How to improve the effectiveness of primary school English conversation teaching 1. Understanding of primary school English conversation teaching Dialogue (conversation) comes from the Greek word dialogos.

Dia not only means "two", but also means "between", crossing and passing; logos contains the meaning of thought, reason and judgment.

Taken together, Dialogue means the flow of meaning, that is, the flow of meaning between and through individuals.

Dialogue learning is a process of communication. English, as a communication tool, can only be effectively mastered in communicative activities.

Therefore, communication is not only the ultimate goal of English teaching, but also the main means of English teaching.

Primary school English conversation teaching refers to the process of cultivating students' oral communication skills through classroom teaching, improving conversational skills, and ultimately acquiring and freely controlling language skills.

Its main purpose is to cultivate primary school students' initial ability to communicate in English.

2. Current Problems in Primary School English Conversation Teaching The current inefficiencies in primary school English conversation teaching are mainly manifested in the following: students often answer questions but fail to ask questions; they cannot naturally raise topics when communicating; they often have nothing to say.

, sometimes I don’t know where to start; the content of the conversation is single, and there is often a phenomenon of answering for the sake of answering, and the content of the answer is not consistent with real life; most students can only do some substitution exercises for the dialogues they have learned; most students are in context

There are certain difficulties in independent communication; students can read and memorize but not apply, or their responses in specific applications may be a few beats slower, etc.

Through these phenomena, we can summarize the existing problems in primary school English conversation teaching as emphasizing words and sentences but not communication; emphasizing activities but not situations; emphasizing mechanical drills but not meaning exercises.

The emphasis on words and sentences and the neglect of communication mainly manifests in the excessive focus on the teaching of vocabulary and sentence patterns in conversation class teaching and the neglect of language communication. Boring word and sentence exercises reduce students' interest in learning and fail to achieve the teaching goal of cultivating students' English oral communication skills.

The main manifestations of the emphasis on activities and the neglect of situations are: the lack of conversation activities in conversation classes that can prompt students to think, and the large number of mechanical exercises that make students' oral expressions dull, making classroom communication lack of vividness and freshness.

The main manifestation of placing emphasis on mechanical drills and neglecting meaningful exercises is that teachers pay too much attention to the fun and richness of activities and ignore the actual effects of language activities, resulting in failure to achieve teaching goals.

3. Basic principles of primary school English conversation teaching (1) Situational communication cannot be separated from context, so conversation teaching should also strive to be carried out in a relatively real context.

Teachers should combine teaching content to set language situations that are close to the actual life of students, acquire language in natural situations, use language and ultimately improve language.

Language in situations is the language of life. Naturally generated language can help students understand the meaning and usage situations of language, and in the process experience emotions and internalize language, which ultimately promotes the development and development of students' comprehensive language use abilities.

(2) Holistic The holistic language teaching method emphasizes the integrity of language learning and believes that language knowledge cannot be dismembered and language teaching should proceed from the whole.

In conversation teaching, special attention should be paid to the overall presentation when dealing with conversation texts.

Both language input and output should follow the overall principle. Functional expressions should be acquired through listening and watching, and students' real communicative abilities should be cultivated through speaking and acting.

(3) Activity-based modern foreign language teaching focuses on the process of language learning, emphasizes the practicality of language learning, and advocates that students contact, experience and understand real language in context, and learn and use language on this basis.

Teachers should create a variety of language practice activities based on students' characteristics and text requirements, so that students can repeatedly perceive, experience, practice language and ultimately master the language in the activities.

The setting of activities requires diversity, high effectiveness, and full respect for the cognitive and psychological characteristics of primary school students.

(4) Subjectivity In the basic concept of the curriculum in the "Compulsory Education English Curriculum Standards (2011)", it is proposed that it should be oriented to all students and pay attention to the different characteristics and individual differences of language learners. Therefore, the design of all teaching activities should closely focus on

Students’ known and unknown unfold.

Fully mobilize students' existing knowledge and life experience, and according to the physiological characteristics of primary school students who mainly think in images, respect the nature of speaking, singing, moving and acting, design learning activities that students are willing to participate in, and pay attention to students' needs in the process

Individual differences, use group activities to help each other, strive to improve students' enthusiasm and participation, and truly cater to all students.

(5) Lifestyle Currently, there is an obvious phenomenon of unreal communication in primary school English dialogue teaching classes. The main reason is that the designed scenarios are not based on the students’ life experience and are far from the students’ reality. As a result, the students have nothing to say, or they just have nothing to say.

Apply vocabulary and sentence patterns to complete false communication.

Therefore, conversation teaching should be close to students’ lives, starting from students’ life experience, and allowing them to fully understand the meaning of language use in real classrooms, thereby shortening the distance between classroom teaching and actual use.

4. Creating context is the key to improving the effectiveness of conversation teaching. The definition of context is very broad, and people from different schools and disciplines have different understandings of it.

Generally speaking, context is the environment on which language communication depends.