初學(xué)者如何練習(xí)口語(yǔ)
良好的功底再加上一口流利的口語(yǔ)，那可謂是如虎添翼。尤其是在職場(chǎng)中，想要找一份好工作講好口語(yǔ)必不可少!接下來(lái)，小編給大家準(zhǔn)備了初學(xué)者如何練習(xí)口語(yǔ),歡迎大家參考與借鑒。
初學(xué)者如何練習(xí)口語(yǔ)
第一步：掌握音標(biāo)
音標(biāo)是英語(yǔ)學(xué)習(xí)中最基本的要素，學(xué)好音標(biāo)可以幫助你正確發(fā)音。很多初學(xué)者都不重視這個(gè)環(huán)節(jié)，以至于學(xué)了多年英語(yǔ)仍要回過(guò)頭來(lái)重新學(xué)習(xí)音標(biāo)，怎知一些發(fā)音習(xí)慣已經(jīng)根深蒂固了，糾正起來(lái)可要下一番功夫。不管你處于哪個(gè)學(xué)習(xí)階段，要記住，音標(biāo)不可丟!那么，音標(biāo)如何學(xué)習(xí)?開(kāi)始張口練習(xí)是關(guān)鍵!
首先，反復(fù)練習(xí)朗讀音標(biāo)，感受每個(gè)音標(biāo)的發(fā)音特點(diǎn)和區(qū)別，尤其是元音;單個(gè)音標(biāo)可以準(zhǔn)確讀出之后，接下來(lái)就是讀單詞，練習(xí)輔音元音結(jié)合后的發(fā)音;最后就是句子的練習(xí)了，找一些簡(jiǎn)單的日常對(duì)話來(lái)朗讀。建議大家將自己的朗讀錄下來(lái)，回過(guò)頭去聽(tīng)，找出讀得不好的地方加強(qiáng)練習(xí)。音標(biāo)——單詞——句子，這是個(gè)循序漸進(jìn)的過(guò)程，也是發(fā)音練習(xí)最基本的步驟。
第二步：夯實(shí)基礎(chǔ)
雖說(shuō)英語(yǔ)口語(yǔ)中并不過(guò)分拘泥語(yǔ)法，但口語(yǔ)句子的組織并不是雜亂無(wú)章的，詞也不能過(guò)于隨心所欲，所以打好英語(yǔ)基礎(chǔ)還是很必要的。良好的功底可以幫助你更正確地組織語(yǔ)句，豐富的詞匯量可以使你的表達(dá)更靈活，口語(yǔ)常識(shí)和句子的累積可以讓你說(shuō)出更地道的英語(yǔ)。所以很多初學(xué)者在學(xué)完音標(biāo)之后，都會(huì)選擇學(xué)習(xí)一些教材打基礎(chǔ)。新概念第一冊(cè)就是不錯(cuò)的選擇，它涵蓋了比較基礎(chǔ)的句式和日常對(duì)話，在學(xué)習(xí)知識(shí)的過(guò)程中可以積累常用的口語(yǔ)句子，夯實(shí)基礎(chǔ)和學(xué)習(xí)口語(yǔ)兩不誤!
