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下文选自上海外语教育出版社出版的《学习教学：英语教师指南（Learning Teaching: A Guidebook for English language teachers）》（作者Jim Scrivener）第六章“Speaking”（口语教学）。
本来呢，今天我重新附上了翻译，是不打算写导读的，毕竟已经这么多字了，看完也不容易。但是，今天的选读内容，让我感觉到如果不写点导读，容易导致不少老师轻视今天的这一篇。小学、初中阶段，英语教学以英语口语交际为一大主线，这是多年来英语教学界的共识了，我也不多说。“听说读写”，听说领先，这好像天经地义嘛！那么，到了高中呢？是不是就“得阅读者得天下”，听说就可以略微往后放一放了呢？一者，听说是语言的第一性，读写是语言的第二性，听说要永远领先于读写。这并不是说读写就不重要，读写毕竟是人类语言区别于其他动物语言——如果它们那也算语言的话——的根本标志，读写也是要好好学习、认真练习的。但是，再怎么加强练习阅读、写作，也不能忽视听力、口语的练习。高中阶段乃至大学阶段，即便不能要求听说练习时间多于阅读写作时间，也不能少于阅读写作时间！毕竟阅读写作，尤其是阅读，需要的努力和客观条件要少于听力和口语，更容易进行，在这种情况下，听力口语的练习量如何保障，就更要靠思想认识上的提高了。二者，我们中国人没有学习英语的语言环境。语言首先是一种技能，“用进废退”，如果不保持一定量的练习，听力口语水平很容易快速下降。我相信朋友们都明白我这不是危言耸听。相比较之下，阅读写作、尤其是阅读，就相对好些。那么，朋友们要问了，都高中了，马上面临高考，还要练口语听力，那阅读写作哪来的时间？朋友们！口语听力和阅读写作难道就这么势不两立？不是这样的呀！举个例子，在语文的作文教学中，经常有老师先进行口头作文，然后让学生动手写，这不就是很好的口语与写作相结合的例子吗？那么，在英语写作教学的课堂上，只要组织得好，肯定也能充分利用口语的高效能（口头表达的速度要比写作快许多许多！），提高写作课的效率。有的朋友又要说了：要真有你说得这么好，那为什么我都没怎么见过这种作文课的上法呢？实则是因为这样上课，有两个障碍要扫除：1、学生的拼读能力；2、学生对于写作内容的探讨深度和记忆情况。没错，首当其冲的就是拼读能力，就是说好不容易口头交流好了，不要提笔一写，竟然到处是拼写错误，那就不至于了。对此，平时进行拼读规则的教学和拼读练习就很有必要，这项工作做好了，就能保证口头表达过的东西落实到书面的时候不会出现写不对的问题。第二个障碍，则更加微妙。事实上，仅凭一遍口授，是极少有人能够完全记住的，要不然为什么需要背诵下来才能默写出来？如果在课堂上进行口头作文的时候没有组织、没有深度、没有适当的反复，那么交流得再好，学生也不可能记住交流过的主要内容，提笔写的时候当然会出现内容走形的问题。当然，口语听力和阅读写作的配合练习不止这一种，老师们在课堂教学中有什么新鲜有趣的做法，都只管评论区说说，让我们开开眼界！至于说今天的选读内容，其实画风跟前面的几期不太一样，因为今天的内容都是些实战的话题，作者提出了很多能够直接应用的办法，相信朋友们看了会感兴趣的。小程序作业课程方面，我还在思考该怎么进行调整，最近我发现大家进入这项课程的意愿极低，不知道是为什么。关于本系列选读文章配套的小程序作业课程，朋友们有什么要对我说的吗？也请在评论区说一说！Fluency and Communication
Here are some things you will probably hear people say – students, other teachers and maybe even yourself.下面是一些你可能会听到人们说的话——学生，其他老师，甚至你自己。But I don’t want to talk to other students. They speak badly. I just want to listen to you speak.I speak a lot but what is the point if you never correct me? I will never improve.You should be teaching them - not just letting them chatter away. That’s lazy teaching.I don’t need to speak. Teach me more grammar. I will speak later.There’s no point doing this task if we use bad English to do it. This is just a game.I paid a lot of money and now I have to play a game.但是我不想和其他学生对话。他们说得不好。我只想听你说话。我说了很多，但如果你从来不纠正我，那又有什么意义呢? 我永远不会进步。你应该教他们，而不是让他们喋喋不休。这是懒惰的教学。Take sides. Rehearse your arguments and replies to some or all of the above.选边站。演练你的论点，对以上部分问题或所有问题做出回答。I didn’t have a tape recorder with me but I’ve often overheard this conversation:我没有带录音机（所以没能录音），但我经常听到这样的对话:STUDENT: I speak a lot but what is the point if you never correct me? I will never improve.TEACHER: I don’t think it’s true that I never correct you.Do you remember the first lesson this morning when we were studying the conditional sentences? There was a lot of correction then. Also in the speaking exercise you are talking about now, we spent ten minutes after it finished looking at some problems.STUDENT: But when I am speaking I make mistakes all the time. That is when you must say me that I am wrong.TEACHER: What would happen to the activity if I stopped people all the time and told them about their mistakes? Would you still be able to speak?STUDENT: Well，I am not agree...STUDENT: I disagree because I want speak.STUDENT: I want to speak.TEACHER: Listen to the