英语论文网

number of speaking materials in the bookstore is too great to choose. Choosing proper materials is a little more difficult. For instance, two or three new words are included in every passage, or one to two unfamiliar idiomatic expressions are available in every dialogue. Otherwise students are easily demotivated. When having learned something new, it is more likely to continue this sense of accomplishment. One of the aspects of teaching that is most challenging is to generate goals and processes that are in reach of the students but not beyond their grasp. If teachers work within students’ ability, students will not learn more or develop more powerful strategies for learning. If working way far outside their present knowledge and capacity, students will struggle too much to learn optimally. Proper materials would play a role of generating environment that pulls students forward without overwhelming them. 5.2 Practice making perfect Learning English is never a once-for-all project. It needs constant review and patience to do it step by step. Language learners need “continuous interval of practice or repetitive drill, though the whole process should be meaningful. “interval principle’ entailed in “Reinforcement theory” illustrates this point. Brown points out that if learners can remember or repeat what he had learned, language study would be further developed.”[19] So in the language learning process adopting suitable, meaningful repetitive drill and review is of great help for the language habit to come into being and to intensify bit by bit. 6. Conclusion The above is an idea about one way to learn oral English. To some students, they always progress through recitation and their fluency and vocabulary stock both have reaches a certain degree. But the communicative part has little been put into real use. It is this part that needs their effort in the coming days. Of course there are many other methods worth trying and different persons have different taste for ways of learning. Anyway, recitation and communicative approach have become a most fashionable method. Those who still hesitate should join in the oral English wave. Bibliography [1] 舒白梅. 现代外语教育学[M]. 上海外语教育出版社，2005,P40 [2] 同[1] P40 [3] 王笃勤. 英语教学策略论[M]. 外语教学与研究出版社，2002,P115 [4] 葛玲芬. 教育心理学在英语教学中的运用[J]. 外语与外语教学， 2002,第6期,P133 [5] Margaret E.Gredler. 学习与教学[M].中国轻工业出版社,2002,P196 [6] 王蔷. 英语教学法教程[M].高等教育出版社,2000,P5 [7] 同[5] [8] 联合编写. 心理学基础[M]. 教育科学出版社,2002,P234 [9] 刘毅. 一口气英语[M]. 中国书籍出版社，2004,P1 [10]胡敏.读故事记短语[M]. 中国广播电视出版社，2005,P161 [11]吕叔春. 快捷记忆法 [M].中国盲文出版社, 2002,P39 [12]Penny Ur. A Course in Language Teaching: Practice and Theory [M]. Foreign language teaching and Research Press and Cambridge University Press, 2002, P121 [13]同[12] P121 [14]H. H. Stern. Fundamental Concepts of Language Teaching [M] 上海外语教育出版社,1994,P341 [15]郭翠莲，米克卡瓦那. 新英语教学法[M]. 厦门大学出版社, 2002,P36 [16]H. G. Widdowson. Teaching Language Communication[M].上海外语教育出版社,1999,Preface [17]丰玉芳，唐晓岩. 任务型语言教学法在英语教学中的运用[J]. 外语与外语教学，2004，第6期,P35 [18]Andrew E.Bennett. 即学即用英语口语[M]. 世界图书出版公司， 2005,P26 [19] 罗立胜，刘延. 语言学习的“强化理论”及其对外语教学的启示 [J]. 外语与外语教学，2004,第3期,P21