Stimulating the Rural Students’ Interest In Oral English 激发农村学生的英语口语兴趣

Note: The main headings give the project reader an overall view of the report. They also act like an outline of the report. From Page2 onwards, Zhang Ling further elaborates each of the main headings. Page2,3 and 4 now look like this:(course book P143).IntroductionsI have been teaching for eight years. I n my teaching I’ve found there are some problems .especially the problem that some of my students in rural areas are not interested in speaking English. I’ve told them time and again the importance of oral English and urged them to take an active part in oral work. However, their interest in speaking English does not seem to be stimulated. I’ll finish my study in University .I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice .which I learned from TV University.指导过程报告—1Process Report--1Student：Stage 1: Identifying a problemTutor’s Comments: (problems and suggestions)Tutor ___________ Date ____________ Score ____________ContentLanguage is a communication tool. And the purpose for learning English in China has changed in recent years due to the Open Door Policy. In the past, everyday communication was not the main goal because one didn’t need to listen and speak in English. but now spesking is very important. The students should not only express themselves, they can also communicate in different cases according to the culture. But in my teaching, some of my students who have high grades in English are not good at oral English. Some can not express themselves in English.指导过程报告—2Process Report--2Student 耿娟Stage 2: Problem analysisTutor’s Comments: (problems and suggestions)Tutor ___________ Date ____________ Score ____________ContentIn my opinion, there were four main reasons that accounted for students’ l ack of interest in oral class. Firstly, some students were afraid of being laughed by others because of their poor pronunciation and performance. Secondly, some students wanted to say, but they didn’t know how to get start and what to say. Thirdly, some students particularly those who did not do well in the traditional grammar-oriented written exam lacked self-confidence in oral work. They thought that the oral class was only the showing- time for the “top-students”. Fourthly, some students didn’t think the oral practice is useful to their grammar-oriented exam, so they were not interested in it at all.The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem. I started off by making an analysis of the problems. In this period, I use the following methods:the analytic method, cause analysis, socratic dialogues and questionnaire survey2.2 Project objectiveThe project objective is to enhance learners’ interest in oral practice.2.3Project hypothesisIt is hypothesized that learners’ interest in oral practice can be enhanced by well-designed oral work.2.4 Project rationaleThe following rationales are mentioned: communicative approach in teaching speaking, PPPmodel, communicative speaking activities, t he learners’ roles and responsibilities, the role of the teacher, the role of good lesson planning指导过程报告—3Process Report--3Student: 耿娟Stage 3: Project designTutor’s Comments: (problems and suggestions)Tutor ___________ Date ____________ Score ____________Content3.1 ObjectivesThe objective of this research is to increase students’ inte rest by better-designed oral work. 3.2 SubjectsThe subjects are 45 rural middle school students in Kou Zhuang Middle School in Qian’an.3.3 MaterialsThe materials are based on the Go For It for Grade 9.3.4 Activity Plan指导过程报告—4Process Report--4 Student: 耿娟Stage 4: Project implementationTutor’s Comments: (problems and suggestions)Tutor ___________ Date ____________ Score ____________Content4.1 Project ImplementationThe objective of this research is to increase students’ interest by better-designed oral work. The subjects are 45 rural middle school students in Kou Zhuang Middle School in Qian’an. And the materials are based on the Go For It for Grade 9.Week 1, Activity 1, How do you study for a test?The objective: to stimulate the students’ speaking by talking about the ways to study for a test.I think the topic is in close touch with our real life. So the students must want to share their ways to study for a test.Teaching process:Step 1 Lead in [T:(the teacher says) ; S: (the students say)]T: We have just finished our final exam in Grade 8. Some of us did quite well in theexam.( Call a good student to stand up ) how do you study for a test?S: I study by listening to tapes.Step 2 Presentation( Ask some other students the same question. They may use the following phrases: by working with friends, by making flashcards, by reading the textbook, by asking the teacherfor help and so on)Step 3 PracticeHave the students work in pairs, and practice the conversation.- How do you study for a test?- I study by working with friends.Step 4 GroupworkDivide all the class into six groups, and ask them to work in groups and do a survey, they may use the following conversation.- How do you study for a test?