2.2 The Practice of the Psychology-Based Teaching Principles
The efforts of the students as well as of their teachers are indispensable to the achievement of the good spoken English. They are both the subjects to realize this teaching approach.
2.2.1 Teacher’s Responsibility
Many students hesitate in speaking English because they are very shy and afraid of making mistakes; the idea of “losing face” if they make a mistake is the biggest obstacle to English learning. The teacher must set up a friendly and sympathetic relationship between the students and himself so as to reduce to minimum natural reluctance and inhibition of the students in practicing speaking the language. The teacher must ask the students not to be afraid of making mistakes, because all learners make mistakes. This is not confined to language learners. We all make mistakes even if when we are speaking our mother tongue. Therefore, the teacher can never expect 100% of accuracy in spoken English. If the students make some mistakes, the teacher can correct them, but should not laugh at them. That is to say, the teacher should always encourage and praise students whenever they make an attempt in class.
Many students are very impatient and anxious about their fluency in spoken English. They expect to learn English well in a very short time. The teacher should tell them that nobody can learn English well in a day or two and that there is no short-cut English learning. Learning English is just like forming a habit. People need a long time to form a habit; the same is true with English learning. Only through constant practice can the students achieve a good command of the English speaking.
The teacher must be impartial to every student. In class, the teacher cannot always give the better students chances to practice and ignore the slower ones. Students with difficulties should be encouraged and treated sympathetically. Individual help should be given to them. Otherwise, the slower students will lose interest in English learning and it will make it more difficult or even less possible for them to learn English adequately.
As for English teaching, the teacher should help the students to think in English. However, as a matter of a fact, with the interference of Chinese, many Chinese students always think in Chinese when they are learning English, thus they frequently speak Chinese English. Actually a “mind-translation” process exists when they are using the language. The following explanation shows clearly this process. When they are talking with other people in English, they always put everything they have heard into Chinese, make responses in Chinese in their mind, and finally translate back into English. This is indirect thinking, and it surely makes the process of communicating very slow. Alternatively, if they could think in English directly, they could make very quick responses. This is the purpose of learning English.
In order to help students think in English, the teacher must create more chances for the students to practice English both in class and out of class. In the classroom, trying to make it a real “English world”, the teacher should speak English all the time. Furthermore, he or she had better to design various communicative speaking tasks such as dialogues, role-plays, and activities using pictures. Whichever activity is used, make sure it is in line with the students’ abilities to deal with the task. If the task is too easy, the students may think it is childish and thus lose interest. Since classroom activities are the most essential forms for students to practice their oral English and the classroom is only one small piece of the world in which we expect the learner to use the language, artificial means must be used to transform it into a variety of other pieces: the obvious means for performing this transformation is drama---imaginative play has always been a powerful educational device. By creating a dramatic situation in a classroom---in part simply by acting out dialogues, but also in part by belaboring objects and people in the room to prepare for imaginative role--playing---the teacher can expand the classroom indefinitely and provide imaginatively natural contexts for the language being used. Furthermore, the teacher can give students lots of “out of class” English activities such as English corner, English parties, English games and even English television programs or films if possible, which can be very effective in training students to think in English.
2.2.2 Students’ Duty
Students are the decisive factor in the successful use of the psychology-based teaching approach. If a student wants to be a proficient English speaker, he must take such factors into accounts.
First, they should work as an active participant. This is the basic requirement. Active participation is half done.
Second, they should work hard. As early as in the 1920s, Lin Yutang (.林语堂，1998) said, “Before you can write good English, you must speak good English. Speak English after your teacher; speak English to your classmates; speak English in the class; speak elsewhere; speak what you have learned in the class; speak what you have read in the book. Speak much, speak often and you will become more and more fluent in good English speech.” This remark is still of great significance for improving our spoken English
Third, they should make a reasonable and objective self-evaluation neither too high nor too low. Some students hesitate to speak English, though the words have been in their mind. They are always intended to produce a “perfect” sentence to speak out with an “exquisite” grammar. However, the truth is that the time is limited for speaking. In speaking activities, if a learner wanted to express perfectly all the time, he or she would lose many chances to speak out. A learner should also make it clear that all learners make mistakes, even if when we speak our mother tongue. Concerning the intonation and pronunciation, Lady Appleyard (刘森，2000: 40-42) , chairman of the International English Speech Community, said, “It doesn’t really matter whether you speak English with an English accent, American accent, Australian or any other accent. As long as you are being heard and understood, that doesn’t matter. The thing that makes you understood is the way you plan your phrase so that the phrases are placed and delivered in the way of speakers.” Thus, it could not be necessary for English learner to spend a lot of time in practicing intonation and pronunciation, if he speaks English just for communication.
3.Conclusion
From the previous analysis, an English learner’s psychological quality and his oral English do interact with each other. There are five main psychological factors--- motivation, anxiety, self-esteem, self-concept and extroversion that affect the English speaking. They can hinder or promote the latter. Thereby, in the spoken English teaching and learning, teachers and students should take these factors into accounts. At the same time, English speaking can also affect the learners’ psychological qualities. The good spoken English may motivate the learners’ motivation, reduce their anxiety, increase their self-esteem and encourage them to form positive self-concept. Based on this interaction, we put forward the psychology-based teaching approach. The successful utilization of this approach in spoken English teaching and learning can develop students’ oral English as well as their psychological quality. This is also the realization of the interaction of the psychological factors and the English speaking.
It is also the very utmost purpose of this paper to put this interaction into spoken English teaching practice. If teachers and students made good use of this interaction, they would benefit a lot.
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