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1.2 TheSignificance of the Study

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In the process of learning spoken English, studentsalways meet many obstacles from both inside and outside. Thus, the study has agreat significance to the learning and teaching of oral English. Thesignificances of the study are showed as follows:

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First of all, through the Test of Spoken English, wepresent spoken proficiency of the first-year English majors, evaluate the generallevel of subjects’ oral English, and analyze subjects’ existing problems whenspeaking English, for instance: the incorrect pronunciation, the smallvocabulary storage, and grammatical errors. These will provide teachers withinformation of the students’ current oral English level.

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Secondly, according to the survey of the Questionnaire,the study will present students’ attitudes toward spoken English, theirinvolvement in oral classes, and their attitudes toward the obstacles ofpresent learning situations.

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   Thirdly,according to the results and analysis of the test and questionnaire, the studywill be helpful for teachers to discover students’ problems in the process oflearning oral English, and to overcome the shortcomings and disadvantages ofdaily teaching.

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   Last but not least, the writing of thethesis will draw attention of both teachers and learners of the oral Englishcompetence. Moreover, the study will provide some relative suggestions todevelop students’ oral ability.

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1.3 The Research Questions

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The survey was conducted bybasing on the following research questions:

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(1) Generally, what oral proficiency do English majorfreshmen at Yuxi Normal Universityhave? And what obvious shortcomings do they have?

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(2) What attitudes do the students have for theimportance of spoken English? And how active are they in oral English classes? Andwhat obstacles exist in their oral English learning?

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1.4 Limitations

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Owing to both subjective and objective constraintsduring the course of the test of spoken English, the present study has severallimitations.

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The main limitation of the present study lies in the accuracyof the test of spoken English. Oral English proficiency should be evaluatedthrough a certain standard. Even though we used holistic and analytic scoringmethods, which include Wilds’ checklist performance factors, we do not haveenough ability to score the subjects’ spoken proficiency accurately. As aresult, the evaluation of subjects’ oral English level is subjective. Secondly,due to the constraint of time, place and the number of subjects involved in theoral English test, the researchers had no access to all first-year English majors’examine results.

   Despite the limitations, the thesis alsoreveals the present oral proficiency of English freshmen, their attitudes towardthe spoken English. The thesis also discovers and analyzes the obstacles oflearning situations through the results of the test and the questionnaire.

2.Literature Review

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Spoken language is such an important part of everyday interactionthat most often the first impression of a person is based on his/her ability tospeak fluently and comprehensibly. According to College English Syllabus (therevised edition, 1999), “Students should be able to answer questions and retellcontent based on familiar topics and appropriate listening materials, to makedaily conversations, to make a short speech based on familiar topics afterpreparation in limited time with relatively clear expressions and correctpronunciation and intonation.” Bachman (1990) pointed out that communicativelanguage ability included both knowledge, or competence, and the capability forimplementing the competence.

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Attitude is considered to be an important factor whichhelps to determine the level of L2 proficiency. The notion of attitude has beendefined in many ways. Fish and Ajzen (1975) give a workable definition: “…attitudecan be described as a learned predisposition to respond in a consistentlyfavorable or unfavorable manner with respect to given object.” And also Stern(1983) points out that if one has a favorable attitude towards the speakers oflanguage he is learning, he is more likely to be motivated. This is so, becausefavorable attitudes will enhance one’s wish for more intensive contact with theL2 community.

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    Lookingback on the previous definitions, we find attitude is generally considered as akind of internal incentives for a person’s oral proficiency. In a word, “You,the language learner, are the most important factor in the language learningprocess, success or failure, will, in the end, be determined by what youyourself contribute” (Rubin J & Thompson,I,2004:3).

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Students’ oral language, as one of the most important partof Second Language Acquisition (SLA), is influenced by many factors. Ellis(1985) summarizes the framework of second language acquisition, which showsthere are four factors governing the improvement of one’s oral ability; theyare situational factors, learner processes, learner differences, and teachers.

