English conversation classes for vocational students and their countermeasures passive participation

Abstract: Spoken English is an important part of teaching, but also the practical ability to use English language training in a major way. However, the performance of individual students in the classroom behavior of a negative impact on the learning as the College English teachers, we should be focused on the characteristics of spoken English with a vocational teaching. This paper analyzes the students to participate in oral reasons for the negative class and countermeasures.

Keywords: Spoken English, passive participation, policy

I. Introduction
Vocational students are generally lower than the level of oral communication in English reading, writing and translation levels in the spoken language classroom, is seriously hampered the development of communication skills of learners? I found the teachers from teaching is the most troublesome students passive participation. that students were reluctant to speak, do not actively participate in classroom activities, this phenomenon has seriously affected the English language teaching. Constructivism advocates under the guidance of teachers, learner-centered learning, that is, not only to learners without losing sight of the main effects of cognitive guidance of teachers, construction of meaning with the help of teachers, facilitators, rather than imparting knowledge and instilling author in oral teaching students to positive emotions, so that students fully their initiative, thereby enhancing their ability to use language practice.

Second, students' oral classroom participation and the reasons for the negative
(A quality of its teaching methods the teachers themselves
First, the uneven quality of teachers themselves, such as part of the teacher's speaking ability is not strong, can not freely conduct oral communication, communication activities can not be competent classroom organization and guidance.

Second, some teachers do not fully understand the importance of spoken language. Dwell point of teaching the language, do not attach importance to oral teaching, ignoring the communicative language.

Third, the negative attitude of teachers, pessimistic emotions, lack of confidence in the process of teaching English for English learners have a negative impact, so that students interested in less.

Fourth, some teachers feel that students continue to correct errors is necessary. These practices so that students have easy frustration, self-doubt and negative emotional response.

(Two students individual factors
First, the fear of wrong, students learning a foreign language, the language skills of their lack of confidence, for to speak any English there is a psychological fear, afraid I make a mistake, fear of blame by the teacher, fear of being ridiculed by classmates. This fear often leads to students oral expression appears to anxiety and tension.

Second, students complex vocational colleges students is more complex, including the S & P high, secondary, vocational school students and other professionals, so the English proficiency of students varies.

Third, the different purposes of learning English and some students prefer to learn English because English, the performance of these students are confident in the classroom, actively participate in classroom teaching, while those who believe that learning English is to meet the test of the students, their English is not confidence.

(Three classes of environmental factors
In recent years, colleges and universities in China set off a wave of college English education reform, emphasizing student-centered teaching and learning activities, focusing on students in learning activities in the main and participation from the reality point of view there are still many problems: the English classroom form a single, vivid classroom is not enough, the atmosphere is not thick, the teacher to teach blind students obediently listen to the students know not to ask.

Third, the oral teaching students to overcome the negative anxiety manipulation strategy
(An improvement of teaching skills
First, classroom teachers should change the traditional thinking, to improve teaching methods in the class using role-play, imitate, repeat, group exercises, sharing feelings, competitions and other methods, teachers should pay attention to the teaching of feedback, to give timely and correct assessment of the students to recognize their own inadequacies, a clear direction.

Second, the constructivist inspiration to teachers. Constructivism advocates under the guidance of the teacher to learner-centered learning to become a student-centered classroom, teachers actively guide the use of oral communication of active learning spaces, creating an interactive teaching mode.

Third, teachers in teaching students and teachers need to cultivate a harmonious relationship, as Rogers said: "A successful education depends a genuine understanding and trust of the teacher-student relationship, dependent on a harmonious and safe classroom atmosphere." Students like that the teacher will naturally of course he was interested in teaching.

Fourth, the transference to the teacher's inspiration. Empathy is an important language of communication in the emotional phenomenon, requiring teachers to think in the position of students, identify students' emotions, understanding through communication with students, enhance student participation. Democracy , equal, friendly, relaxed atmosphere is conducive to students learning to relax, actively and boldly speak English.

Fifth, teachers should use humorous language, the United States by Paul Dr. Luo Weide investigation, outlining the qualities a good teacher of the twelve, which is to have a sense of humor. If teachers lack a sense of humor, will enable students to feel monotonous classroom dry, resulting in oppressive psychological, students uninterested in learning English. Links to free download http://www.hi138.com
(B to enhance students' confidence in learning English
First, teachers should help students overcome psychological barriers, to encourage students to boldly speak any English. English teachers to make students understand that English is a language communication tool, not simply learn English grammar but to use it to communicate.

Second, teachers should recognize the student's progress in a timely manner, on the basis of good and poor students of equal treatment. Put up a good mix of poor students, irrespective of which activities are not to give poor students. More concerned about their learning and progress for their small affirmation and encouragement should be given promptly, so that they become passive to active, and enhance their confidence in overcoming difficulties.

Third, teachers should use teaching art, the student's interests, hobbies, to learn the contents of the sub-practice ways to inspire student thinking, to enable students to actively creative learning, acquire knowledge and mastered the use of knowledge to guide students to practice speaking in the formation of large capacity.

(Three innovative classroom content design
First, the clever use of a variety of teaching equipment and teaching resources such as projectors, multimedia courseware, wall charts, stick figure, etc. to provide students with visual, image, specific scenarios.

Second, the proper use of a variety of games, contests and other ways for students to create fun-to, exploratory learning and competitive scenarios.

Third, the use of cooperative and group learning approach to enable students to go on with problems, with questions about moving, students in the discussion, exchange and cooperation in the learning process, learning motivation, initiative and a strong sense of participation to be mobilized up.

Fourth, students in the classroom to grasp the mood, cadence lectures with sound, emotions, infection students, stimulating their interest. HCLindgren American scholar once said, "If you are not interested in learning, it is not learning." From the sensory point of view view, change the sound stimulation can improve students' attention to the concentration and stability, reduce fatigue lectures.

(Four courses open to the creation of extra-curricular
A good language environment for improving the learner's speaking ability often plays a subtle role to create a good language environment in addition to the language to create a good classroom environment, but also greatly improve the extra-curricular language learning environment.

Computer center can take advantage of multimedia technology in teaching, allowing students more exposure to authentic language ring so that students learn not only books in English, but also for communication and work in English, so that oral communication skills improved In addition, vocational schools also opened in English FM radio broadcast in the foreign language program prescribed time, as much as possible for students to create a good language environment.

Vigorously carry out a variety of second classroom activities is to improve the vocational college foreign language environment, the overall effective means of, for example, the English horn, an event organized every week, every time there are students interested in the topic. To carry out performances, debates, lectures and seminars and other activities, students associations and speculation known themes, freely. entertaining, so that students in a relaxed atmosphere in the training of oral skills.

IV Summary
In today's era of increasingly frequent international exchanges, vocational students as a professional staff of the reserve army, to improve the quality of spoken English is essential. Higher vocational education must emphasize the practical application of ability, basic knowledge should be the ability to develop practical application services. Speaking ability improvement is not achieved overnight, only to determine a reasonable teaching objectives, to change the traditional teaching mode, using scientific teaching methods, in order to improve students' oral communication skills, to train more qualified for the community of advanced application-oriented talents.


References:
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[2] Wang Yan in the spoken language of teaching strategies to develop students ability to [J]. Foreign Languages, 2001, (3).

[3] Shu Dandan. Vocational Teaching of Spoken English [J]. China's vocational and technical education, 2001, (2).

[4] any good. To explore new ideas for oral English teaching vocational [J]. Invention and Innovation, 2007, (11).

Links to free download http://www.hi138.com