Oral English Test in Middle School -Current Situation and Strategies英语毕业论文.doc
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1、Oral English Test in Middle School: Current Situation and Strategies Abstract: Oral English is becoming more and more important to both teaching and learning, which requires effective methods to assess and test oral English. This essay analyzes the current situation of oral testing in middle school
2、and focus on the eight strategies to solve the problems in oral testing. It aims at investigating students current study situation and work out the English language oral assessment for middle school students.Key words: oral English test current situation strategies Current situation about oral Engli
3、sh testUsually, English teachers pay more attention on testing their students ability of language comprehension than language production. They often use listening or writing test forms to classify the students level. Students communicating ability is frequently ignored. In fact, language production
4、is more difficult to study than language comprehension. Note that communicating is used in the sense of conveying information. Communicating ability really shows how well the students master the language. Oral tests can just be managed to test students language production as well as the communicatin
5、g ability. Nowadays, more and more teachers and students aware the importance of communication. Teachers use various teaching methods to encourage their students to speak English to have real communication. They also have the aware of arranging oral tests to judge the students communicative ability.
6、 However they are failure to obtain the accurate information of the students real English level because of many respects. The following situations commonly and obviously existed in the oral testing in middle school. 1 the unreasonable testing formatsUsually we adopt these three formats of oral Engli
7、sh test: achievement tests, diagnostic tests and placement tests. Teachers use diagnostic tests more often than achievement tests and placement tests in order to identify students strength and weakness, to provide information which will help to place students at the stage of the teaching programming
8、 most appropriate to their abilitiesthat is, to classify the students at different levels. Nevertheless, most students are afraid of this kind of the tests because of the psychological problems, and the test really cant measure students ability in English; cant establish how successful individual st
9、udents, groups of students have been in achieving study. In fact, our students really want to get the mental satisfactory and learning confidence by the tests. And the seldom using of placement tests in the certain grade which are really effective in checking the routine skills and improvisation ski
10、lls and micro-skills during the communication also helps nothing to identify the students actual English level before adopting teaching strategies. 2 the inappropriate testing contents In oral tests, the following language functions often involve: expressing thanks, requirements, opinions, comments,
11、 attitude, confirmation, apology, reasons, wantneed, and so on. Teachers often arrange a fair range of language related to the books but not related to the students daily life or their interesting topic, set only tasks and topics that would be expected to cause students difficulties in their own lan
12、guage (Chinese).The result is that he or she isnt able to express himself or herself without overtly having to search for words. And usually these tasks is quite long, and some evidence of ability to produce more complex utterances Because the limit of time, we are required to set different tasks to
13、 get students only to work individually, but not work in pairs or in groups, to make dialogues or multi-participant interactions. .3 the unsuitable plan of the testIn most cases, teachers or testers ignore the creation of a relaxing and free testing environment. The face to face tests bring the anxi
14、ety and nervous to students. Individual oral tests are always particularly stressful for students, especially the young students. The smiling faces of the teachers indeed give the students more encouragement than stress. On the other hand, the testing time , the seats and the distance between the te
15、achers and students are usually dissatisfied for students. Strategies to improve the current situationIn fact, oral tests are required to measure students ability in English; to establish how successful individual students, groups of students have been in achieving study; to identify students streng
16、th and weakness; to provide information which will help to place students at the stage of the teaching programming most appropriate to their abilitiesthat is, to classify the students at different levels. From the information (students performance) teachers obtained in the oral tests, teachers can m
17、ake or adjust rational educational decisions. For instance, teachers may put each student into different groups to ensure individuals participation and to cooperate with each other according to their own abilities or advantages. Some shy and quiet students are put into the group to stay with lively,
18、 enthusiastic, talkative students, so that everyone makes his contribution to class activities.Like all the tests, in oral tests, we should take both validity and reliability into consideration. A test is said to be valid if it measures accurately what it is intended to measure. The oral tests does
19、not only to test the students pronunciation, imitation, but also language production, the situation reaction and role play. In order to make the oral tests valid and reliable, we should focus on the following factors1 Choose the suitable format There are two general formats in oral tests.1) Intervie
20、w Interview is the most common and traditional format for the oral tests. From the very beginning of the tests, the testers often interview the candidates to warm up the environment. But Yes/No questions should generally be avoided. Try to get the students to speak as to a superior.2) Interaction wi
21、th peers Ask two or more students to discuss a topic, make plans, and so on. There is one problem in this format; the performance of one student is likely to be affected by his or her companion. For example, one assertive and talkative student may dominate the conversation; others cant show what the
22、y really can do. So, teachers must be very careful to match the students when they are working in peers.Choose the suitable format before you are arranging an oral test, if possible and appropriate, more than one format should be used.2 Plan the test carefully1) Arrange the feasible testing timeFor
23、middle school students, the testing time should be less than 5 minutes. 5 minutes is sufficient for the students to show and for the teachers to check the students language production. Too much testing time is easy for the students to make more errors. 2) Avoid divulging the testing informationTry t
24、o separate the testing students and the candidates. When one student or one group of students is having the oral test, the candidate should prepare in the candidates room. The students who have finished the test must leave the testing room immediately. So we need some more assistant testers to keep
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