論行為主義在初級(jí)英語(yǔ)口語(yǔ)中的實(shí)施

As we all know English， as the world language， plays a crucial role in modern society. And more and more school pays a great attention on English. However， our English especially， oral English is poor. In order to fulfill the aim of improving the intercultural communication， we talk about the application of behaviorist learning theory in the primary students’ oral English. A thing with good beginning is half done， so our study is from the primary school. Based on the behaviorist learning theory， we research how to improve students oral English. Behaviorism is a psychology that focuses on human's observable behaviors， and asserts that learners can be trained to acquire a certain kind of behavior. Behaviorists believe that the repetition of stimulus response process can strengthen behaviors to learn until the trainees gradually form habits. In the article， I introduce some ways of applying this learning theory to practical oral English teaching， which includes repetition， inflection， replacement， restatement expansion， construction， transformation and rejoinder.

Behaviorists maintain that human learning can be explained by giving the stimuli， reinforces， and punishments that a person experiences. According to behaviorists， learners can acquire the knowledge by giving reinforcement and punishment， along with other basic principles such as generalization and discrimination， such as learning to read or to solve complex problems. Therefore， in a behaviorist classroom the teachers should state the objectives and break them down into steps. Teachers should provide students hints that are able to encourage students to do a behavior， and then use consequences to reinforce the desired behavior. Behaviorists hold that students should start with a lower-level skill and then build .a higher-lever skill. According to behaviorists， individuals， rather than groups， are responsible for their learning.

How to make application of behaviorist learning theory in the primary oral classroom? Firstly， let’s look at the problems existing in teaching and learning of English speaking in primary school in China. English is unfailingly popular in China today. English listening and speaking have been regarded as an important part of the national entrance examination since 2001. However， the current situation of English speaking is far from satisfactory. It is known that many Chinese students regard English speaking as a difficult thing. When the students speak English， they often feel very nervous and can not express themselves correctly both in meaning and form. Gradually they become reluctant to open their mouths to speak English. So how to improve the learners' speaking ability has long been a trouble t`hing for the English teachers. I will introduce how to train students’ speaking methods based on behaviorist learning theory. According to behaviorist learning theory， oral English teaching class is a process that teacher provides students with a stimulus to elicit the new pattern in a series of speaking drills until the students is able to say the sentences accurately. The following is a case adopted to explain how to grasp a sentence.

First， students repeat the knowledge

For example， the sentence: There is a dog in the garden. Ask a student repeats the utterance aloud as soon as possible. Students pay all attention to repeat the sentence there is a dog in the garden until they can memorize the structure and the order of the sentence. After a student has repeated an utterance， he may add a few words and try to expand the sentence as long and complex as possible. Because pure repetition may soon yet students bored. For instance there is a dog in the garden.→There is a dog in my room.→ There is a dog in my room now.→There is a big dog in my small room. The repetition may soon make students bored.

Second， the inflection is necessary

In this activity， one word has different forms in different situations. Students repeat one word in various utterances appears. For example，I have a book. → She has a book，we have two books. → They have two books.

Third， we can use the replacement

In order to master a sentence， it is useful for students to form a good habit of the usage of pronouns instead of using the same word in an utterance. For example， She buys the books very cheaply. → She buys them very cheaply ;I give my father a gift as a birthday present.→ I give my father it as a birthday present.

Four， restatement is also play a crucial role for students to master their new language

The students read sentences and then address it to someone else， according to instructions. Teachers design these kind activities into a group work according to the students' interest and attention. For example，Tome tell her to look after her mother. →Look after your mother; ask Liu fang when we leave Beijing. → Liu fang， when we leave Beijing?

The following is the Construction

Students should have the ability to make a sentence brief. In this drill， instead of expanding an utterance， students are supposed to make a sentence short through using a single word to stand for a phrase or clause. For example， We can do homework in that classroom. → We can do homework.

The last is the transformation

In this activity， students transform the utterance by making negative or interrogative or through changes in tense， mood， voices， aspect， or modality. For example，He knows her hometown.

He doesn't know her hometown.

Does he know her hometown?

How does he know her hometown?

If he had known her hometown...

In this chapter， we mainly focus on behaviorism and the behaviorist perspective on learning and on language learning. I believe that the repetition of stimulus response process can improve students to master the oral English. Because they can gradually form habits. And then we talk about how to apply this theory into oral English teaching.

【責(zé)編 馮立偉】