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1、Discussion on the Cultivation of the Middle School Students English-communicative Ability in PanxinAbstract: we just study a kind of language for the purpose of communicating with others. English linguist Hallydays analyzes the language from the perspective of functional grammar, and believes that l
2、anguage is a form of “doing”, instead of “knowing”. That is to say, spoken language is very important. Oral communicative information content and degree of importance can not be replaced with the written expressions. It makes a great contribution to the cultivation of English-communicative ability.
3、And many students in middle school can not communicate with others because of many factors. So in the papar, the author analyzes the factors of causing English-communicative barriers in Panxin Middle School. Put forward some suggestions for cultivating the students English-communicative ability in P
4、anxin Middle School. During research process, the author used some research methods such as interview-talking and questionnaire survey, analyzing statistics and document study. The study of cultivating communicative competence in English is active. Gu Jianping put forward the task project “Strengthe
5、n the Language-Communicative Ability in English”, and the achievement is that the students have more interest in learning English than before, and improve the students English learning ability. Zheng Ling put forward “Fashional Spoken English Study”, and the achievement is that the students who part
6、icipated in this topic make some progress both in English-communication and in the grammar. “Improving Middle School Students Oral English-communicative Ability”, mainly study from thinking-strengthening aspect to improve ability of English-communication and so on. The study of these subjects give a
7、 great help for the author of the paper on how to cultivate the students communicative ability in English .Key words: English-communicative ability; middle school English teaching; communicative barriers; cultivation of English-communicative abilityContents I.Introduction.1II. The Measures to Develo
8、p the Students English-communicative Ability.32.1 Expanding the Basic Knowledge.32.2 Doing Some Teaching Activities.4 2.2.1 Classroom English.42.2.2 After-class Activities.52.3 Cultivating Studentss Study Interest.52.4 Improving Teaching Equipment.62.5 Exchange Policy.62.6 English Spoken Countrys Cu
9、lture Teaching.72.6.1 Showing Thanks.8 2.6.2 Receiving and Giving a Gift.9 2.6.3 Greetings. .9 2.6.4 Making Apology.10 2.6.5 Taboo and Modesty.11 2.6.6 Compliment and Modesty.11III. Conclusion.12Acknowledgement.X References.141.IntroductionEnglish teaching in middle school has become more and more i
10、mportant with the development of our society and technology. With the development of reform and open policy, communicating with foreigners especially people who from English speaking countries has become more and more frequent and wide. Therefore, to cultivate the middle school students English-comm
11、unicative ability is one of the goals of English teaching. But in Panxin, many middle schools just pay more attention to the students scores, not ability, which leads to many problems in English teaching. English commnunicative competence is the measure of an overall quality of the most practical an
12、d important conditions, and also is one of the social demands for talents. Deng Xiaoping once put forward: “ Education should be oriented towards the modernization, facing the world and facing the future.” The future is the era of high technology, and the future is no national boundaries. English is
13、 the official language of the united nations, and English learning is a kind of inevitable trend, so, good communicative habit will become a persons precious wealth for the whole life. But for a long time, English teaching in China has been more time-consuming and result-less situation, especially i
14、n rural middle school English teaching. Due to many limitations, students in the class can not reach to the true language environment, in addition to the weekly limited several sections of English class, there is little chance to put what they have learned in the class into practice. Listening pract
15、ice in class is not enough. Students do not have enough opportunities to practice English, and with the lack of basic knowledge, which leads that students find it difficult to open mouth, and coherent expression is more difficult. The more they are afraid of English, the more they dare not to speak.
16、 The more they do not speak, the more they can not speak. And these lead to vicious spiral. This kind of dumb-English makes students lack of communicative language ability. Therefore, do well in rural English teaching has been imminent. As the rural middle school teachers of English, must improve kn
17、owledge, enhance sense of responsibility, and strive to improve the students oral English. School leaders and students should try their best to cultivate the English-communicative ability in the English study and English teaching in the middle school，and improve English teaching quality in the middl
18、e school for the purpose of further studying English in the future, make more contribution to the progress and development of our society，and meet the needs of our countrys reform and open policy.2.The Measures to Develop the Students English-communicative Ablity2.1 Expanding the Basic KnowledgeFirs
19、t, junior high students or senior high students（especially junior high students）,they just began to study English , so ,to enlarge the quantity of English words is very important and necessary. According to an investigation in the Panxin National Middle School in Songtao county Guizhou province, it
20、finds that many students in the middle school can not communicate with foreign people because of the shortage of words, they can not say what they want to say without enough English words. Even sometimes they use Chinese to substitute English. So, as a teacher , should try his best to help students
21、to memerize more words. And as a student, should enlarge your vocabulary with the help of your teachers and other students.Second , junior high students should pay more attention to the meaning of words if they want to communicate with people who are in English speaking countries and understand what
22、 other people say. The meaning of a word is the most important part of a word and also is necessary process of communicating with others fluently. And there are many synonyms, polysems and homonyms in English words.Third, to understand the uses of words is important. There is its own uses in each wo
23、rds, so, to understand the uses of words is to make sure that you can intensify your English-communicative ability and achieve the goal of learning English. In Panxin National Middle School, though many junior high students know many English words, they do not know how to use them. And they also do
24、not know that they can use these English words to make conversations with foreign people. I just can remember , in 2007, that there was an American teacher coming to Panxin National Middle school, the school leaders asked some top students to welcome this American teacher. But in the communication,
25、there ware a lot of awkward situations. Just there was a student saying to a American teacher like this,“we will eat rice in the school canteen at eleven oclock.”“eat rice”seems to be right, but “eat” can not use with “rice” in English. Ok, the main factor is that how to use words they have learned.