- I study by working with friends.Which way is the most popular way?Which is the most helpful way?Homework: Making a short speech about the best way to study for a testWeek 2, Activity 2, I used to be afraid of the dark.The objective: to stimulate the students’ speaking by talking about the changes in the past few years. I think the topic is in close touch with our real life. So the students must want to share their changes.Teaching process:Step 1 lead inShow the students a picture of Yao Ming, and ask “Who is he?” and “What does he look like?”. The students may answer “He is tall.” Show them a photo of him when he was young. T: He was short when he was young. I can also say he used to be short.Step 2 PresentationShow them some other pictures of some famous person, such as Zhou Jielun, Zhang Shaohan and so on. Ask them to describe the pictures. He used to be tall. She used to have long hair. Step 3 PracticeAsk them to practice the conversation in pairs.- I used to be really quiet.- I know. Now you are very outgoing.Step 4 Do a surveyDivide the students into four groups, what did you use to do when you were younger? What do you do now? Fill in the chart. Then talk with your classmates about how you have changed.Homework: Making a short speech about the changes your parents’ haveWeek 3, Activity 3, Teenagers should be allowed to choose their own clothes.The objective: to stimulate the s tudents’ speaking by talking about what they should do and should not do at school and at home.Teaching process:Step 1 Lead inT: We have many rules in our school. Tell me what are the rules.S: Don’t eat in class…T: What do you think you should be allowed to do in our school? Can you tell me?Ask a good student to answer the question.Step 2 PresentationT: What should you be allowed to do?S: I should be allowed to drive.Have the students work in pairs to practice the conversation.Step 3 GroupworkDivide the students into 4 groups. The students talk to other students in the class and find three people who have to follow these rules. Write their names in the chart.Homework: Making a short speech about the rules at your homeWeek 4 , Activity 4, What would you do?The objective: to stimulate the students’ speaking by talking about what would they do if …Teaching process:Step 1 Lead inShow the students a picture of millions of dollars, and teach the new words “million”. And say “What would you do if you had a million dollars?”,and “I would buy a big house if I hada million dollars.” Then ask a good student the question.Step 2 PresentationAsk some other students the same question, and get them answer it.- What would you do if you had a million dollars?- I’d give it to medical research.Step 3 PracticeT: What would you do if you had a lot of money? Add more ideas to list and share youranswers with other students.Step 4 InterviewT: I’d divide all of you into 6 groups. And interview two classmates about what they would do.You may use the following conversation.-What would you do if you found a wallet?-I’d open it and look for a phone number.-Really? I’d give it to the police.Homework: Making a short speech about what would you do if you were a teacher.4.2 Data AnalysisThe results of the two questionnaires are presented in Graph 1 and Table 1. Graph 1 shows the comparison of degree of interest before and after the implementation of the project. And table1 shows students’ preference to types of oral practice.After four weeks’ research, I designed Questionnaire Two that was partly based on Questionnaire One designed before research. By now, I was more awake of the usefulness of the oral practice I designed. I especially hoped to know what my students had gained and which methods they preferred.The fact that the degree of interest increased from 38.5% before implementation of the project to 57.6% after it shows that the activities to enhance students’ interest in oral practice were effective.The objective of our research is to enhance my students’ interest in doing oral practice, such a result (from 44.5% to70.1%) is very encouraging. It proves that the implementation of the solutions is fruitful and effective.指导过程报告—5Process Report--5 Student：耿娟Stage 5: Project evaluationTutor’s Comments: (problems and suggestions)Tutor ___________ Date ____________ Score ____________ContentAfter I thought seriously and had exchanged views on the project with my students, I found out that although students are becoming more interested in oral work now, there is still much that needs further improvement. Only when I make continuous reflection in my teaching, can I make greater progress. The most frequently mentioned problems can be summarized as the following three:Firstly, the problem of the pronunciation training: the students need more practice in pronunciation.Secondly, the effective use of the key sentence patterns from the text: I should give my students more practice to express themselves freely by using the key sentence patterns from the text.Thirdly, the relationship between oral practice and grammar-oriented exam: most of my students say “I hope I can improve my speaking ability and pass grammar-oriented exams.” So I’d like to have a try on “How to crack the traditional exam by speaking practice. If so, the marks of exam and the ability of speaking can be improved at the same time.