第三步：養(yǎng)成英語(yǔ)思維習(xí)慣
相信大家對(duì)“中式英語(yǔ)”不陌生，很多人在說(shuō)英語(yǔ)的時(shí)候直接按照腦子里的漢語(yǔ)意思逐字翻譯出來(lái)，這就是由于缺乏英語(yǔ)思維習(xí)慣造成的。那么如何避免“中式英語(yǔ)”呢?可以試試用英文寫日記的方法，每天寫幾個(gè)句子，句式不一定要很復(fù)雜，能用符合英語(yǔ)的習(xí)慣表達(dá)出來(lái)就好。此外還要開(kāi)口說(shuō)，或許一開(kāi)始你說(shuō)出的甚至不是一個(gè)完整句子，但是不要放棄，堅(jiān)持練習(xí)。
第四步：鍛煉聽(tīng)力培養(yǎng)語(yǔ)感
在英語(yǔ)口語(yǔ)中，“聽(tīng)”是很重要的一部分。只有聽(tīng)懂對(duì)方說(shuō)什么，才能給出正確回應(yīng)。那么應(yīng)該怎么聽(tīng)?初學(xué)階段不用聽(tīng)太復(fù)雜、太難的材料，平?？梢远嗦?tīng)聽(tīng)英文歌，對(duì)照歌詞唱一唱。此外還可以看英文電影和美劇，有資源的話盡量看雙語(yǔ)字幕的，邊看邊學(xué)習(xí)，看看生活中一些話是怎么用英語(yǔ)表達(dá)的。電影、美劇和英文歌曲里有很多口語(yǔ)和俚語(yǔ)，可以幫助我們積累一些句子和常識(shí)。時(shí)間久了你就會(huì)慢慢能聽(tīng)懂一些簡(jiǎn)單的表達(dá)了!
最后：找對(duì)合適的老師
說(shuō)了這么多，筆者也清楚在初級(jí)階段自學(xué)口語(yǔ)的確有相當(dāng)?shù)碾y度。所以如果你對(duì)自己的發(fā)音沒(méi)有把握，或是抽不出時(shí)間來(lái)自己規(guī)劃、自學(xué)，那么選擇一個(gè)合適的老師、或是合適的課程也很重要。記得選擇的互動(dòng)性較強(qiáng)、著重聽(tīng)說(shuō)的課程。推薦《劍橋國(guó)際英語(yǔ)》，它的級(jí)別分得比較細(xì)、也比較科學(xué)。一級(jí)、三級(jí)都很適合零基礎(chǔ)到初級(jí)的口語(yǔ)學(xué)習(xí)者。
最后，千萬(wàn)不要因?yàn)椴砰_(kāi)始學(xué)英語(yǔ)而不敢于開(kāi)口，要知道，那些口語(yǔ)說(shuō)得順順溜溜的人，都是從最簡(jiǎn)單的開(kāi)始，一點(diǎn)點(diǎn)練習(xí)過(guò)來(lái)的哦!告別啞巴英語(yǔ)，需要從一開(kāi)始就抓起!
擴(kuò)展：為什么英語(yǔ)這么難學(xué)
人們常說(shuō)英語(yǔ)是最難學(xué)的一門語(yǔ)言之一。
It’s often said that English is one of the hardest languages to learn.
Given the fact that many of the words we use in English stem from Latin and Ancient Greek words – in common with many other European languages – what is it about English that has attracted this reputation for being so fearsomely difficult? And is it really even that difficult, when so many other countries adopt it as their second language and speak it a lot more fluently than we Brits speak other languages? We’ll leave you to make your own mind up…
It just makes no sense!
One of the reasons why English is known for being difficult is because it’s full of contradictions. There are innumerable examples of conundrums1 such as:
There is no ham in hamburger.
Neither is there any apple nor pine in pineapple.
If teachers taught, why didn’t preachers praught?
If a vegetarian2 eats vegetables, what does a humanitarian3 eat?
“Overlook” and “oversee” have opposite meanings, while “l(fā)ook” and “see” mean the same thing.
As native speakers, we rarely stop to think how illogical many of the things we say really are – we’re just used to them. Unless you’ve been brought up speaking English, how can you possibly begin to learn all these oddities? It’s little wonder that people trying to learn English end up feeling confused. But it gets worse.