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Wang Qiang (2006) indicated that since the studentswill probably not have enough opportunity to practice speaking in English outsidethe classroom, it is teachers’ responsibility to give them as manyopportunities in the classroom as possible.

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Though TEM 4 and TEM 8 have made a great contributionto improve English language proficiency of Chinese college students, it isseriously necessary to spent time in practicing oral English. As a result ofteacher-centered, textbook-centered and examine-centered English languagelearning situation, students’ communicative competence is greatly ignored. So,both teachers and students have to pay much attention and spend much time inpracticing and improving oral English.

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3. Research Design                                

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   This study is a combination of both quantitative andqualitative research on the oral proficiency of English freshmen, and the presentsituation of English freshmen’s spoken English learning. A test of spoken English,as well as a questionnaire was employed to examine the proficiency of students’spoken English, and to survey their attitudes, participation, and the learningobstacles.

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3.1Subjects

The subjects involved in this study were freshmen of English-majorfrom School of Foreign Languages at Yuxi Normal University.Among them, 21 students were involved in the Test of Spoken English, while 50students were asked to answer questionnaire questions.

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3.2. The ResearchInstruments

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Three instruments were used in this survey. They weredocumentation, the test of spoken English and the questionnaire.

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3.2.1 The Test of Spoken English

Hughes (1989:26) pointed out that the toughness indesigning a speaking test needs to consider the following questions carefully:to what degree the test I carefully designed, to what degree the test Icommunicate, and to what degree the test is valid, reliable or practical?  Therefore, to make our research muchmore reliable, we adopted the sample paper of CET Spoken English Test (seeAppendix 1), examined 21 students, then calculated and analyzed the results. Throughthe results of the test, we found students’ some obvious problems in theprocess of oral examination.

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3.2.2 The Questionnaire

The questionnaire (see Appendix 2) was composed ofthree main parts, 16 items. Fifty students were asked to fill outthe questionnaire.

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The first part: Subjects’attitudes toward the importance of spoken English (item 1-5);

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The second part: How activesubjects are in the classes (item 6-9);

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The third part: Obstaclesexist in the oral English learning situations (item 10-16).

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  In thethird part, the obstacles were mainly divided into the following three aspects:

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(1) the subjects’ own psychologicalobstacles（item 10-12）;

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(2) the influence of teachers(item 13-14);

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(3) the influence of English-speakingenvironment (item 15-16).

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A 4-point scale was used in the questionnaire, withthe following anchors: agree, just so-so, not sure, and disagree.

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4. Resultsand Findings

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We tested the freshmen’s oral English, investigatedtheir attitudes to oral English, finally, we got the following results andfindings.

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4.1 Results of SET

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The testing of subjects’ oral proficiency is a muchdifficult and complicated task, for the factors influence the scores ofsubjects’ are diverse. For example, the accomplishment of the test istime-consuming, and different examiners will give preference to different aspectswhen evaluating examinees’ oral ability, etc. To make the results more exactand reliable, the researcher adopted Wilds’ Oral Assessment Criteria (net. 2),which includes holistic and analytic scoring methods.

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   According to the holistic scoringmethods, we gave subjects scores and divided the subjects into four levelsbased on the impression of candidates’ presentation content and ability. Theresults are showed as follows (table 1):

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Table1 The results of SET

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Level

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Score

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Numbers

Percentage

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1

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Above 90

4

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19.1%

2

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80-89

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6

28.6%

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3

70-79

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8

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38.1%

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4

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60-69

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3

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14.2%

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Accent

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High score (80-95)

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7

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33.3% 内容来自www.paper51.com

14

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66.7%

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Table 3 The results ofvocabulary, grammar and comprehension

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High score

High score

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High score

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Low score

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High score

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Low score

Num.

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Num.

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Per.

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Per.

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Num.

Per.

Num.

Per.

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Num.