指导过程报告—6Process Report--6Student 耿娟Stage 6: Final reportTutor’s Comments: (problems and suggestions)Tutor ___________ Date ____________ Score ____________ContentIdentifying a problemLanguage is a communication tool. And the purpose for learning English in China has changed in recent years due to the Open Door Policy. In the past, everyday communication was not the main goal because one didn’t need to listen and speak in English. but now spesking is very important. The students should not only express themselves, they can also communicate in different cases according to the culture. But in my teaching, some of my students who have high grades in English are not good at oral English. Some can not express themselves in English.Problem analysisIn my opinion, there were four main reasons that accounted for students’ lack of interest in oral class. Firstly, some students were afraid of being laughed by others because of their poor pronunciation and performance. Secondly, some students wanted to say, but they didn’t know how to get start and what to say. Thirdly, some students particularly those who did not do well in the traditional grammar-oriented written exam lacked self-confidence in oral work. They thought that the oral class was only the showing- time for the “top-students”. Fourthly, some students didn’t think the oral practice is useful to their grammar-oriented exam, so they were not interested in it at all.The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem. I started off by making an analysis of the problems.2.1.1 The analytic methodMy Problem is : Some of my students are not interested in “oral practice”.The phrase “some of” in my problem made me think of the other side of the issue: some of my students are not interested in “oral practice”. This, in turn made me think of these:Why some don’t, while others do?Who are the some that don’t? And who are the others that do?Moreover, “my students” is in contrast wit h “my colleagues’ students”. This prompted me to made a chain of reflections: What about some of my colleagues’ students? Is it also the case that they aren’t interested in oral practice? If, on the other hand, all of my colleagues’ students are interested, then my problem is actually caused by myself, not by my students. Probably the training I gave students was poorly designed.2.1.2 Cause analysisI did the Cause Analysis on both “teacher’s side” and “students’ side”. I analysised the four main reasons of students not being interested in oral practice.2.1.2.1 Teacher’s side – that is myself.About the first reason: Some students were afraid of being laughed by others becauseof their poor pronunciation.I didn’t teach them the Phonetic Alphabet I had th ought that, as the high school students, they have studied English for more than three years, they should have learned the Phonetic Alphabet.So I think I should add some Pronunciation Training Activities in my new Teaching Design. About the second reason: Some students wanted to say, but they didn’t know how to say. When these students told me that they were often not clear about what I told them to do or how they should do as my instruction in the oral class, I came to know that there was something wrong with my Teaching-Design. Maybe the language I used was not clear? Or the level of the language was much higher than the most of my students? Or they didn’t like the topic? Or they weren’t familiar with the topic? etc.About the third reason:Some “low students” lacked confidence, who are weak at the traditional grammar-oriented written exam.I didn’t encourage these students that speaking can make them enjoy English, can make they have enough confidence. And these were very important to every English learners.About the fourth reason:Some students didn’t think the oral practice is useful to their grammar-oriented exam, so they were not interested in it.I didn’t tell the students that the relationship between oral practice and grammar ---- You can’tlearn grammar rules well just by listening, understanding, taking notes or by remembering what the teacher teaches. If you speak and use by oral way these useful sentences which contain the key grammar after you’ve understood these grammars, you will master th ese grammars much better. And this will give you a big help on your grammar-oriented exam.2.1.2.2 The students’ sideThe purpose of some top students to do the Speaking Activities is just to improve their speaking ability. They would rather make speeches in front of the whole class or do the interpretative exercises for the key sentences than care about if there is any useful grammar, because they are sure they can really do well on the exam without the oral practice. Some weak students may think the oral practice almost couldn’t help them on the grammar-oriented exam.Others are accustomed to the traditional way of teaching and learning, that is, they are always waiting for the teacher to tell them what to learn. As a result, they neither improve their speaking ability nor get high marks on the exams.Some students think oral practice is just a waste of time. They say they can use the time to more grammar exercises to