优秀毕业论文(设计)：提高中学生英语口语的方法

河北广播电视大学开放教育本科

英语专业（教育方向）毕业论文

教学实践设计

提高中学生英语口语的方法

项目设计者

姓名: 李萌光

学号: 20091130090269

学校: 河北广播电视大学

提交日期：2012年5月10日

Hebei Radio & TV University

Practical Project Design

English Major (education oriented)

Methods to Improve the Oral English in

Middle School

Investigator

Name: li meng guang

Student No.: 20091130090269

School:Hebei Radio & TV University

Submitted on May 10th 2012

Acknowledgement

First and foremost, I would like to show my deepest gratitude to my supervisor, a respectable, responsible and resourceful scholar, who has provided me with valuable guidance in every stage of the writing of this thesis. Without his enlightening instruction, impressive kindness and patience, I could not have completed my thesis. His keen and vigorous academic observation enlightens me not only in this thesis but also in my future study.

I shall extend my thanks to Mrs. Liu for all her kindness and help. I would also like to thank all my teachers who have helped me to develop the fundamental and essential academic competence.

Last but not least, I'd like to thank all my colleagues, especially my three lovely roommates, for their encouragement and support.

摘要

本文以提高中学生英语口语的方法为研究课题，结合本人在英语教学中的实践过程，给出了详细的实验报告。本文的假设是：考虑学生的年龄因素和低水平的英语学习能力，创造英语环境帮助学生讲英语，并激发学生学习英语的兴趣。专门设计的三个月的课堂教学实践活动证实了这个假设。

在实验过程中使用了控制练习、半控制练习和没有控制练习,三种理论方法验证了这个假设。

关键词：口语；方法；语境；问题

Abstract

The present study presents a detailed report of a project implemented to solve the problem that Methods to Improve the Oral English in Middle School. It is hypothesized that Consider students' factors and low level of English learning ability. Create an English environment to help students to speak English, and arouse the students' interest in learning English. This hypothesis is verified by a three months practice of classroom teaching with the specially designed oral exercise activities.

Among the methods of scientific investigation used in the control exercises, half control exercises and no control exercise, three kinds of theory proved this assumption.

Key words: Oral English,methods, context, problem

Contents

1.Introduction

Chinese people all know that English is very important for the future development of China. “With the accession of China to the WTO and other international organizations, international Sporting events, for example, the successful bid for 2008 Olympics, and Shanghai's bid for the 2010 World Exposition, English is looked by Chinese leaders very important. At the point of their view English is a kind of communicational tool which can help preparing China’s future educated citizens. Because it continues its opening up internationally and lets them become increasingly global leaders. Compared with the old published English book in senior and junior school, the stress of today's English book is in speaking but not in writing or examination. It is good for Chinese middle school students. What is the goal for learning a foreign language? It is for communication, but not for taking examinations. I agree with that Chinese government has spent a lot of money on holding a range of English tests. Such as TOEFL, TPT, TEM-8, CET-6 etc. But holding these texts is kind of measure to force Chinese students to learn English. Because leaders know how important English is in the future. But in China not only many students misunderstood it, but also plenty of teacher and students' parents. They focus on the scores. As a result, a large number of Chinese students can achieve high scores in English tests but can not speak fluent English when they face a foreigner or speak to their

classmates. This is a common phenomenon in China. This essay focuses on finding the problems which cause Chinese students can not speak English out and ways to solve them.

2.Problem analysis

Teaching which appeals to learners’ needs can facilitate learning. It is necessary to investigate why the students were showing less and less interested, and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:

a. Most of teachers take English teaching as translation and grammar teaching, which orders teacher as a giver and student as a passive receiver. In order to improve test marks teachers ask students to familiar with grammar and to recite vocabulary mechanically and do a lot of exercises.

b. Besides, in English lesson teachers play the leading role and what students have to do is listening. Students have little time to think or to digest what they have leant.

c. Moreover, teachers teach little about the culture of English speaking countries. It is too bad for an English learner.

3.Possible Solutions

Taking the above factors into consideration, the following solutions were proposed:

a. Employing creating an English-speaking environment to make the students talk in English.

b. Organizing interesting activities to motivate the students to speak and act English.

c. Creating the comfortable safe classroom atmosphere and a good teacher-student relationship.

4.Project Objective

This project is aimed to motivate the students in English speaking and learn English by creating English-speaking environment and stimulating students’ interests.

5. Project Hypotheses

Considering the age factors of students and the low level of students’English learning ability, creating English-speaking environment can help students to speak and talk in English, and motivate students’ interest to learn English.

