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2. The necessities of developing English corner
2.1 Theoretical foundation of input-output model
According to information-processing theory, “information is processed through a series of stages, each of which performs a unique function.”[2] It includes three stages:
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input, central processing and output. Input provides a learner language materials and necessary feedback as well as triggers the learners’ noticing. As for the central processing stage, after input language information being comprehended, analyzed, it is integrated into the learner’s language structure. The last stage of this learning process is output. The learner not only has opportunities to practice language to gain fluency, but also “test and revise his hypotheses about the target language in order to reach production accuracy.”[3]
Through the above analysis, it can be found that input is the premise of language learning. It not only provides raw material for the second stage, but also integrates the new knowledge into the learner’s language system. As for output, the learner practices what he has learned in order to reach accurate and fluent level of language use. Through these three-stage cycles, the learner’s language competence gets improved.
Besides, input and output are associated with language competence and performance. “According to NoamChomsky, competence refers to a language user’s knowledge of the abstract rules underlying the language system. Performance is the action of putting one’s language knowledge into actual use, i.e. doing things with language. The distinction between competence and performance is‘one between a person knows and what he does.’”[4]
“Input mainly supplies learners with grammatical and pragmatic rules, which cumulate to form their learner grammar (in its broad sense).”[5] It is especially significant for learners of a foreign language, however, “the ultimate goal of language development is proficient use of language for communication. And output plays a fundamental role in transforming our language competence into performance, combining them into a systematic whole.”[6] It has two main functions. One is to improve the level of performance to gain fluency; the other is to cause anther long-term effect─production accuracy.
To sum up, from information-processing theory and language competence and performance, input and output are closely related. Both parties will not be ignored to achieve the language acquisition.
2.2 Problems in current China’s oral English teaching and reason analysis In the oral English teaching, especially in FLT for non-English majors in China, there are some serious problems which impede the development of the learner’s oral English proficiency. These problems are summarized as follows: (1) Most language learning occurs in large class context in which the average number of students are between 30 to 40. So there is little chance for each student to practice oral English. (2) It is popular that the classroom is mostly teacher-dominated. Teachers take most of the class time giving target language knowledge, leaving few chances for students to engage in communicative interaction. (3) Lots of teachers still adopt traditional teaching tactics, such as translation, pattern drills, which may be helpful, but not enough for cultivation of linguistic proficiency. (4) The learning strategies used by English learners are note-taking, recitation and written exercises, etc. “Although they are beneficial to the development of receptive skills, they do not directly involve learners in two-way communicative activities which are vital for fostering productive skills. (5) Most of the time the learners are exposed to written texts, and they learn an oral English through reading, not via natural interaction.”[7] So they cannot make themselves understood easily. 英语论文www.51Lw.name
The result that these problems contribute to is that after years of English learning, the learner can comprehend the written message quite well, yet their speaking proficiency is usually poor. An important reason for this is that output has been ignored, and students are given few chances to speak.
2.3 The effect of environment on output
The language environment plays an important role in language acquisition, especially in encouraging language output. It “plays a major role in providing both language models and the necessary feedbacks among which the positive reinforcement or reward encourages children’s effort and facilitates the ‘correct’ children to repeat the ‘mistake’.”[8] Moreover, NoamChomsky, also “regards the environment as the foundation of language acquisition.”[9] “The environment functions as a stimulus that triggers and activates the pre-equipped UG to process the materials provided by the linguistic environment around the children.”[10] Furthermore, Krashen put forward “The Monitor Model. There are two kinds of language environment. One is natural language environment, learners are exposed to language environment to learn; the other is class environment, learners learn language in class. The former learning is unconscious while the latter learning is conscious. Krashen considers it is almost meaningless for students to learn oral English and develop language habit in class environment. That is to say, just totally relying on class to learn English is far from enough, let alone students having little chance to practice their oral English.” [11] Therefore, an English learner should try his best to create language environment, increase opportunities to speak English. On the basis of it, English corner comes into being.