pronunciation: /spi:k/.STUDENT: You are correcting me all the time to show me that it is not good?TEACHER: Yes. When you speak you need to work on two things. One is accuracy - getting everything correct. But the other is fluency - speaking at a good speed and communicating easily with other people. It’s very important to practise that as well as working on reducing mistakes. So in some activities I focus on accuracy but in others I focus on fluency, and if I want to do any work on the language you use I wait until after you have finished, so that I don’t interrupt you and interfere with your speaking. If I corrected while you were speaking there would be less communication.STUDENT: But there’s no point doing this task if we use bad English to do it.TEACHER: I couldn’t disagree more. If you were stuck in a strange English town and you needed to find a hotel for the night would it be more important to you to speak perfect English but not communicate or to communicate successfully but in English that had a few mistakes? Achieving success in a task using your English is a huge achievement. Speaking ‘perfect’ English is something else - something to work on, but not essential. It’s much more important to work first on getting your message across.学生:我说了很多，但如果你从来不纠正我，那又有什么意义呢?我永远不会进步。老师:我不认为我从来没有纠正过你。你还记得今天早上我们学习条件句的第一节课吗?当时有很多修正。同样在你现在谈论的口语练习中，我们花了十分钟看完一些问题。学生:但是我说话的时候总是出错。这时你必须说我错了。老师:如果我一直打断别人，告诉他们错误，会发生什么?你还能说话吗?学生:I disagree because I want speak.老师:是的。当你说话时，你需要做两件事。一个是准确性——让一切都正确。但另一个是流利——语速快，容易与他人交流。这方面的练习非常重要，努力减少错误也很重要。因此，在一些活动中，我注重准确性，但在另一些活动中，我注重流利性，如果我想在你使用的语言上下功夫，我会等到你完成之后，这样我就不会打断你，也不会干扰你的口语。如果我在你说话的时候纠正，就会减少交流。学生:但是如果我们用蹩脚的英语来做这个任务就没有意义了。老师:我完全不同意。如果你被困在一个陌生的英国小镇上，你需要找一家旅馆过夜，那么对你来说，是说一口流利的英语，但不进行交流，还是成功地用错误的英语进行交流更重要呢?用英语完成一项任务是一个巨大的成就。说“完美的”英语是另外一回事，是需要努力的事情，但不是必须的。更重要的是首先要把你的信息传达出去。To summarize the teacher's arguments:·There are times in class when a focus on accuracy (and therefore a greater use of instant correction) is appropriate.·There are other times when the focus is on fluency. At these times instant correction is less appropriate and could interfere with the aims of the activity.·The teacher needs to be clear about whether her main aim is accuracy or fluency, and adapt her role in class appropriately.·在课堂上，有时关注准确性(因此，更多地使用即时纠正)是适当的。·还有一些时候，我们关注的是流利程度。在这些时候，立即纠正是不太合适的，可能会干扰活动的目的。·教师需要明确自己的主要目标是准确还是流利，并适当调整自己在课堂上的角色。What is the teacher's role likely to be in an activity mainly geared towards encouraging fluency? Imagine yourself in the classroom while the students are doing the activity. Where are you? What are you doing? How 'involved' are you?在一项主要旨在鼓励学生流利表达的活动中，教师的角色可能是什么?想象你自己在教室里，学生们正在做活动。你在哪里?你在干什么?你有多“投入”?If the main aim is to get the students to speak, then one way to help that would be for teachers to reduce their own contributions. Probably the less they speak, the more space it will allow the students. It could be useful to aim to say nothing while the activity is underway, and save any contributions for before and after.如果主要目的是让学生发言，那么帮助他们的方法之一就是减少教师自己的贡献。可能他们说的越少，就会给学生更多的空间。在活动进行的过程中保持沉默是很有用的，可以把任何要说的都留到活动前后。