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10

47.6%

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52.4%

9

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57.1%

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38.1%

13

61.9%

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Table 4 The results offluency

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Fluency copyright paper51.com

High score (80-95)

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Low score (60-79)

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numbers

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percentage

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66.7%

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4.2 Findings from the Test

It is not difficult to find that students’ spokenproficiency is at a middle level (table1), 28.6% students and 38.1% studentsgot 80-89 (level 2) and 70-79 (level 3) respectively, which account for 66.9%totally. While just 19.1% students graded into level 1 (above 90).

As we all know, there are many factors affecting aperson’s oral test scores. According to the results of the tables 2, 3, 4, wealso found some other obvious problems of students’ spoken English.

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⑴ Low understandingability and under-standard pronunciation  

The listening ability here does not mean thestudents’ listening ability when doing examinations broadcasted by radios andtapes, but means the candidates’ ability to catch and understand the examiners’questions. While during the testing process, most students have obviousdifficulty in following examiners’ questions and instructions. They justlistened to few words of examiners’, could not understand the questioncompletely and correctly, and then gave wrong answers.

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Accentis a problem hard to be overcome in oral English. Many students have pronunciation problems. Inthe testing, just 33.3% students have good pronunciation, the rest of 66.7%students did speak with strong accent of Chinese. English pronunciation,actually in a larger sense, is a very important criterion for testing if astudent can speak good English. So, students must pay much attention to thepractice of accent. But we have to know clearly that “The best way to practiceone’s pronunciation is to let himself get familiar with it and then make thetongue start getting used to the way of speech” (ZhaiLixia,1977:11).

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⑵ Weakcommunicative competence

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Interms of language learning, people increasingly lay emphasis on communicativecompetence, which is the process of interacting with others in target languagefor real communicative purpose. According to Hymes’ concept of communicativecompetence, the competence does not only mean grammaticality, rich vocabularybut also acceptability in particular situation. But the majority of candidateshave a low communicative competence. Many factors caused this result.

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Firstly,most students’ vocabulary is small. Only 10 candidates (47.6%) got high scores,which indicated a few students have enough vocabulary to support theircommunication.

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Secondly,the grammar accuracy is very low. We all know that the prerequisite ofeffective communication is the accuracy of sentences and structures. It doesnot mean that we cannot make any mistakes, but means we should express ourideas correctly. But according to table 3, 12 candidates (about 57.1%) got lowscores in the testing. The data indicate that students have difficulties indealing with grammars in communication.

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Thirdly, only 8 candidates (38.1%) comprehendedcompletely the questions and the examiners’ instructions. It is well known thatno matter what we want to speak out, we must understand the meaning of theobjective. So, speaking from the data of table3, most candidates are weak invocabulary, grammar knowledge, and comprehension capacity, which result in weakcommunicative competence.

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⑶ Poor fluency

   Fluency relates to languageproduction and it is reserved for speech. It is the ability to express oneselfintelligibly, to link units of speech together with facility and without strainor inappropriate slowness and undue hesitation (Dai Junxia, 2008:186). Inour testing, most candidates could not speak without hesitation or withoutstuttering and stammering. According to the data of table 4, 33.3% students gothigh scores on fluency, but 66.7% students obtained low scores.

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Manyelements lead to the poor fluency. Such as, first, repeating, candidates oftenrepeated what they have spoken for fearing of making grammatical mistakes andwrong pronunciation. The second is disconnecting ideas. Most students said somemeaningless things which are unrelated to the topic, then stopped and talked somethingnewly. Last, translation, most candidates thought the answers in Chinesefirstly, then translated the words into English; this will deadly affect thefluency of speaking.

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4.3 Results of Questionnaire

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After collecting the questionnaires, we counted thenumbers of each item, and then calculated the percentage of each item. Theresults and findings obtained from the investigation would be reported in thefollowing tables.