3. The characteristics of learning Oral English in English corner
They are mainly embodied in two aspects. One is environmental characteristics, the other is psychological characteristics.
3.1 Environmental characteristics
English corner provides university students with a natural, relaxed, interactive environment to practice oral English.
Firstly, the most obvious characteristic is naturalness. General speaking, English corner is held at night, which makes everything go on smoothly. In the daytime, it is easy for counterpart to perceive a speaker’s awkwardness when he makes a mistake carelessly. While in the evening, all worries will be reduced much, which expel the learner to open mouth to communicate with others in English. As the saying goes, the curtain of night has given people the courage.
Secondly, relaxation is anther characteristic. In comparison with class climate, the atmosphere here is more relaxed. Many students are unwilling to answer questions on own initiative in class because they are afraid to make mistakes in front of teachers and familiar classmates. For their part, it is a shame to err in that situation; however, all these anxieties will be removed a great deal in English corner. The absence of teacher makes it easy for students to exchange their opinions freely with others in English. Thirdly, it is also characterized by interaction. As an English learner who goes to English corner, the purpose of learning is the same, namely, is to improve their oral English. Consequently, when he or she makes mistakes or cannot express his or her opinion in correct English, the other party will show sympathy for him or her, moreover, help him or her out of trouble even comfort him or her.
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Due to the above environmental characteristics, students are inclined to go to English corner, ready to open their mouth to speak English; naturally, it increases opportunities of output for students that help to improve their oral English.
3.2 Psychological characteristics
To English learners, English corner not only possesses much environmental strength, but also possesses psychological advantages.
To begin with, it helps to enhance interests in learning English. Because the knowledge that teachers pass on students in class is mainly based on syllabuses, some contents or subjects unrelated students’ daily lives might not raise their interests. In comparison, the subjects of discussion in here can be flexible. Sometimes students have a group discussion about a given task under teacher’s supervision, sometimes students have a free-talk without other people intervene. As for the topics, it may be stories of their daily lives; it may be interesting stories about school; it may be great events home and abroad. For their part, it is language and knowledge close to their daily lives that is of practicality and utility, which is easily to be accepted and mastered. Therefore, it will add output, encourage college students to speak more, achieve better result.
As Albert Einstein once said, interests are the best teacher. Dennis child once wrote the following sentences in Psychology and the Teacher: “Grasping the meaning of a task is essential for efficient learning. Most of what we learn require an understanding of the gist of an argument and not follow my-leader repetition of the argument.”[12]
Secondly, it helps to increase self-confidence & self-esteem. When college students have the impulse to speak English, they will tend to make great effort to display themselves. Despite the fact his oral English is not so satisfactory, when his idea is taken in by others, he will have a sense of pride and satisfaction, which greatly increases his confidence in learning English.
“An increased in self-confidence and self-esteem will lead to increased learner effort in language learning and a great willingness to take risks or to continue attempting to make one’s views understood.”[13]
From the above analyses, compared with class teaching, it can be found that when college students practice oral English in English corner, they not only feel natural, relaxed, interactive atmosphere, but also enhance their interests in learning English and increase self-confidence and self-esteem, therefore, for their part, English corner is the most appropriate and effective training place. Then how to take part in English corner activities?
4. Preparing for English corner activities
4.1 Evaluate and set up realistic goals
“According to the knowledge that a learner has mastered and understanding of current events, he sets up a goal in consistent with the knowledge that he has learnt so far.” [14] For example, if the leaner has learned several proverbs：
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(1) Don’t put all your eggs in one basket.
(2) A bird in the hand is worth two in the bush.
(3) It takes two to make a quarrel.
The learner can choose“proverbs” as his topic in English corner. He can speak out English proverbs to let his counterpart to guess and paraphrase, and vice versa. In this way, apart from consolidating the knowledge what he has learned, he can gain more confidence of learning English and sense of fulfillment. Don’t be unrealistic and overestimate him. At the same time, it is undesirable to long for improving his oral English greatly after taking part in it for several times. With this attitude, he will be easily disappointed in himself. After all, as the saying goes, more haste, less speed.
