Abstract: With the constantly development of reforms of basic education, the new education situation puts forward a higher demand for the professional qualities of rural junior high school English teachers, With the development of teaching reform, rural junior high school English teachers face more challenges, in which Oral proficiency is one. Due to the differences between urban and rural areas, there exists big gap between urban teachers’ English oral proficiency and that of rural teachers. How to reduce the disparity is becoming more and more serious, it’s the crucial issue of teachers’ professional development and training. The thesis firstly explores the necessity of improving rural junior high school English teachers’ oral proficiency, and then explains the definition of language proficiency and oral proficiency, and the study of language proficiency or oral proficiency abroad and at home, finally gives some strategies of improving rural junior high school English teachers’ oral proficiency so as to help them improve themselves. 

Key words: rural English teachers oral proficiency;improvement; strategies

Content

摘要：

Abstract:

Introduction-3

1. The necessity of improving rural junior high school English teachers’ oral proficiency-4

1.1 The demand of teaching Reform-4

1.2 The bad effects of teachers’ oral proficiency on students’ learning-5

1.2.1 The lack of real English language environment for students-5

1.2.2 It has a bad effect on the English accumulation of students-6

1.2.3 Widening the gap of students’ oral proficiency between rural and urban areas-6

2.  Language Proficiency and oral proficiency-7

2.1 Definition of language proficiency-7

2.2 The study of language proficiency abroad and at home-7

2.3 The definition of oral proficiency-8

2.4 The study of oral proficiency abroad and at home-9

3. Some Strategies of Improving Rural Junior High School English Teachers’ English Oral Proficiency-10

3.1 Formulating Language Assessment of Teachers termly-10

3.2 Strengthening professional training of rural English teachers-11

3.3 Providing opportunities to communicate with English teachers of urban areas-11

3.4 Improving the quality of teaching facilities-11

3.5 Reading and reciting English texts to practice pronunciation-12

Conclusion-14

Acknowledgments-15

English bibliography-16

中文文献-16