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   After sorting out thequestionnaires, we divided the questionnaires into three parts, and found someimportant data as follows:

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Table5 Students’ attitudes toward the importance of spoken English

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Item     Answers                                   

Agree

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Just so-so

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Not sure

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Disagree

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1

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88%

12%

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0%

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0%

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2

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94%

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3

86%

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4%

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4

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71%

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15%

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5

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68%

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5%

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12%

15%

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Item   Answers                                   

Agree

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Just so-so

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Not sure

Disagree

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6

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68%

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7

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In this Table, students showed how active they wouldjoin the oral English classes. It revealed that the majority of students havean active participation in the classes.

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Table7 The obstacles exist in spoken English learning and improving

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Item   Answers                                   

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Agree

Just so-so

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Not sure

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Disagree

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10

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62%

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26%

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12%

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11

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14

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15

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16

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   The learning situations are very criticalto spoken English, and it’s much vital to analyze these situations’ influenceon spoken English learning. The data showed that many factors will be involvedin the study. Such as, the candidates themselves, teachers, and the speaking-environment,etc.

4. 4 Findings from Questionnaire

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According to table 5, 6, 7, we concluded the currentsituation of students’ oral English. The subjects have pretty good attitudestoward spoken English, and have highly active participation in oral class. Butwe also found some existing obstacles in practicing spoken English.

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⑴ Havingpretty good attitudes toward spoken English   

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With the communicative competence getting more andmore important in language teaching, English spoken proficiency also has becomeincreasingly important. So, when asked “Do you have an interest in spoken English?(item 1)”, 88% students agreed. We can conclude that more and more students areinterested in oral English.

   Spoken English is also drawingmore and more students’ attention, it has a great effect on students’integrated skills, and it is totally true that high communicative competencewill bring positive backwash on the study and life. So when asked “Do you thinkthat the speaking is very important? (item 2)”, 94% students agreed. When asked“Do you admire those students who can speak English fluently and accurately?(item 3)”, 86% subjects chosen “agree”. Obviously, we can conclude thatstudents have realized clearly that the significance of oral English to theirself-achievement, and most of students have the strong desire to obtain and improvetheir spoken English.

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Likewise,when answered “I will gasp any opportunities to practice my spoken English(item 4)”, and “I will stick to learn oral English even meet with setbacks(item 5)”, 71% students and 68% students agreed respectively. Based on the statistics,we can generalize that most students are willing to improve their oral ability.No matter what difficulties they may meet in the process, they can overcome thosetroubles with their efforts.

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Thus,the data of table 5 showclearly that nowadays most English learners have realized greatly theimportance of spoken English, and spontaneously, they will try their best toimprove their spoken English.

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⑵ Highlyactive participation

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   Inforeign language classes, “students should be encouraged to talk a great dealand to express their own ideas, not simply what the teacher tells them to say”(Allen & Valette, 1977:302). If only two or three students are involved intalking while the rest are standing in lines waiting for their turns, the aimof activities will fail.

   Accordingto the results of item 6-9 (see table 6), we can find easily that students havea relatively high participation in learning spoken English. For item 6, thepercentages of “Agree”, “Just-so-so”, “Not sure”, “Disagree” account for 68%,18%, 10%, 4% respectively, among which “Agree” accounts for 68%, thusindicating more than half students are willing to speak English initiatively inthe classes. From item 7, 66% students agreed that they will think aboutteachers’ questions positively. And, 78% students (item 8) are eager to expresstheir own ideas in the classes. For item 9, there are 74% students taking anactive part in discussion in the oral English class. Therefore, based on theseevident data, it is not difficult for us to find that students usually have a positiveparticipation in learning oral English.

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   “Theideal teaching situation is achieved when all the students are bursting to saysomething in English which interests them passionately” (Haycraft, 1978:17). Itis obvious a good scene for our teachers and students themselves. An activitywill be effective if it can involve as many students as possible.

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⑶ Obstacles exist in the oralEnglish learning situations

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   Students always meet some obstacles whenlearning English. These factors may cover many aspects, according to thestatistics of table 7, we divide those obstacles into three major aspects. Theyare learners’ own psychological obstacles, the influence of teachers, and thelack of English speaking environment.

