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摘要：隨着改革开放和经济的高速发展，我国与世界各国的联系日益密切，而英语作为一门世界通用语言，让更多人意识到学好英语的必要性。众所周知，初中是打基础的最佳时期，即便现阶段越来越多教师开始重视英语口语教学，但是口语教学效果并没有很大的提升。
为此，本文首先阐述了国内外口语教学及策略的相关概念，以及新课标对初中英语口语教学的要求。并且通过相关文献的研究，全面搜集和了解城市和农村的初中生在英语口语学习方面存在的问题，为后续对应策略研究做铺垫。本文针对城市和农村的初中英语口语教学现状进行了研究，阐述了导致“哑巴英语”的诸因素，文章还探讨了如何运用好有效的方法，使得城乡学生从真正意义上提高语言交际能力。
关键词：初中学生；英语口语教学；教学策略；哑巴英语
I. The Present Situation of Oral English Expression in Junior Middle School
This chapter can be divided into two sections. In the first part， the present situation of oral English expression in rural junior middle school is described. It points out the present situation of oral English expression in urban middle school in the second part.
1.1 Present Situation of Oral English Expression Ability in Rural Middle School
The junior middle school’s English teaching in rural areas， oral English education’s foundation is poor， which is starting late and developing slowly. Due to the constraints of various factors， the students in the class said that the practice time are not enough， the activity form is relatively monotonous. Some English classes are based on listening and speaking courses， which teach the students to recite the sentences and the text， etc. Ninth grade is the oral decline stage. Many teachers pay more attention to oral training in the seventh and eighth grade， and students' listening and speaking ability are more consistent with the teaching content. But after entering ninth grade， due to the examination of entrance pressure， coping with the increasing number of paper test， the students' oral communication ability to stay on the original level. After entering high school， many high school students' spoken English ability is actually in the primary stage.
1.2 Present Situation of Oral English Expression Ability in Urban Middle School
In urban junior high school， oral English education starts much earlier than that in rural areas. The national regulations set up English classes from grade three of primary school， and many of the first tier cities started offering English lessons from kindergartens， and taught by foreign teachers. Therefore， there are two extreme phenomena in urban areas. One is like junior high school students in rural areas， their pronunciation and oral expression skills are unsatisfactory. But the students who have been influenced by foreign teachers are better able to express their spoken English than their English reading and writing. Many schools are restricted by the conditions of running a school and are taught in large classes. Due to the large number of students in the class， the teacher's attention to each student is affected， thus affecting the oral training and presentation of the students， making their speaking ability difficult to improve. 1.3 Conclusion
From the survey， the main problems in oral English of junior middle school students in rural areas are pronunciation and intonation， Chinese thinking， and over paying attention to the written test. However， urban students are two-stage phenomenon， some good students can communicate with foreign teachers normally. But the students with poor spoken English even have better pronunciation than rural students， but the expression still exists in Chinglish.
In general， students in both rural and urban areas still have a lot of problems in oral English learning， which focuses on two aspects： Chinglish， pronunciation and intonation.
Ⅱ. An Analysis of the Reasons for the Oral English of Junior High School Students
The causes of oral English problems of junior high school students are analyzed from the following two aspects： one is the influence of their own internal factors， the other is the influence of external environmental factors. Next， the comparative analysis is carried out from rural and urban areas respectively.
In addition， the influence of mother tongue also makes the students' oral communication be hindered to some extent. According to the survey， most students think that the biggest difficulty in learning English is the influence of the Chinese stereotype， which can lead to students being afraid to speak and be afraid of making mistakes.
Ⅲ. Oral English Teaching Countermeasures
3.1 Improving Students' Interest in Oral English Learning
As the saying goes， interest is the best teacher. Spoken English learning is the same. In the process of learning oral English， students are the real leader， and the teacher is only the guide. In this process， the most important thing in this process is to cultivate students' interest in oral English， so that students can speak in any environment. Only when students are interested in oral English can they consciously focus their attention on oral English learning. In teaching， teachers can use all kinds of multimedia teaching equipment. Let the students' hearing and visual organs are mobilized， and finally let the students learn as in the real English environment. Junior high school students' learning psychological characteristics are often competitive， and need to be recognized by everyone. Therefore， teachers can use the students' psychology to organize a variety of debate competitions or performance activities， so that students can learn in their favorite activities， of course， students can also obtain learning motivation in various activities. 3.2Paying Attention to Oral Communication Activities in the Course of Teaching
In language teaching， teachers first let students speak， only by opening up can they communicate with students and teachers， and form a good relationship in interaction.
In this process， teachers can let students free talk or daily talk， allowing students to use English to infiltrate their daily life. In this process， students have more space to express their expression because there are not too many constraints. Teachers can also organize some extracurricular activities， so that students can combine real life and theoretical learning and acquire more communication skills while acquiring friendship.
3.3 Improving the Conditions of Running Schools
To improve the quality of oral English Teaching in rural middle schools， we need to increase investment in education， strengthen the implementation of English teaching and improve English teaching conditions. Besides， education authorities should cooperate with research institutes to develop high quality spoken language training software， so that students can use computer to do oral training in network environment.
