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中國(guó)學(xué)生口語(yǔ)自學(xué)的誤區(qū)
該文作者內(nèi)文·布盧默（Nevin Blumer）先生以理論與實(shí)踐相結(jié)合為原則，討論了英語(yǔ)口語(yǔ)自學(xué)的四大誤區(qū)：一、中國(guó)學(xué)生不愿跟與自己水平差不多的中國(guó)學(xué)生練習(xí)口語(yǔ)，以為這樣會(huì)對(duì)自己的口語(yǔ)帶來(lái)不良影響，殊不知與自己在水平上相差太大的人練習(xí)口語(yǔ)易使自己?jiǎn)适判�；二、學(xué)英語(yǔ)只能向美國(guó)人學(xué)，刻意模仿美國(guó)口音，殊不知只能語(yǔ)音語(yǔ)調(diào)正確，用詞得當(dāng)，就是好英語(yǔ)；三、詞匯量不大時(shí)不開(kāi)口，殊不知只需掌握一定量的詞匯，尤其是功能詞，就能用英語(yǔ)進(jìn)行交流；四、只知死背語(yǔ)法，殊不知必須根據(jù)上下文，不斷使用固定句型以達(dá)到熟練的程度。針對(duì)這些誤區(qū)的存在，他給英語(yǔ)口語(yǔ)自學(xué)者提出了一些學(xué)習(xí)建議：1.自創(chuàng)英語(yǔ)口語(yǔ)學(xué)習(xí)環(huán)境，而不必?fù)?dān)心交流的對(duì)方不是以英語(yǔ)為母語(yǔ)的人；2.每日抽出一定時(shí)間接觸生動(dòng)而有意義的英語(yǔ)原文；3.持之以恒，自我鼓勵(lì)。
A good English class is a valuable means for acquiring and practicing English,but still the reality is that much of your progress will arise from your own self-study strategies. As a teacher for close to 10 years now,I am often asked for advice on how best to self-study English for fast results. I suspect sometimes my students are looking for that magic shortcut or panacea1 which can deliver them from all the “blood,sweat,and tears” that often surrounds the process of learning a second language.
There is,of course,no magic,but on the other hand,there may also be no need to engage in self-torturous2 activities that drain3 your energy. Part of the self-torture that students inflict upon themselves results from misconceptions formed along the way. I would like in this article to discuss a few of these misconceptions and offer some alternative advice for self-studying English. A.H. Whitehead once said,not ignorance but the ignorance of ignorance is the death of knowledge. In other words,it is important to understand misconceptions before they inhibit your self-study.
Misconception Ⅰ
If I communicate with a Chinese partner,my English will get worse.
There is a common perspective here in Beijing that the only way to improve your English is by speaking with a native speaker. It stems from the perception that speaking to another second language learner has a negative effect,since the partner speaks Chinglish.
Consequently,many desperately look for native-speaking partners,some paying a small fortune for the luxury of speaking with inexperienced expatriates4 who do little more than chat. Worse yet,opportunities to speak regularly with a Chinese partner at little or no cost are ignored out of fear. In short,the “native speaker's English” craze is somewhat synonymous with the “chinglish”phobia5.
The view that communicating with another student somehow damages your English rests on the age-old,erroneous6 assumption that language acquisition is a linear progression,with the native speaker at the top of the hierarchy7. Perhaps native speaker teachers are guilty of feeding this perception by labeling courses,students,textbooks sequentially in terms of levels （i.e. beginner,pre-intermediate,intermediate etc）; in the arrangement of grammar structures from simple to complex; and in reading and listening passages selected by the number of words they contain （i.e. easy,moderate,difficult）.
Linguists who have studied the actual process of learning a second language know that developing a second langua
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