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①The influence of learners’ own psychological elements

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In the light of the data of item 10, 11,12, we found that students’ practice and improvement of spoken Englishproficiency is essentially affected by their own mentalities. From item 10, wesee 62% students agreed that they are afraid of opening their mouth because oftheir poor fluency, under-standard pronunciation and intonation. Likewise, 62%students (item 10) agreed that they are not brave enough to start to speak. And62% students (item 11) are not confident in speaking for fearing makingmistakes, such as grammars errors, improper collocations, and so on. Anotherserious problem is the profound influence of Chinese, 62% students chosen “Agree”when asked “Do you usually think first with Chinese, and then turn it into English?(item 12)”. These data indicate clearly that students usually use the wrongmethod when learning oral English, will greatly hinder the improvement ofspoken English.      

② Theinfluence of teachers

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When teaching a language, if the teachers do not letthe students be a part of the teaching and learning process, they are unable toestablish a relationship with the language learners and student thus becomepassive and have weak motivation.

According to item 13 and 14, we found that 58% subjects(item 13) agreed that teachers’ teaching methods are dull, out of date, theycannot inspire any interest in the classes. And then 62% subjects (item 14)agreed that the classroom is teacher-centered, they do not have enough opportunitiesto practice spoken English by themselves.

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Teachers’ personality, quality will directly affectstudents’ study. So teachers have to give full play to their abilities tostimulate students’ learning interests, they have to improve their teaching methodsand create new way to adapt to students’ present situations. As Byrne (1987)points out, “Although you are a teacher, you cannot just say that your job isto ‘teach’! like an actor, you will have to play differentroles at different times.”

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③ The lack of English-speaking environment

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Based on the item 15 and item 16, a highpercentage (64%) of subjects agreed that the spoken English classes are notenough, and incredible 96% students (item 16) agreed when asked “The English-speakingenvironment is not available”. We all know, for Chinese students, it isdifficult to practice oral English in daily life for it is unnecessary to speakEnglish when they want to talk with others. It is crucial for teachers to makeuse of classroom learning environment to create sufficient language practicefor the students. And for the limitation of classes, it is the teachers’ keytask to design meaningful, motivating, appropriate task to guide students’maximum opportunities to practice their oral English.

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5. Conclusion

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This paper explores possible factors affectingstudents’ oral English proficiency in Chinese college English learning setting.Based on the findings, some suggestions can be made for college Englishteachers and students in Chinasince it gives them the opportunity to reflect their own attitudes how college Englishteachers can help students improve their oral English proficiency.

Firstly, the results and findings from the test ofspoken English provided evidence that the majority of students got a relativelylow score of oral proficiency. Their pronunciation is far-reaching with thenative English speakers, and most of them had serious Chinese accent. And then,most students showed that their vocabulary storage is poor, and their grammarknowledge is also bad. When the examiner gave the questions, they could notchoose proper and correct words, and organize the sentences correctly. What wasworse is that their discourses are full of pause, repetition, and many uselessideas.

Secondly, according to the results and findings of questionnaires,most students have strong awareness of the importance of oral English, theyhave strong desire to study and practice their spoken English by overcoming anydifficulties and troubles. Then, we also can conclude that most students havehighly active participation in learning spoken English, they will express theirideas passionately, and join in the discussion actively. But the results alsopresent some obstacles hinder the efficiency and improvement of spoken English.

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Moreover, the outcome also reveals that more attentionand importance should be paid to how to improve students’ spoken proficiency,and what should be done to create more appropriate devices or occasions topractice students’ oral English. To language learners, the total practice inproper speaking-environment and the students’ oral English learning effects aredeadly related. So we display some useful and practical suggestions.

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5.1 Suggestions to Improve Spoken English Learning

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This survey shows that students’ oral English isneeded to be improved eagerly. The data and findings provide teachers with thecurrent level of freshmen’s oral English proficiency. If learners can learn howto practice spoken English effectively, they are sure to succeed in languagelearning. Therefore, it is necessary for teachers to instruct students toemploy appropriate and effective practicing methods and create more suitable occasionsfor students’ study. Then, the following suggestions might provide some helpfor both teachers and students improving oral ability by utilizing some strategies.

