the incentive ladder pedagogy in oral english teaching practice

1、<p>　　The Incentive Ladder Pedagogy in Oral English Teaching Practice</p><p>　　Abstract. In the global economy， English has become an important communication language with the rest of the world. Not onl

2、y talents with excellent professional skills， but also those who have a good command of the English language in the context of economic globalization communication skills are needed. So how to strengthen speaking ability

3、 of non-English major in university has become another focus of the content of the current educational reform. Combined many years’ practical work experience</p><p>　　Key words： Incentive Ladder Pedagogy； Ve

4、rbal Learning； Non-English Majors </p><p>　　Introduction </p><p>　　With the implementation of the development of a new concept of language learning and the newly promulgated in 2004， "Colle

5、ge English Curriculum Requirements （Trial）"， spoken English teaching gets more and more attention of teachers. Over the years， under the influence of the College English examination system， English teaching is known

6、 as "dumb English". Currently， this state has greatly improved， but the effect is still not ideal. Especially non-English majors， a considerable part of the studen</p><p>　　Oral English </p>

7、<p>　　Incentive-type ladder teaching refers to a the two-way information feedback process， in which teachers give guidance and evaluation to students’ study behavior and grades continuously through the language and

8、 the accompanying language means （such as body language） and other forms to help students build self-confidence and actively participate in the teaching activities. In the definition of this tool， incentive-type ladder t

9、eaching operation， object， manner， purpose and nature have been focused </p><p>　　Learning objective gradient. Combining own teaching practice and summarizing years of teaching experience， the author make a

10、test on three non-English professional classes with incentive-type ladder pedagogy. </p><p>　　At first， we classify the learning stages into 0-5 according to their overall performance scores of listening and

11、 speaking. Then the teacher should give students in different stages different requirements and different incentives， ultimately helping them establish learning objectives of the different stages， making the oral learnin

12、g with goals， method， and effect. Under the guidance of this teaching mode， students' interest in learning greatly will get improved， and they will study with a purpos</p><p>　　The author also made some

13、attempt to apply this method in the classroom： </p><p>　?。?） At the beginning of each semester， the teacher should， combining with the actual situation of the students， according to the corresponding gradien

14、t， lay out oral training tasks and encourage students to work hard to achieve the next gradient goal. Through the practice， make the students achieve the requirement in speech， listening skills and communication skills.

15、 　?。?） Timely combined with the actual situation of the students， divide the students into different groups according to the gradi</p><p>　?。?） Prepare lessons to meet students with different gradient. In th

16、e setting of learning goals， put forward different levels of requirement， such as perusal， reciting， simple retelling and free dialogue. Two students in gradient 0-1， we should encourage them to imitate more， such as rea

17、ding carefully over and over again， and to students in gradient 2-3， we should ask the students to recite it on the basis of retelling. To students in gradient 4-5 with a better foundation， we should let them appl</p&

18、gt;<p>　　Arrange seating in accordance with the different gradients. With years of private work experience， the author found that many students always like talking with each other in the teachers' play recordi

19、ng speech， and destroying the classroom order. And this part of students is between 0-1 gradient. In view of this phenomenon， the teacher can adopt scientific seat arrangement way， which also is the speed of the combinat

20、ion of the way of qualifying according to each student's character， as well as t</p><p>　　The gradient of the classroom teaching. As each teaching task has a different class， in order to meet the needs o

21、f more students， teachers classify and group different levels of students scientifically. 　　The concept of teaching in college English oral teaching specific in general is "three steps" strategy （Rongning Wang

22、， 2010：23）. First of all， pay attention to differential treatment in education and adopt the different levels of teaching methods. In a new class， teachers can use five to seven</p><p>　　The second step is t

23、o pay attention to the hierarchy of questions in the class. Teachers can make problems hierarchically， respectively easy-middle-difficulty levels， so that all the students in the class can participate in class activities

24、， giving full play to the students' subjective initiative in the classroom. Teachers should encourage students in 0-1 gradient to answer problems bravely， removing their enthusiasm of study. </p><p>　　Th

25、e third step is the hierarchy of homework and practice arrangement. In college English oral English teaching process， teachers should focus on the students' listening ability， comprehension ability and speaking abili

26、ty training. For students in 0-1 gradient， they should be required with a relatively low standard， such as read up on the text. Students in Gradient 2-3 should be required to retell and recite the passage and also answer

27、 the questions according to the tape. Students in Gradient 4-5</p><p><b>　　Summary </b></p><p>　　The incentive ladder pedagogy， accepting each student’s individual cognitive style an

28、d cognitive differences， takes different strategies， make them construct a new English cognitive structure corresponding to their speaking ability， get new emotional experience， achieving a win-win goal between knowledge

29、 and ability. Its goal is to make the students fall in love with spoke English and say spoken language， make different levels of students， especially those in oral English difficulties， can be im</p><p>　　Wi

30、th the new education background， as long as teachers diligent in thinking， innovative， they can find new ways of oral English teaching， and improve the teaching effect， maximally improve students’ oral English quality. B

31、ased on many years of practice and personal working experience， the author probes into the incentive ladder pedagogy in college oral English， hoping to cause the concern of the industry. </p><p>　　References

32、 </p><p>　　[1] Weicheng Zou. How to Train spoken English—a Practical Value and Systematic Teaching Method [J]. Foreign Language Teaching Abroad， 1996. </p><p>　　[2] Rongning Wang. Study on Colle

33、ge English Teaching Concept [J]. The Exam Weekly， 2010. </p><p>　　[3] Fangli Liu. A Brief Discussion on Context Teaching Model in English Class in Junior School scene [J]. Journal of Campus English， 2012<