4.2 Make preparation for attending English corner
Though English corner is extracurricular activity, English learners ought to pay much attention to it. With the limits of students’ knowledge and language environment, they are unable to talk about some topics to their heart content that is strange to them. On the ground of that, they are supposed to make a full preparation before they join it. This preparation consists of two parts. One is psychological preparation, the other is materials preparation.
4.2.1 Psychological preparation
With some bad influences, for example, introverted character, unsolid knowledge foundation, some students may still dread speaking English in public, so they need to take some measures to overcome it, which not only need their own endeavors but also need teachers help. For themselves, first, they should give themselves some confident sign. They can speak to themselves: I can; I will be the best; my oral English is not worse than others, and so on; second, “they can practice their oral English in the form of recording their own voice, thus they can practice it as well as control shyness by recording and playing their own voice once and once again; the third way is to do self-practice faced with a mirror.”[15] For teachers, they also can take some action to reduce students fear. They may require students to form study groups, either two people in a group or three people in a group, to make use of five minutes before class or in the middle of class to practice.
4.2.2 Material preparation
After making psychological preparation, it turns to students to prepare materials for activities. Students can write down sentences and vocabulary what they are going to use during discussion in English into their notebook or cards, thus it is convenient for them to refer to. Meanwhile, they had better devise a plan that guides the other party into their topic for discussion. Here is a good case in point. A learner wants to choose “proverbs” as his topic, so in his cards or notebook, it should include the following sentences:
(4)Would you like ……?
(5)What about ……？
(6) That’s a good idea.
(7) I cannot agree with you.
(8)That is just what I want to say.
(9) You have got it.
(10) Can you guess its meaning?
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(11) Can you paraphrase this proverb?
(12) The proverb that don’t put all your eggs in one basket is to warn people not to risk everything you have on the success of one thing. And so on.
After making the above preparation, he can exchange his opinion with different people freely on the above topic in English corner.
4.3 Reflection after attending it
After attending it, it does not mean a participant has achieved a good result of learning, and the learner ought to make a reflection, which range from discussion contents to the vocabulary and expressions what both parties have employed in English corner. Reflecting himself is to encourage himself, while reflecting others is to use for reference. Sometimes he can easily master some language points and usages of words that he hasn’t learned so far in class. For example, “he is very familiar with the word ‘join’, when he inquires somebody if he will follow him to go to a certain place, he will use the following sentence: will you go with us? While in English corner, some people may say: ‘won’t you join us?’ Instead of ‘will you go with us’，moreover, he may hear the following sentence that “when I have an exam ,I am in the fog .” [16] This kind of expression will give him refreshing. If he writes down and studies in time after attending it, he will easily keep them in mind and use them in his spoken English.
In short, English corner supplies college students with a real language environment to learn English. It plays an unavoidable role in encouraging them to open mouth, building up self-confidence and increasing learning interests, hence it greatly stimulates students’ improvement in oral English. As college students, as long as they work hard, keep persistently and follow the above demands, their effort will pay.
5. The suggestions to improve English corner
However, nothing is perfect, and English corner is without exception. For example, its organization is not so efficient; the type is not diversified; the numbers of participants of English teachers are not so large that students cannot solve problems immediately when they have questions; the topic of discussion is not so clear; students lack skills of asking questions and strategies of communicative skills. In order to promote the function of English corner on oral English, the author makes the following suggestions.
5.1 Diversified forms
This essay suggests there should have two kinds of English corner. One is free topic English corner; the other is topic English corner. As free topic English corner, students can talks whatever he wants to say, and besides common types as question-answer, debate and discussion, some types like games, riddles, tongue twister, singing English songs, telling English stories, acting English short plays can be added. Of course, all these activities are carried out by English society or theatre society, which is organized by students themselves. Here take guessing a riddle as an example.