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5.1.1 For Students

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Studentsshould be aware of the importance of learning and improving the oralproficiency, understanding how to select appropriate learning strategiesaccording to the current level, present situations, and speaking-environment,learning how to gasp opportunities as many as possible to practice oral English,and overcome external and internal factors that hinder their speaking. Researchersfound that successful language learners employ a wide variety of strategieswhich demonstrate their active involvement in learning. Students who are goodat languages might tackle L2 learning in different ways. So students shouldmake great efforts to do the following points:

  1) Enlarging the vocabulary storage;

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2)Finding a learning style that suits them;

3)Involving them in the language learning process;

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4)Developing an awareness of language both as system and as communication;

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5)Paying constant attention to and investing time on improving their oral ability;

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6)Facing difficulties with a light heart;

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7)Being confident and setting clear goals;

8)Taking part in the English Corners and English Salons actively, and so on.

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5.1.2 For Teachers

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Harmer (1983:201) defines theteachers’ role as controller, assessor, organizer, prompter, participant andresource-provider. Borrowing Harmer’s concept, we believe teachers aremulti-functional in the language learning. Wang Qiang (2008:89) points outvarying students’ activities can help create positive language learning environmentand thus improve learning effectives. Teachers have to take an amount ofresponsibility for improving students’ oral English.

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   1) Introducinglearning methods and cultivating autonomous learning abilities;

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   2) Creating a pleasant, relaxing andequal atmosphere in which students can have discussions, and initiating interestingand related topics for discussion;

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3) Improving teaching methods, and encouragingstudents to participate in communicative activities both in-class and after-class,such as debating, discussing, listening to radio programs in English, andreading newspapers in English;

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4) Creating a better language learning and usingenvironment both in-class and after-class, such as English corner, and Oral Englishcontest;

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5) Maximizing participation by assigning roles to eachparticipant;

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6) An enhancement of the learners’ own personalexperiences as important contributing elements to classroom learning.

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   The aim ofthis study is to examine the proficiency of English freshmen’ oral ability, to investigatestudents’ attitudes toward spoken English and their participation, to analyzethe obstacles existing in the process of learning spoken English, and to offersome effective and efficient solutions to students and teachers. English is agrand project involving the factors of students, teachers and also outsideenvironment. But in China,the environment for speaking English is scarce, and the limited conditions makelearning more difficult. To improve students’ oral English competence, muchmore researches should be done.

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References

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Ellis, 2005. SecondLanguage Acquisition [M]. Shanghai: Shanghai Foreign Language EducationPress.

Fishbien, M. & Ajzen, I.,1975. Attitude-behavior Relations [M]. Beijing:Higher Education Press

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Jiang Jingyang, 2004.11. Communicative Activities in EFL Classrooms [M]. Zhejiang University Press.

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Lyle F. Bachaman, 2001. Language Testing in Practice [M]. Shanghai: Shanghai ForeignLanguage Education Press.

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Michael J. Hughes, 2005.1. Dare to Open Your Mouth. Xi’an: Xi’an Jiaotong University Press.

Rubin J &Thompson, I, 2004.2. How to be a more Successful Language Learner [M]. Beijing:Beijing ForeignLanguage Teaching and Researching Press.

