非英语专业学生英语口语能力培养策略探析(4)
Material: oral textbook presents random and lack of systematic and long-term plan, not conducive to oral English teaching. In recent years, appearing on the market are all kinds of English books, uneven, some good and some inferior. Among them, the vast majority of topics is wide. But, generally speaking, University English teaching books are still limited. Some textbooks are theoretical, the content does not adapt to the development of today’s society, some topics and the actual life of the students, thought little contact, some topic is too simple or too difficult, students feel that it is not interesting.
Teachers: the great pressure brought to the university enrollment continuous college English teaching is far beyond the capacity of existing teachers. At the same time, many teachers’ levels in pronunciation, grammar, culture and other aspects are still remains to be improved, the teaching theory and teaching methods also need further improvement. Compared with the China teachers, teachers of English pronunciation are more pure, more understanding of English culture and customs of the country. “They (the teachers) are better than Chinese English teachers to understand the students in learning, life and other aspects of the situation, the Chinese teachers dot do not quite understand the knowledge behind the book or the content.” (Jane 89) In addition, due to the mobility of foreign teachers, the larger number is not much and the unequal distribution of the objective reasons, although most universities have hired foreign teachers, but not all of them are facing public foreign language classes to teach spoken-English.
Students: in recent years, University English Teaching in China has achieved great developments, the overall level of College English have been improved a lot, however, non-English-major Students’ oral communicative ability is relatively backward. Most of the students are weak in oral speaking, students’ language abilities seriously affect their pragmatic competence.
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