周娟

【摘 要】課堂教學(xué)是英語(yǔ)教學(xué)是主要方法，但是許多問(wèn)題仍然存在于英語(yǔ)教學(xué)中，尤其是教導(dǎo)學(xué)生進(jìn)行閱讀與寫(xiě)作。而在教學(xué)過(guò)程中還有許多因素影響教學(xué)。影響因素主要是學(xué)生、教師因素、文化因素等。對(duì)這些因素分析會(huì)提高學(xué)生學(xué)習(xí)效率的研究。對(duì)英語(yǔ)教學(xué)質(zhì)量有積極的影響。在文中，聽(tīng)、說(shuō)、讀、寫(xiě)的重要性和方法有好的討論。

【關(guān)鍵詞】詞匯；聽(tīng)；說(shuō)；讀；寫(xiě)；技巧

Section One——Vocabulary

One of the famous linguists Wilkins once said that： “Without grammar very little can be conveyed， without vocabulary nothing can be conveyed.” In China， English teachers have sometimes tended to overlook the importance of the lexical system. This is especially obvious in the middle school. This phenomenon might have resulted frpm the fact that linguists have worked out a perfect equivalent Chinese vocabulary system to English vocabulary system， so that teachers and students can more easily deal with the vocabulary than with the grammar and sound of English which are quite different from the Chinese grammar and sound system.

Lexical items may also have appeaaared to be of secondary importance because they have sometimes been seen as that which is used to “flesh out”the structure or to exem plify parts of the sound system. However， without lexicon the major meaning-caring element in language is missing. Therefore， the acquisition of vocabulary is an integral part of English teaching.

On the other hand， there are teachers who have tended to overemphasize the learning of words in the lengthy vocabulary lists.The old English textbook bears silent witness to such an approach.

The solution here is to seek scientific techniques of vocabulary teaching. Students should be exposed to the vocabulary needed to express the ideas they want to communicate. The vocabulary items should not be strictly limited， nor should wocabulary acquisition be stressed to the exclusion of other parts of the language system.

Section Two——Listening，speaking，reading and writing

The purpose of middle school English teaching is to improve the students′four skills of listening，speaking，reading and writing，with the base of necessary phonetics， large vocabulary and good grammar，But this is not the final purpose is to lot let students be able to use the language.

Why do we study English？ If a man is only good at listening and speaking， can we say that he is good at the language？ No，If a srudent is good at English，he should be able to use the language，both in speaking and writing.

Now most of the students do better in reading and writing English than in listening and speaking. They can read and write，but they can hardly communicate. They can hardly express themselves with their own words. This is partially because of our examination system，but we can improve our teaching method.

Most of all the teachers like to provide the students with a lot of knowledge-words，phrases，grammar， usages and so on， They are focusing these thing，especially on the grammar. Yes，the students do need these， but many teachers forget to teach them how to study English， and how to use it. So when you are giving the knowledge to the students，don′t forget to teach them all the abilities of the four skills.

1.Listening

Listening， as one of the means of language communication， is used widely in people's daily lives. We spend most of our time in listening to other people ， listening to the radio， listening to the music and so on. And we learn much through listening. So in linguistics ，giving the students a lot of listening activities is a good way of enlarging their vocabulary. On the other hand， it also helps the students improve their listening comprehension.

2.Speaking

This is its usual process： Stimulus-Response-Reinforcement.

The aural-oral method is fit for the teaching of beginning stage. It focuses on the practice of oral English drills. But too many drills are being practiced without any context or given conditions. So what is learned is isolated clauses. And it has few communicative functions .

3. Reading

There are many reasons why getting students to read English texts is an important part of the teachers job. In the first place， many of them want to be able to read texts in English either for their careers， for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.

Reading texts provide good models for English writing， provide opportunities to study language vocabulary， grammar， punctuation， and the way to construct sentences， paragraphs and texts. Lastly， good reading texts can introduce interesting topics， stimulate discussion， excite imaginative responses and be the springboard for well-rounded， fascinating lessons.

4.Writing （Developing correctness in students writing）

“Students learn to write by writing， and they learn to write correctly by writing， revising， and proofreading their own work”---with some help or direction from the teacher when it is necessary. They do not learn to write correctly by studying about writing or doing isolated workbook exercises unrelated to their own writing. So， the most important technique a teacher can use to guide students toward grammatically correct writing is to let them write， let them write things related to their own experiences. There is no limit to the kinds of text the teacher can ask students to write. Teachers decisions， though， should based on how much language the students know， what their interests are.

Section Three——Conclusion

There are many factors contributing to the inefficiency in English teaching. Inappropriate teaching methods by teachers are among these factors. But， I think， the basic reason for the inefficiency lays in the traditional teaching system---teach-domminant curriculum system. To improve the effectiveness and efficiency of English teaching， we should focus on the reformation of the old teaching system. Middle school English teachers should try to convert their roles for the needs of the students.They should make the class to be learner-centered，more democratic and less teacher-dominant，stress on studentsparticipation in classroom，show more concern for their thinking and their needs for instruction.

Only in this way can they help to improve the studentslanguage competence and their ability to use English freely in communication.

Reference：

[1]Felicity Odell， ENGLISH AS A FOREIGN LANGUAGE， Longman Group Limited， 1986

[2]Gu Xueliang， The Basic Technical Training in English Teaching， Hangzhou University Press， Wilga M.Rivers & Mary S. Temperley， A practical guide to the teaching of English as a second or foreign Language， New York： Oxford University Press， 1978

[3]Smith F. Understanding Reading （2d ed）， New York： Holt， Rinehart and Winston， 1978

[4]David Freeman&Yvome; S. Freeman， A Road to Success for Language， New York： Oxford University Press

[5]Ellis，R. The Study of Second Language Acquisition. Oxford：Oxfod University Press，1994