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崔卫，2006，《关于口语教学现状及方法》[C]。上海：上海外语教育出版社。

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刘艳，2003,《情景模拟在大学英语口语训练中的使用》[C]。昆明：云南科技出版社。

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斯特图，1995，《语言教学的基本概念》[M]。 北京：高等教育出版社。

王辰，2008,《快速提高口语的有效方法》 [A]。北京：中国人民出版社。

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王蔷主编，2006,《英语教学法教程II》。北京：高等教育出版社。

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杨永林，2004，《社会语言与研究》[M]。北京：高等教育出版社。

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翟丽霞，1977，《谈谈课堂教学语言的艺术性》。山东师大外国语学院学报2002年第3期。

Net.1, search for CETSpoken English Test Sample Paper. 内容来自www.paper51.com

http://wenku.baidu.com/view/fab68e51f01dc281e53af075.html

Net.2,《英语口语测试的研究》，整体评分法和分析评分法以及Wilds制定的评分因素分析表。 内容来自www.paper51.com

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Appendix 1（net.2）

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                      CET Spoken English Test

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Sample Paper                                                                         

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Topic Area: City LifeTopic: City Traffic

CET-SET 考试采用面对面的形式，考生以3人为一组同时进行口试。

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试题构成 : 内容来自www.paper51.com

部 分

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时间

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题型

说 明

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Part 1

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5 分钟s

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问答

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“热身”题，包括考生自我介绍、回答问题。

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Part 2

10 分钟

发言 和 讨论

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考生准备 1 分钟后，根据所给提示作一个 1.5 分钟的发言；小组就指定的话题讨论（约 4.5 分钟）。

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Part 3

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5 分钟

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问答

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给考生分发图片，由主考进一步提问。

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Part 1 (5 minutes)

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Examiner: ask candidates 1, 2, 3 thefollowing questions randomly

1) How do you like livingin Yuxi (Kunming,Baoshan…)?

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2) What do you think isthe most serious challenge of living in a city likeYuxi (Kunming, Baoshan …)?

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3) How do you likeshopping in a supermarket?

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4) Where would you like tolive, downtown or in the suburbs, and why?

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5) What measures do youthink we should take to reduce air pollution in Yuxi (Kunming, Baoshan…)?

6) Can you say somethingabout the entertainment available in your city?

7) Where would you like tofind a job after graduation, in a big city like Kunming or in a small town and why?

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8) What's your impression of the people in Yuxi ( Kunming, Baoshan…)?

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Part 2 (10minutes)

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Examiner: sendevery candidate one picture (showing two different types of transportation),and give them certain time to speak out their own opinions and discuss witheach other.

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Part 3 (5 minutes)

Examiner: Select a question from the following list to ask each ofthe candidates.

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• During thediscussion, why did you say that...?

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• What kindof transport do you usually use in your city?

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• Do youhave any suggestions as to how traffic conditions can be improved in bigcities?

• Do youthink private cars should be encouraged?

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• Why do youthink some Western countries encourage people to ride bicycles?

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Now, that's theend of the test.

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Appendix 2

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Questionnaire

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Instructions: Please choosethe most suitable answer to each question based on your own conditions. Thanksfor your co-operation

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A: Agree; J: Justso-so; NS: Not sure D: Disagree; http://www.paper51.com

Item                                      Answers  copyright paper51.com

A copyright paper51.com

J

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NS

D 内容来自www.paper51.com

1．对英语口语有很大的兴趣

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2．认为英语口语很重要 paper51.com

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3．羡慕能说一口流利，准确英语的学生，希望自己也可说得很好 copyright paper51.com

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4．能抓住机会联系自己的口语

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5．口语学习遇到挫折时仍会坚持学习练习

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6．在课上愿意主动说英语 内容来自论文无忧网 www.paper51.com

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7．老师提出问题时，每次都积极思考并主动回答

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8．讨论时，热切地希望表达自己的想法

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9．口语课上，大部分时间都积极参与讨论

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10．由于发音基础差，语音语调不标准，不敢开口说话，怕被取笑 内容来自论文无忧网 www.paper51.com

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11．自信心不够，说的时候怕犯诸如语法或搭配不当等错误 paper51.com

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12．说英语的时候，会先用中文思考，再将其译为英文.

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13．老师的教学简单，不新鲜，提不起口语学习的兴趣 copyright paper51.com

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14．以教师为中心，学生练习口语的机会很少

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15．英语口语课时不足

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16．没有良好的语言环境来实践口语 内容来自论文无忧网 www.paper51.com

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