“I saw a man in white/He looked quite a sight / He was not old / But he stood in the cold / and when he felt the sun / He started to run / who could he be /Do answer me” [17]
It is not difficult to get an answer-snowman. What is more, such a riddle with figure of speech and in rhyme, which is easy to read and pleasing to hear, greatly intensifies the language beauty. At the same time, guessing a riddle itself is an intelligent game that needs participants to develop imagination and reasoning. It overcomes mechanism in pure language learning and increases much fun in learning. As a result, it will involve more students with the purpose that students not only practice their oral English but also have good fun. In other words, combine education with entertainment. Because Wednesday is in the middle of a week when students tend to be fed up with study, the author schedules it for Wednesday evening so that students will get an adjustment in a week’s study.
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In addition, the writer suggests setting up a kind of English corner━ topic English corner which focuses on a certain topic. In this way, students can get a deeper understanding of the special topic with the result that most of the college students can communicate with others in English freely about it. Its merits are as follows: first, Owing to full preparation, students will benefit a lot after attending it; second, it makes up for flaws of scatter and lacking of depth in content in class teaching discussion about the topic due to limited time; third, because of its organization and specific topic, it also makes up for weakness that the previous English corner doesn’t has a clear topic.
It is organized and carried out by at least an English teacher. In the meanwhile, several students excellent in oral English are invited to attend it. This measure has several advantages. To begin with, it compensates there are few teachers to participate; secondly, it helps to get rid of participants’ shyness. Of course, some foreign teachers will be invited. Their participation will let students hear pure pronunciation, enjoy genuine English. Their occurrences in English corner create a more real and natural language environment; their occurrences in English corner appeal to students to take part enthusiastically. Before students going to English corner, the English teacher carries on the classification according to some standard or referring to the classified methods in certain university materials, like The Intermediate Course Of Interpretation, Oral Workshop: argument to branch out topics like agricultural, industry, education, sports, diplomacy, and so on. There is one topic at each time. After determining a specific topic, the teacher announces it so that every participant has a basic understanding about it either by various media or by consulting the relative data. Moreover, a teacher is supposed to copy related monograph or paper or magazines about this topic or download related source from Internet, then he shows them on a public bulletin. Therefore, when students browse these materials, it not only helps to broaden their mind but also some important words and useful expressions can be employed in their oral English. While students go to English corner, these teachers guide them to have the discussion, debate or free communication based on their received information. What is more, they are also responsible for solving problems that students come across in English learning. As for those students who are capable of oral English, apart from expressing opinions about the topic and introducing learning experience to others, they should try to enliven the atmosphere. As regards foreign teachers, they are mainly responsible for introducing some cultural background about this topic. With respect to timetable, the writer schedules it for Sunday evening because both students and teachers have plenty of time to prepare on that day.
5.2 The mastery of communicative strategies
As everyone knows, English corner is a communicative activity. One of its functions is to develop communicative competence.
Consequently, from narrow sense speaking, it is unavoidable to ask other people questions in there when students have a chat with other people. How to ask questions properly is an important process of breaking the ice and having an exchange of language and mind. However, because of language barriers or cultural conflicts, not all students are good at asking questions so that they are often in a passive position in conversation or repeating to ask some questions superficial and not to the point. For instance:
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(13) What is your hobby?
(14) How to learn English well?
(15) How to spend your weekend?
As time pass by, despite that teacher trys to be patient to reply the repeated questions, students tend to be at a standstill in their oral English. Naturally, it is no longer significant for students to attend it. Therefore, as students, they are supposed to learn some skills of asking questions to make effective communication.
Firstly, besides prepare earnestly, the learner is supposed to follow easy-to-hard principle. At the beginning of conversation, students may inquire about learning methods or experience on English, hobbies and so on. As discussion goes on, they can talk about attitude to some object or comment about a book even character in a film, but they have to bear one thing in their mind. That is, at first, they should not place on too high expectations on themselves; they had better make some greetings to begin talking in order to build up self-confidence. Such simple greetings as:
(16) How is everything going?