Exceptions to rules
One of the hardest things about English is that although there are rules, there are lots of exceptions to those rules – so just when you think you’ve got to grips with a rule, something comes along to shatter what you thought you knew by contradicting it. A good example is the rule for remembering whether a word is spelt “ie” or “ei”: “I before E except after C”. Thus “believe” and “receipt”. But this is English – it’s not as simple as that. What about “science”? Or “weird”? Or “seize”? There are loads of irregular verbs, too, such as “fought”, which is the past tense of “fight”, while the past tense of “l(fā)ight” is “l(fā)it”. So learning English isn’t just a question of learning the rules – it’s about learning the many exceptions to the rules. The numerous exceptions make it difficult to apply existing knowledge and use the same principle with a new word, so it’s harder to make quick progress.
The order of the words
Native English-speakers intuitively know what order to put words in, but this is hard to teach to those learning the language. The difference between the right and wrong order is so subtle that it’s hard to explain beyond simply saying that it “just sounds right”. For example, we often use more than one adjective to describe a noun, but which order should they go in? We would say “an interesting little book” not “a little interesting book”. Both are technically4 grammatically correct, but the first “just sounds right”. It’s a bit of a nightmare for those who are trying to learn, and it may prove one nuance5 too much. (In fact, there is some method to this particular English madness – but it’s quite involved, and beyond the scope of this article to explain it.)
Pronunciation
As if the spelling wasn’t hard enough, English pronunciation is the cause of much confusion among those trying to learn English. Some words are very low on vowels6, such as the word “strengths”, which is hard to say when you’re not accustomed to English pronunciation. What’s more, words that end in the same combination of letters aren’t necessarily pronounced in the same way. Why is “trough” pronounced “troff”, “rough” pronounced “ruff”, “bough” pronounced “bow” (to rhyme with cow) and “through” pronounced “throo”? There are silent letters at the start of words, too. Why are there so many words that begin with a silent “K”, such as “knife”? Or even a silent “G”, such as “gnome”? If it’s not pronounced, what’s the point of including that letter in the first place, if it only adds to the confusion of both native speakers and learners? And don’t get us started on the number of hapless tourists who don’t know where to begin with pronouncing a town name such as “Worcester”. Sadly, many English learners have to learn the hard way when it comes to our confusing pronunciation; if you pronounce something incorrectly, most Brits will demonstrate the correct way to you – but not without a little chuckle7 at your expense.
Emphasis
To make matters even more complex, the way in which you emphasise8 certain words in a sentence can subtly change its meaning. For example, consider the different ways of emphasising the sentence below:
– I sent him a letter – a plain statement.
– I sent him a letter – used to imply that you sent him the letter – someone else didn’t send it (or “you didn’t send it, I did”).
– I sent him a letter – this could imply “I sent him a letter, but I’m not sure he received it”.
– I sent him a letter – used to imply that you sent him the letter – you didn’t send it to someone else (perhaps even “you weren’t meant to read it”).
– I sent him a letter – you sent him a letter, not anything else.
When you’re not used to speaking English, these may all sound the same to you. It’s only by constantly being exposed to English that you start to pick up on these subtleties9.
Homophones
Confused yet? If not, you will be after this next point. English is absolutely full of homophones – words that sound the same but have different meanings or spellings.
A bandage is wound around a wound (“wound”, pronounced “wowned” is the past tense of “wind”, as well as an injury when pronounced “woond”).
The door was too close to the table to close (the first “close” is pronounced with a soft “S” and means “near”, while the second is pronounced with a hard “S” and means “shut”).
I decided10 to desert my dessert in the desert (the first “desert” means “abandon” and has the emphasis placed on the second syllable11; “dessert” is pronounced the same but means a pudding; and the second “desert” means the dry, sandy environment with camels, and is pronounced with the emphasis on the first syllable).
Homophones exist in the English language that has no fewer than seven different meanings – namely words that sound like ‘course’ and ‘raise’. Most have only two or three meanings – such as “there”, “their” and “they’re” – but that’s still enough to add an extra level or two of complexity12 for those trying to master the English language.