26、 So, as a English teacher , you not only teach the meanings , sounds, spellings of new words, but also should put much more emphasis on the uses of new words. On the other hand，students should understand the uses of each words and use them correctly.Fourth, correct pronounciation is more important f
27、or you to communicate with others in English. For example,if you read a word“bike” as /bi:k/, few people can understand what you say.Fifth, for a English learner in Panxin, grasping English grammar and English sentence structure is also one of ways to improve English-communicative ability. There is
28、its own sentence structure in each kind of language, and we call it as English grammar in English. We can combine the words to communicate with others with the help of English grammar. If you do not have the better understanding of English grammar, too more English words that you have is no use at a
29、ll when you need to use them to communicate with other people.2.2 Doing Some Teaching ActivitiesFor a long time, English teaching way was single, only paid more attention to the teaching in the class,and not put much emphases on the extracurricular teaching or after-class activities. And only used t
30、he teaching pattern of“teachers teach, students learn”, ignored the students independence, just paid attention to teaching language knowledge, not paid more attention to the actual use of the language. These lead to a lot of problems in English, such as poor communication , poor scores and so on. So
31、 , we must cultivate the English-communicative ability by changing teaching ways or doing much more teaching activities.2.2.1 Classroom EnglishClassroom English makes students put themselves into the actual language environment, and improve their English-communicative ability. Language acquisition t
32、heory puts that human beings have an innate Language Acquisition Device(LAD) when they were born, and only children put themselves into language environment, can they acquire language without any difficulties. For a long time, teacher , student, teaching material and teaching environment are four fa
33、ctors in the teaching activities, but we just pay more attention to the former three, regardless of the teaching environment. In fact, language environment plays an important role in the English teaching, especially in the espect of communication. So ,teachers should use English to teach students in
34、 the class rather than Chinese, which makes students get a lot of language materials and improve the students communicative ability. For example, teachers should usually use class expressions and class English words, such as good morning/afternoon/evening, open your book, turn to page3, sit down, pl
35、ease, thank you very much and so on. Teacher repeat these expressions many a time by gestures,expressions and actions and students can understand and speak gradually.2.2.2. After-class ActivitiesAs we can know, classroom is an important place where we can get knowledge. And after-class activities ar
36、e the extensions of classroom activities, but also one of the main ways we can get knowledge and put what we have learned in the class into practice, which can improve the students English-communicative ability. So, teachers should encourage and guide students to take part in all kinds of English ac
37、tivities such as English lecture, competition, games, English corner and so on. In 2005, a foreign teacher had several classes in Panxin National Middle School. He took their students to play basketball on the playground when he was teaching lesson3-My Favourite Sports. In a few days, students can u
38、se English to process simple communication, but they can not make progress with the score. So, many teachers neglect the after-class activities and lead students to be “dumb-English learner”.2.3 Cultivating Studentss Study InterestMany study-strategy researchers believe that study-interest is an inn
39、er power stimulating students to study, and is also one of factors that influence the efficiency of the study. Panxin is a small town in Songtao county Guizhou province, which is a far-undeveloped area. And many students here in middle school are mostly from rural areas, and their concepts of accept
40、ing education is behind. And lack of interest leads to be poor at English. So, it is much more significant to develop the interest of English-learning. According to the facts, there are a lot of ways stimulating students to study. Just as follows:First, English games. Game, as a kind of learning way
41、, came into being more earlier than class teaching. The students study English through games, which makes them learn and grasp language during the entertainment. Second, transfer space. Many a time, teachers take lessons in the class, and class is a stable place for teaching activities, which makes
42、students feel boring and uninteresting. Therefore, according to different teaching materials, teacher can take students to different place, such as playground, shopstore, library and so on. This can not only improve their study interest and intensify the desire of learning, but also put them into th
43、e real social environment ,improve the ability of solving actual problems and cultivate their abilities of using English to communicate.Third, using tongue twister properly. English tongue twister is a kind of intelligent activity that is made up of many polysems and homonyms which is helpful to tri
44、gger students curiosity and interest. For example, “When a doctor doctors another doctor, does he doctor the doctored doctor the way the doctored doctor wants to be doctored, or does he doctor the doctored doctor the way the doctoring doctor wants to doctor the doctored doctor.” If you put this tong
45、ue twister into class, students wound not feel boring and dull in the English class, and prompt their attention and improve the efficiency of their English study.Fourth, English songs. In 2007, a suvey conducted by a learner shows that music can trigger the cell of brain and improve the study intere
46、st.English teachers can modify teaching contents that students need to grasp into English songs that match with tune and then teach it to students.2.4 Improving Teaching EquipmentIt is said that teaching equipment to students is just as arms to soldiers. Whether teaching equipment is good or not, wh
47、ich directly or inderectly influences your study(especially spoken ability) is good or not. And because the area is relatively remote which makes students can not connect with foreign people and also can not contact the authentic pronounciation of English, and we can achieve it through improving teaching equipment, so ,improving equipment is of superior importance.2.5 Exchanged PolicyTo Panxin middle school, exchanged policy means that schools send students or teachers to schools in the other countries or in different places in our country for studying. Different areas h