(17) Do you like listening to music?
(18) What is your food?
Later on, they can ask some serious questions. For example:
(19) How do you like rock roll?
(20) What do you think of Scarlet’s character in Gone with Wind?
It is impossible to own beautiful oral English in one moment. Only by working hard, keeping persistently and following the principle can they achieve good result.
Secondly, “the questions on learning method should be proper. To some students, the moment they talk to teachers, they always focus on a fixed topic of the shortcut of English study. For example:
(21) How do you enlarge your vocabulary?
(22) How can we read faster?
(23) How can we improve our oral English?
Yet it is good to do it for once or twice, if they always do like that, it will give the teacher an impression that they are pompous, thus break teacher zeal in replying to answers even lead to teacher to be tired of speaking to them”. [18]
Thirdly, avoid taboo, especially when talking to foreign teachers. On account of cultural differences, people from different countries have a different understanding to the same subject. When a student puts a question, he ought to avoid taboo; otherwise, he will put the other party in a very awkward and unpleasant position. A Foreigner once said： “Westerners consider some questions to be taboo, or too personal. Age and salary are two of those.”[19] In western, the topic about age, weight and salary is unwelcome. Students should pay attention to it.
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Fourthly, grasp opportunity. There are a lot of people in English corner, and every student is anxious to talk to teachers or foreigner teachers, so students are expected to learn to grasp opportunity and put a question at the right time. To a foreign teacher, “only one speaker speaks at a time is an important language norm in social interaction in western”.[20]They hold it in high esteem that every participant takes turn to make a speech and regard it as impolite behavior that break in on other talk arbitrarily, so if some people want to interrupt the talking, he is expected to say: Excuse me!
Fifthly, choose a topic that interests both parties. If a student wants to have a successful discussion with others, he is expected to choose a topic that interests both parties. If both parties like sports, he talks something about sports with the other party; if both parties like traveling, he talks something about traveling with the other party; if both parties are interested in food, he tells something about food. During the discussion, a student can learn some useful expressions about sports, scenic spot and food that are helpful to enlarge vocabulary and to broaden mind. However, when students talk to a foreigner, not all topics interest them can be discussed, they should have their own principles and skirt around some questions that are not supposed to ask.
Sixthly, make full use of sentence’s structure and expressions that students have learned from text. Some students have good performances in class, but when they go to English corner, they don’t know what to speak because they feel that the text knowledge is far from daily oral English, which turns out to be a misunderstanding. At the text, they can learn some basic sentence structures that they need to master and communicative phrases that are frequent to be used in daily life. As long as they work diligently and apply cleverly, they will benefit from more or less. “For example, College English Course, published by Foreign Language Teaching and Research Press, systematically provides them with many dialogue examples in different situations, but students have to learn to apply according to context.”[21]
From broad sense speaking, besides mastering the above skills of asking questions, students also need to develop communicative strategies to promote more efficient communication. Now, some common communicative strategies will be introduced. .
Firstly, respond to the other party positively. It is conversational politeness to reply to counterpart actively and express feelings. A participant may use a variety of pause word, reply and exclamation to show he is listening to counterpart attentively. The words like “Yeah”, “Good”, “Uhuh”, “How interesting!” can be used to suggest praise, agreement and echo separately; these words like “Wow”, “My goodness”, “Really?”, “How strange!” can be used to show amazement or incredulity; these sentences “Pardon?”, “What did you say?” are utilized to ask others to repeat; these sentences that “You mean…?”, “So you are saying that…?”, “If I have understood correctly, …” [22] are utilized to check if he understands other’s meaning. Effective response makes conversation natural and promotes both parties to communicate further, thus achieves communicative purpose.
