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【摘要】英语口语的教与学一直是英语教学中的薄弱环节，尤其是在目前农村中学英语口语教学中，学生的参与积极性较低，如何提高中学英语口语课堂教学显得尤为重要。本文探讨了农村地区中学生学习英语口语的现状及存在的问题，并且提出了解决问题的办法及提高口语学习的策略。
【关键词】农村地区 中学生 口语学习
At present， the new round of basic education reform has started and the frontline English teachers， especially the ones in rural schools， are facing a lot of new challenge from the perspectives of professional consciousness， knowledge and capability. Viewing our domestic English teaching， we find that the rural English teaching has been not optimistic. Therefore， in order to improve the English level of the whole nation， it is crucial to pay more attention to the English teaching in the rural.
1. The Status of Oral English in Rural Areas
In the rural schools， on the one hand， there are a lot of English teachers who are switched to be an English teacher and have not been systematically trained. They even cannot speak fluent English with correct pronunciation， tone and speech rate. The teachers， who occupy the students’ time of oral English practicing by making effort to speed up their teaching process to fulfill the task of entrance high school and giving much exercise to the students， emphasize the grammar most. On the other hand， in some areas which are extremely undeveloped， the people speak only their dialect when communicating， so the students can only speak the English with local accent. Many middle school students cannot read， speak and understand English and cannot communicate with others in English after several years’ English learning. What’s more， some students are introverted and inarticulate， so they are not brave enough to express themselves in public. Even if sometimes they have to speak in public， they are too shy and nervous to make a complete and logically-correct presentation.
2. Learning Strategies of Middle School Students’ Oral English
2.1 To Improve the English Teachers’ Ability
In a sense， the oral English level of English teachers determine that of students， as the teachers’ discourse has the exemplary role of using target language on one hand， and on the other hand， it is also the important way for students to input language. （Palmer， 2007：117） The introduction of foreign English teachers is an effective way to improve students’ oral English level in many urban schools， while rural middle school students try their best to learn English， and they are eager to gain experience of foreigners， so it is a great encouragement to them even if they have only one chance to communicate with foreign teachers face to face， and this will also greatly promote their interest in oral English training. 2.2 To Improve English Classroom Teaching
In the class， the active and extroverted students will improve their oral English level obviously by speaking bravely. The introverted students are afraid of the critics and laugh from the others， so their oral English will stay in low level. To deal with this situation， the teacher should create a released and harmony class environment for the introverted students and give more praises than critics. In the English classroom teaching， the speech game， pass password， short textbook drama performance， play and say， team story relay， and other activities are all the lively and vivid ways of oral English training， and they can make students willing to speak and enjoy the joy of learning English from the oral English training.
2.3 The Support of Government and Educational Department
The governmental and local education departments should first conduct the investigations of the reality， and then work out the practical training plans for the rural teachers， increase the training strength of the training and improve the knowledge level， the cultural quality and teaching ability， especially the oral expressing ability and class organizing ability of the English class of the rural faculty. The local education department should increase the urban-rural English teaching exchange activities， build proper exchange mechanism for the urban and rural English teachers and achieve the balanced arrangement of the good faculty between the urban and rural schools.
References：
[1]Kramsch Claire.Context and Language Teaching.Shanghai Foreign Language
【关键词】农村地区 中学生 口语学习
At present， the new round of basic education reform has started and the frontline English teachers， especially the ones in rural schools， are facing a lot of new challenge from the perspectives of professional consciousness， knowledge and capability. Viewing our domestic English teaching， we find that the rural English teaching has been not optimistic. Therefore， in order to improve the English level of the whole nation， it is crucial to pay more attention to the English teaching in the rural.
1. The Status of Oral English in Rural Areas
In the rural schools， on the one hand， there are a lot of English teachers who are switched to be an English teacher and have not been systematically trained. They even cannot speak fluent English with correct pronunciation， tone and speech rate. The teachers， who occupy the students’ time of oral English practicing by making effort to speed up their teaching process to fulfill the task of entrance high school and giving much exercise to the students， emphasize the grammar most. On the other hand， in some areas which are extremely undeveloped， the people speak only their dialect when communicating， so the students can only speak the English with local accent. Many middle school students cannot read， speak and understand English and cannot communicate with others in English after several years’ English learning. What’s more， some students are introverted and inarticulate， so they are not brave enough to express themselves in public. Even if sometimes they have to speak in public， they are too shy and nervous to make a complete and logically-correct presentation.
2. Learning Strategies of Middle School Students’ Oral English
2.1 To Improve the English Teachers’ Ability
In a sense， the oral English level of English teachers determine that of students， as the teachers’ discourse has the exemplary role of using target language on one hand， and on the other hand， it is also the important way for students to input language. （Palmer， 2007：117） The introduction of foreign English teachers is an effective way to improve students’ oral English level in many urban schools， while rural middle school students try their best to learn English， and they are eager to gain experience of foreigners， so it is a great encouragement to them even if they have only one chance to communicate with foreign teachers face to face， and this will also greatly promote their interest in oral English training. 2.2 To Improve English Classroom Teaching
In the class， the active and extroverted students will improve their oral English level obviously by speaking bravely. The introverted students are afraid of the critics and laugh from the others， so their oral English will stay in low level. To deal with this situation， the teacher should create a released and harmony class environment for the introverted students and give more praises than critics. In the English classroom teaching， the speech game， pass password， short textbook drama performance， play and say， team story relay， and other activities are all the lively and vivid ways of oral English training， and they can make students willing to speak and enjoy the joy of learning English from the oral English training.
2.3 The Support of Government and Educational Department
The governmental and local education departments should first conduct the investigations of the reality， and then work out the practical training plans for the rural teachers， increase the training strength of the training and improve the knowledge level， the cultural quality and teaching ability， especially the oral expressing ability and class organizing ability of the English class of the rural faculty. The local education department should increase the urban-rural English teaching exchange activities， build proper exchange mechanism for the urban and rural English teachers and achieve the balanced arrangement of the good faculty between the urban and rural schools.
References：
[1]Kramsch Claire.Context and Language Teaching.Shanghai Foreign Language