Synonyms13 aren’t necessarily interchangeable Flick14 through a thesaurus and you’ll see countless15 groups of words that supposedly mean the same thing. You’d think that this would mean that they were interchangeable – but you’d be wrong. Even words whose definitions are seemingly in the same ballpark differ subtly – or apply to something completely different, because English words can have multiple meanings. You can’t always swap16 words with the same meaning, and this means that it’s easy to end up using a word in completely the wrong way. For example, you “watch” television, and you can either “watch a film” or “see a film” – but you don’t “see television”. But you’re not a “watcher” when you’re doing this – you’re a “viewer”, even though you don’t “view television” or “view a movie”. To take another example, I could talk about a swan’s elegant neck, but I couldn’t swap the word “elegant” for the word “classic” or “chic” (both suggestions I found in the thesaurus when I looked up “elegant”) because these are words that apply to fashion, not birds! If you were learning English, though, you wouldn’t necessarily know that.
Idioms
English is a very old language, and over the course of many centuries, interesting sayings have been incorporated into everyday language that make little sense if you haven’t grown up with them. “Barking up the wrong tree”, “the straw that broke the camel’s back” and “raining cats and dogs” are all examples of idioms that add colour to the English language. If you find yourself starting to use idioms when you speak English, well done: you’ve mastered it!
Traces of archaic17 English
Though English does ‘move with the times’, there are still plenty of archaic words floating around that you may well encounter (and they may not be in your English dictionary). “Alas” (an expression of grief or pity) is one of the more common ones, but language of the sort traditionally used in the Bible is also still commonly understood, such as “Thou shalt not kill” in the Ten Commandments. This means “You will not kill” in modern lingo18, but the Ten Commandments usually retain this old language. Old-fashioned words such as “apothecary” (someone who prepares medicine) and “shilling” (an old form of English currency) will crop up in historical dramas that you watch on television. You’ll also see old literary and poetic19 references cropping up in popular culture, such as Shakespeare’s “To be or not to be” or Burns’ “My love is like a red, red rose”.
Regional dialects
We’d imagine that all languages have regional dialects, but when you add the bizarre pronunciations and unique additional vocabularies of the UK’s many regional dialects, they don’t exactly help the poor folk trying to learn English. It’s bad enough for us southerners to understand people from Glasgow, or even for people from Edinburgh to understand people from Glasgow. There’s a broad north/south divide in the pronunciation of certain words, a good example being “bath”, which is pronounced with a short “A” by those “up north” and a long “A” (“barth”) by those “down south”. Of course, every English-speaking country also has its own way of speaking the language; the USA, Canada, Australia, New Zealand and South Africa all have their own distinctive20 way of pronouncing words. Which you end up using when your native language isn’t English probably depends on whereabouts your English teacher is from, or whereabouts in the country you’re learning.
Is it really the hardest language?
As we’ve seen, then, English is pretty challenging. But it’s not the only contender for the World’s Most Difficult Language. Other notoriously tricky21 languages include Finnish, Russian, Japanese and Mandarin22. Mandarin’s tone system, for instance, is famously tricky (but when you look at the ‘Emphasis’ section above, you’ll see that English can be just as bad!). Finnish is held to be difficult because of its numerous cases; Arabic because, among other things, its script has four different variations for each letter depending on where in the word it sits. Written Japanese differs from spoken Japanese, and there are three different writing systems – including 2,000 to 3,000 kanji characters that must be learned by heart. It makes English sound easy in comparison!
Ultimately, though, it’s down to the individual whether or not a particular language is difficult to learn. Some people have a natural aptitude23 for languages and pick them up quickly; children, of course, absorb new languages much more easily than adults. The difficulty of a language also depends on its similarity to your own language. You’ll probably find it easier to pick up French if you’re Italian, because these languages use many of the same roots, and the same alphabet. If you’re used to the Roman alphabet then you may struggle to learn oriental languages that rely on symbols, such as Japanese. English isn’t so bad once you get used to it, and it’s probably only commonly talked about as being hard because so many people are trying to learn it.
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