Secondly, employ hesitation filler properly. Sometimes a speaker adds some of it like “Um”, “Well”, “You know”, “Let me see” to prolong his thinking to avoid awkwardness when he finds that he has nothing to say abruptly faced with others. Of course, the employment of it has its limit. Frequent utilization makes an impression that the speaker lacks self-confidence.
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Thirdly, employ a roundabout strategy. It refers to expressing the speaker’s idea in a roundabout way that is not out of a special purpose but a flexible means. It often happened in the following three situations: ① When the speaker meets communicative barrier so that he can not find suitable words to express his idea; ② When the speaker doesn’t know how to express his opinion ; ③ When the speaker can not think of a certain sentence structure for the moment to state his idea. I advocate he makes a positive effort to use this strategy rather than to escape because it helps to improve oral English. It can be classified into two categories. One is by explanation. When a speaker has no idea about an English word accordingly, he can use a sentence to express the same meaning. For example:
(24) “we saw them out of the … the room where you keep the car.”[23]
He can’t think of the word: garage, so he describes it with a sentence; the other is by synonym. There are a lot of synonyms in English that offer the speaker many choices.
Fourthly, use an evasive tactic. For instance, a learner doesn’t well master attribute clause, so he will use two simple sentences instead. He won’t say “that’s the building where I live” but say “that is my building; I live there.”[24]This tactic is called passive evasive tactic because the speaker uses it when he is not very sure of a sentence structure or is eager to avoid making a mistake. There is also anther one, namely, positive evasive tactic. When the speaker worries that the other party is unable to understand what he has said, he will use some simple word or expressions to make himself understood.
For passive evasive tactic, oral English learners should have a correct understanding. They not only realize it helps communication go on smoothly but also realize it is a display of their deficiency in language proficiency. Therefore, teachers don’t encourage students to use it frequently to hide his shortcomings of language but advise to use some positive means. In order to make himself understood, a teacher will use positive evasive tactic sometimes, but too often use will do harm to students’ improvement. As the saying goes, more is less.
Fifthly, seek help. Faced with communicative barrier, participants either use roundabout strategy or use evasive tactic. Besides, when the speaker doesn’t know how to express his idea but he is eager to say, he also can turn to others for help but it is based on the premise that the other party is a native speaker or his oral English is better than him.
Sixthly, with the help of body language like “smile, open posture, forward lean, touch, eye contact, and nod.”[25] Skillful application will spice up the whole conversation.
Seventhly, learn some polite formulas. Because most of the foreigner will comply with similar speaking patterns at the beginning of discussion and at the end of discussion, mastering some of them will help to introduce a topic or put an end to talking. When a college student comes across friends, he may use the following sentences to arouse others’ attention.
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(25) “Hello/Hi/Hey
(26) How are you?
(27) How are you doing?
(28) How is everything with you?
If he talks to a strange, he may use:
(29) Excuse me.
(30) Haven’t we met somewhere before?
(31) A very nice day, isn’t it?
(32) How do you do?
If he wants to break in, the following sentences are often used.
(33) Excuse me
(34)Sorry to interrupt you, but …
There also exist many fixed expressions to end up talking. For example, the words like “well”, “Ok”, “so” can imply this meaning. Others are as follow:
(35) It’s been nice talking to you. Bye-bye!
(36) Hope so. See you later.
(37) Take care of yourself. Good-bye.
(38) Bye, see you on Sunday night.”[26]
In conclusion, developing English-speaking skills needs persistent and ambitious practice. Of course, no matter what kind of strategies or skills, it is not of value without putting into practice.
7. Conclusion
Finally, this paper appeals to all English learners to fully realize the function of English corner on oral English. On one hand, the learners should participate with eagerness and enthusiasm and keep persistently; on the other hand, the learners learn to apply various tactics and skills consciously, thus it is highly likely to make learners’ oral English better and better. In view of its defect, this paper sincerely hopes everyone can work together to make best use of the advantages, meanwhile, bypass the disadvantages, therefore, English corner will further stimulate students’ oral English improvement.
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