英语翻译2.外在的原因（1）缺少学习英语的语言环境,接触外语的时间少在我国,汉语是唯一的官方语言,外出旅游、购物仅懂得汉语就足够了.不像其他国家,除了本国的语言外还会用到第二语

英语翻译2.外在的原因（1）缺少学习英语的语言环境,接触外语的时间少在我国,汉语是唯一的官方语言,外出旅游、购物仅懂得汉语就足够了.不像其他国家,除了本国的语言外还会用到第二语
英语翻译
2.外在的原因
（1）缺少学习英语的语言环境,接触外语的时间少
在我国,汉语是唯一的官方语言,外出旅游、购物仅懂得汉语
就足够了.不像其他国家,除了本国的语言外还会用到第二语言.
因此,使我国中学生不用开口说英语,学了英语也无用处,导致学
习了多年仍不会开口说英语.再有就是我国的学生接触外语的时
间少,学生主要是在课堂上跟教师一点一滴地学习和操练英语,
除了每周有限的几节英语课外,很少有接触英语的机会.
（2）中学英语教学资源跟不上
而我国有些中学由于电化教学设备较差和英语资料缺乏等
原因,导致了初中生英语口语能力较差.英语教师队伍自身素质
偏低,虽然我国外语教学改革工作的不断进展,但是部分教师自
身口语水平与现代英语交际法的要求不相称.
（3）中学班级学生人数过多
英语的口语表达能力的培养需要大量的反复练习,而我国大
多数中学班级容量较大,一般在50~60 人左右.人数过多就难以
组织口语训练活动,使得学生开口实践的机会较少,导致口语表
达能力难以提高.
三、提高初中学生口语表达能力的策略
（1）创设情景,激发学生的兴趣
兴趣是最好的老师,兴趣与教学的成败是有密切联系的.心
理语言学认为,语言学习与人的情感因素有着密不可分的联系.
在课堂上组织口语活动小组,回答问题、讲故事、复述故事、学唱
英文歌等方式丰富课堂内容,不断给学生表达的机会,不断给学
生新的刺激,培养他们对口语表达的浓厚兴趣.
（2）利用课外对话,增强学生自信
利用课内说英语是不够的,还要鼓励他们课外交际时也要说
英语.这既为他们提供了大量用英语交流的机会和环境,也避免
了个别学生因人多而胆怯的心理,克服心理上的障碍.在课外可
以开展丰富多彩的活动,如办英语角、学唱英文歌曲.语言不是靠
教出来的,而是靠平时练出来的.因此只有通过各种途径进行大
量的练习,英语口语表达能力才能更上一层楼.

英语翻译2.外在的原因（1）缺少学习英语的语言环境,接触外语的时间少在我国,汉语是唯一的官方语言,外出旅游、购物仅懂得汉语就足够了.不像其他国家,除了本国的语言外还会用到第二语
2. External Reasons
(1) Shortage of Time and Environment
In China, the Chinese language is the unique official language, it is enough to go travelling and shopping with Chinese. In other countries, most people can speak second language except their first language. On consequently, this situation makes Chinese students consider that learning English is useless which lead to the poor oral English. Besides, Chinese students have little time to learn English, the main way of students learning English is to practice and learn with English teacher in class. Usually, there are just several English lessons every week.
(2) Shortage of Teaching Resources
Secondly, in China, some middle schools have bad electronic equipment and lack of English resources. As a result, the oral English of most students are really poor. Moreover, the qualifications of English teachers are low. Although the innovation of China’s foreign language teaching is developing, the oral English of some teachers are not accord with the modern communication English level.
(3) Over Size of a Class
Thirdly, it is necessary to practice oral English and communication skills again and again. However, most secondary school class sizes are large, generally about 50 to 60 in China. Therefore, it is difficult to organize activities of Oral English training which lead to fewer opportunities to practice English of students.
3. Strategies of improving oral English
(1) Create Scenarios to Stimulate Student’s Interest
Firstly, interest is the best teacher, and it is closely link with teaching. The psychology explained that language learning and emotional factors were inextricably linked. To organize spoken English activities such as answer questions, tell stories, retelling stories, learn to sing English songs and other content to enrich the classroom which will offer opportunities to students to speak English continuously, and increase the interest tostudents.
(2)Increase Confidence by Dialogue After Class
It is not enough to learn and practice English in class, but also encourage them to communicate with each other in English after class. This not only provided them a lot of opportunities to communicate in English and the communication environment, but also to avoid the special students who fear to speak English. This will help many students overcome the psychological barriers.
It is better to carry out a variety of activities, such as set out English corner and learning to sing English songs. Language does not depend on be taught, but by the usual practice. Therefore, it is better to do lots of practices to have a higher level of English spoken.
累死我了,楼主.