參考文献：
[1]杨连瑞.第二语言习得的临界期及最佳年龄研究[J].外语学刊，2014（5）：101-106；
[2]张东波.口语教学与语言能力和交际能力的培养[J].西安外国语学院学报，2015（3）：66-69；
[3]吴忠华，从跨文化研究视角中国课堂静默语[J].内蒙古农业大学学报（社会科学版），2018（6）：198-206；
[4]徐亮，初中英语口语教学初探.延边教育学院学报，2015（6）；
[5]杨建花，努力提高学生的英语口语交际能力.中小学外语教学与研究.2014（1）；
为此，本文首先阐述了国内外口语教学及策略的相关概念，以及新课标对初中英语口语教学的要求。并且通过相关文献的研究，全面搜集和了解城市和农村的初中生在英语口语学习方面存在的问题，为后续对应策略研究做铺垫。本文针对城市和农村的初中英语口语教学现状进行了研究，阐述了导致“哑巴英语”的诸因素，文章还探讨了如何运用好有效的方法，使得城乡学生从真正意义上提高语言交际能力。
关键词：初中学生；英语口语教学；教学策略；哑巴英语
I. The Present Situation of Oral English Expression in Junior Middle School
This chapter can be divided into two sections. In the first part， the present situation of oral English expression in rural junior middle school is described. It points out the present situation of oral English expression in urban middle school in the second part.
1.1 Present Situation of Oral English Expression Ability in Rural Middle School
The junior middle school’s English teaching in rural areas， oral English education’s foundation is poor， which is starting late and developing slowly. Due to the constraints of various factors， the students in the class said that the practice time are not enough， the activity form is relatively monotonous. Some English classes are based on listening and speaking courses， which teach the students to recite the sentences and the text， etc. Ninth grade is the oral decline stage. Many teachers pay more attention to oral training in the seventh and eighth grade， and students' listening and speaking ability are more consistent with the teaching content. But after entering ninth grade， due to the examination of entrance pressure， coping with the increasing number of paper test， the students' oral communication ability to stay on the original level. After entering high school， many high school students' spoken English ability is actually in the primary stage.
1.2 Present Situation of Oral English Expression Ability in Urban Middle School
In urban junior high school， oral English education starts much earlier than that in rural areas. The national regulations set up English classes from grade three of primary school， and many of the first tier cities started offering English lessons from kindergartens， and taught by foreign teachers. Therefore， there are two extreme phenomena in urban areas. One is like junior high school students in rural areas， their pronunciation and oral expression skills are unsatisfactory. But the students who have been influenced by foreign teachers are better able to express their spoken English than their English reading and writing. Many schools are restricted by the conditions of running a school and are taught in large classes. Due to the large number of students in the class， the teacher's attention to each student is affected， thus affecting the oral training and presentation of the students， making their speaking ability difficult to improve. 1.3 Conclusion
From the survey， the main problems in oral English of junior middle school students in rural areas are pronunciation and intonation， Chinese thinking， and over paying attention to the written test. However， urban students are two-stage phenomenon， some good students can communicate with foreign teachers normally. But the students with poor spoken English even have better pronunciation than rural students， but the expression still exists in Chinglish.
In general， students in both rural and urban areas still have a lot of problems in oral English learning， which focuses on two aspects： Chinglish， pronunciation and intonation.
Ⅱ. An Analysis of the Reasons for the Oral English of Junior High School Students
The causes of oral English problems of junior high school students are analyzed from the following two aspects： one is the influence of their own internal factors， the other is the influence of external environmental factors. Next， the comparative analysis is carried out from rural and urban areas respectively.
In addition， the influence of mother tongue also makes the students' oral communication be hindered to some extent. According to the survey， most students think that the biggest difficulty in learning English is the influence of the Chinese stereotype， which can lead to students being afraid to speak and be afraid of making mistakes.
Ⅲ. Oral English Teaching Countermeasures
3.1 Improving Students' Interest in Oral English Learning
As the saying goes， interest is the best teacher. Spoken English learning is the same. In the process of learning oral English， students are the real leader， and the teacher is only the guide. In this process， the most important thing in this process is to cultivate students' interest in oral English， so that students can speak in any environment. Only when students are interested in oral English can they consciously focus their attention on oral English learning. In teaching， teachers can use all kinds of multimedia teaching equipment. Let the students' hearing and visual organs are mobilized， and finally let the students learn as in the real English environment. Junior high school students' learning psychological characteristics are often competitive， and need to be recognized by everyone. Therefore， teachers can use the students' psychology to organize a variety of debate competitions or performance activities， so that students can learn in their favorite activities， of course， students can also obtain learning motivation in various activities. 3.2Paying Attention to Oral Communication Activities in the Course of Teaching
In language teaching， teachers first let students speak， only by opening up can they communicate with students and teachers， and form a good relationship in interaction.
In this process， teachers can let students free talk or daily talk， allowing students to use English to infiltrate their daily life. In this process， students have more space to express their expression because there are not too many constraints. Teachers can also organize some extracurricular activities， so that students can combine real life and theoretical learning and acquire more communication skills while acquiring friendship.
3.3 Improving the Conditions of Running Schools
To improve the quality of oral English Teaching in rural middle schools， we need to increase investment in education， strengthen the implementation of English teaching and improve English teaching conditions. Besides， education authorities should cooperate with research institutes to develop high quality spoken language training software， so that students can use computer to do oral training in network environment.
參考文献：
[1]杨连瑞.第二语言习得的临界期及最佳年龄研究[J].外语学刊，2014（5）：101-106；
[2]张东波.口语教学与语言能力和交际能力的培养[J].西安外国语学院学报，2015（3）：66-69；
[3]吴忠华，从跨文化研究视角中国课堂静默语[J].内蒙古农业大学学报（社会科学版），2018（6）：198-206；
[4]徐亮，初中英语口语教学初探.延边教育学院学报，2015（6）；
[5]杨建花，努力提高学生的英语口语交际能力.中小学外语教学与研究.2014（1）；