6. Project Rationale

6.1The affective and cognitive interaction principle

Emotional psychology research shows that: the individual cognitive activities of the emotion, aggrandizement, at least three aspects of adjusting function. Dynamic function refers to the activities of cognitive emotional force or power efficiency, namely health, positive emotion to cognitive activities play a positive role in promoting the launch and, negative emotions on unhealthy cognitive activities impeding and inhibition. Situational teaching method in the teaching process is caused by students' positive,

healthy emotional experience, direct students to study enthusiasm, make learning activities become students actively carry out, happy things. Emotional awareness activities boosting efficiency to solve at present, our students have insufficient learning motivation problem with a new revelation. Emotion regulation refers to the cognitive activities of the organization or disintegrate effect, namely the moderate intensity, happy mood for intelligence operation organization and emotional, and too strong and too weak and poor mood may cause confusion and memory of thinking hard. Situational teaching requirements of the situation is created to make students feel relaxed and happy, be in a calm mood, find everything fresh and new, promote students' psychological activities and in-depth. In the practice of teaching, also make a person feel deeply: a cheerful and lively classroom atmosphere is the important condition of good teaching effect, the students emotion and dance for joy when knowledge is often the internalization and deepening of.

6.2 Understanding the visual principle

From the view of methodology, the situational teaching is to use the theory of reflection, according to the objective existence of children's subjective awareness of the role of the. While the world is through the image into the children's consciousness, consciousness is the objective reflection. Situational teaching scenarios, because it is the human conscious creation, optimization, conducive to student development environment, the

optimized objective situation, the teachers' language dominance, so that students in a given situation, not only affects the students' cognitive psychology, and promoting students' emotional events participation in learning, thus causes the student own self motion.

It should be noted, the situational teaching method is one of the special essence of syndrome is to stimulate the students' emotion, so as to promote the students' cognitive activities are carried out. While the presentation teaching confined their physical, AIDS presenting to students, and teachers simply do demonstration experiments, although also have direct effect, but only a kind of visual effect, can cause student cold intelligence operations, and can arouse students' fiery love, can not play the role of emotion.

7. Research Design

7.1 Subjects

For this research, I chose the two classes of my students as subjects, one as the Experimental Group, the other as the Control Group. The experimental and control groups were randomly selected. Throughout the project, the Experimental Group will receive special designed English-speaking environment, while the control group goes on with its routine instruction.

7.2 Procedure

This project lasted three months from February to May.

7.3 Principles to follow

a.Accord the students’ interest and practicability with the contents of the teaching materials and the age of the students.

b. Adapt the normal level of student’s range of knowledge.

c.Create a good teacher-student relationship, motivate and encourage them without forcing.

d. Provide a ‘stress-free’ and ‘learner-centered’ environment.

7.4 Techniques for Data Collection

During this research two techniques were adopted, namely questionnaire and test. To gather information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research and the other at the end. Two tests will be included (one as the pretest, the other as the post test for comparison) to test the co-efficiency between motivation and school recording.

8. Project Implementation

Situational teaching method, which can stimulate students' interest in learning, English teaching, using the method of situational teaching is an up one's sleeve. "The scene teaching method", to stimulate Students interest in learning English, Eliminate them because of the lack of language environment and the fear of difficulty, give full play to their initiative in learning. It can improve students' learning enthusiasm .enhance the effectiveness of English classroom teaching. In the usual classroom teaching,

I try to use the following kinds of situational context teaching strategy:

8.1 Game situation

The game is the mankind from the children grow into adult process, is a very natural thing, pay attention to the process of the game experience, to children's entertainment experience at the same time, also promote children's cognition, emotion and life skills development, make students learn more effectively in laughter, faster absorption of knowledge, it is the English teaching important auxiliary means, is popular with the students. English classroom teaching situation creating game can enable the student to achieve music, learning, practicing and thinking and imagination to play with. Study seven grades the first unit, learning A-N these 14 letters and self introduction and greetings. In order to consolidate the knowledge in class, I carried out a friend finding game, this game is the A-N14letters, made of14 cards, invite 14 students to the front, each take a letter, put himself in a position line up in order, when the teacher called to C, following the same study of hands, the teacher allows the podium with the C card after the students greet each other, chat, make friends. If the wrong please him back to his seat, the other students correct, whether it is right or wrong, teacher give full encouragement and praise. Through this game, fully embodies the use of authentic language environment, the purpose of learning English, students learn more.

8.2 Multimedia situation