Similarly, getting out of the way might be a help. If I stay at the front of the class, visible and clearly keeping an eye over everything, that might put students off talking. I might do well to slink away into a quiet back corner of the room and watch with interest, but unobtrusively.同样，让开可能会有所帮助。如果我一直站在教室的前面，可以清楚地看到我的一举一动，那可能会让学生们不愿开口。我最好悄悄溜到房间后面一个安静的角落，饶有兴趣地看着，但又不引人注意。The more 'present’ I allow myself to be, the more likely I am to feel that I need to intervene or the more likely students will be to ask me for help. And the more I help, the more I make the task less challenging for the students, the more they will lean on me. The more involved I get, the more I end up doing the communication rather than them. Active ‘not helping’ may sound rather cruel, but I think there are times when the teacher can be most helpful by forcing students to face problems themselves.我越“在场”，就越有可能觉得自己需要介入，或者学生越有可能向我寻求帮助。我帮助的越多，我就越能使学生们的任务不那么具有挑战性，他们就会更依赖我。我参与的越多，我就越能完成交流而不是他们。主动的“不帮助”听起来很残酷，但我认为有时候老师可以通过强迫学生自己面对问题来帮助学生。Thus, a basic procedure for a communicative activity might be:1 Teacher introduces and sets up activity (teacher centre-stage).2 Students do activity (teacher out of sight, uninvolved).3 Teacher gets feedback, does follow-on work, etc (teacher centre-stage again).3 教师获取反馈，做后续工作等(再次以教师为中心)。A useful thing for the teacher to do during stage 2 above is to take notes (unobtrusively) of interesting student utterances (correct and incorrect) for possible use later on (at the end of the activity, the next day, next week, etc).在第二阶段，老师要做的一件有用的事情就是(不显眼地)记下有趣的学生话语(正确的和不正确的)，以便以后(在活动结束时、第二天、下周等)使用。Some ideas for correction work after a fluency activity:·The teacher writes up a number of sentences used during the activity and discusses them with the students.·The teacher writes a number of sentences on the board. She gives the pens / chalks to the students and encourages them to make corrections.·The teacher invents and writes out a story that includes a number of errors she overheard during the activity. She hands out the story the next day and the students, in pairs or as a whole group, attempt to find the errors and correct them.·The teacher writes out two lists headed ‘A’ and 'B’. On each list she writes the same ten sentences from the activity. On one list she writes the sentence with an error; on the other she writes the corrected version. Thus the correct version of sentence 3 might be on either list ‘A’ or list ‘B’ and the other list has an error. The teacher divides the students into two groups, 'A’ and 'B’ and hands out the appropriate list to each group.The groups discuss their own list (without sight of the other list) and try to decide if their version of each sentence is correct or not. If it is wrong they correct it.When they have discussed all the sentences, the groups can then compare the two sheets (and perhaps come to some new conclusions).
·老师在黑板上写了一些句子。她把钢笔/粉笔给学生，并鼓励他们改正。·老师编写并写出一个故事，其中包括她在活动中听到的一些错误。第二天，她把故事发下去，学生们两人一组或一组，试着找出错误并改正。·老师列出两个标题分别为“A”和“B”的单子。在每个清单上，她都写了活动中相同的十个句子。在一份列表中，她写下一个错误的句子;另一张她写的是更正后的版本。这样一来，句子3的正确版本可能在列表“A”或列表“B”上，而另一份列表有错误。老师把学生分成“A”和“B”两组，并把适当的名单发给每一组。小组讨论他们自己的列表(不看其他列表)，并试图断定他们的每个句子的版本是否正确。如果是错的，就修改。当他们讨论完所有的句子后，各组就可以比较这两张纸(也许会得出一些新的结论)。
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