get high marks.The choice of materials:If the materials tend to be too oral, though they will be very interesting to the students, they may be far from the text; on the other hand, if they are close to the exam, they would be too boring to capture the students.So I should consider the both sides of the materials.After that, I recognized that I should add some Pronunciation Training Activities to improve students’ pronunciation; give the more clear instruction to let students know what to speak and how to speak; offer more encouragement to the “low students” with low marks on the “grammar exams” to grow confidence; try to design some oral activities to improve the students’ ability on the “grammar exam” .2.1.3 Socratic dialoguesI can’t let my students express in English.Q: What do I mean by express? What sort of expressing do I expect of them?A: I want them to express freely.Q: Express what?A: Usually the key sentences in their textbook.Q: What purpose do they have in the expressing training?A: Purpose ? To practice speaking English.Q: Isn’t it like me surfing on line sometimes? At th e times, I surfing, but do not actually read anything, simply because I do not have a specific purpose. I regret wasting time and money afterwards.A: Oh, here is the point. When I ask my students to practice speaking English, the purpose is too general. I should give them some specific purposes,such as to practice the usage of a word, a sentence’s structure, or a tense, etc.2.1.4 Questionnaire survey:I designed one questionnaire and distributed to my students before conducting the research and required that they finish it within 20 minutes. All of them, 22 students, returned their questionnaires that were left anonymous. When all these data came in, I made some statistical evaluation. The result showed that 100% of the students thought the oral practicewas important and that about 80.5% of the students thought oral practice was quite necessary for their future development, which indicated that the students have been fully awarded of the importance and necessity of oral practice. But they might encounter difficulties, such as the language level is higher than the students’, so they lost their confidence and interest.After making the above analysis, I’ve got the result that inadequate teaching design is mainly responsible for students’ lack of interest in oral practice. So in my future teaching, I will try to improve my oral work design through adding some items to improve the students’ pronunciation, giving them more encouragement and more detailed instructions for their speaking topic, etc.2.2 Project objectiveThe project objective is to enhance learners’ interest in oral practice.2.3 Project hypothesisIt is hypothesized that learners’interest in oral practice can be enhanced by well-designed oral work.2.4 Project rational2.4.1 Communicative approach in teaching speakingSince 1960’s, Communicative Language Teaching (CLT) has developed into a comprehensive teaching and learning methodology. So in today’s teaching, the goal of CLT is to use language for communicative purposes. To our English teachers English teaching focuses no longer on the mastery of grammar structures and vocabulary, but on a more comprehensive training of communicative competence.2.4.1.1 PPP model“ The PPP proce dure has come in for considerable criticism over the last few years, especially as a model for teacher trainees to follow.” (Harmer, 2003) The procedure of an oral lesson aiming at teaching new language items can be idealized into three stages known as the PPP model. Follow the PPP model, the new language should first be presented to the students in meaningful contexts and make sure they understand what it means and how it used, that is the first stage P resentation; then students P ractice the new language on the following stage; finally students are given the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency. That is the last stage P roduction.2.4.1.2 Communicative speaking activitiesLittlewood (1981) divides communicative speaking activities into two types: functional communication activities and social interaction activities.For beginning language students, Littlewood points out that it is necessary to also include what he calls pre-communicative activities, which are more structural and allow the learner to practice the forms of the language.2.4.1.3 The learners’ roles and responsibilitiesTricia Hedge (2002) pointed out that one of the perspective on learner- centeredness is “ encouraging learners to take on a greater degree of responsibility for their own successful learning, not only by contributing to course or activity design …, but also by continuing their learning outside class, at home, or in self-a ccess facilities.” What is language? I think that Language is the art of speaking. So when you are learning English, you are a person, who is learning by doing it; you are a person, who is working by using it and you are a person, who lives in it. Make English study a part of your daily routine, the same as eating or brushing your teeth. Mere exposure to English will not enable you to speak English. Speaking Englishwill teach you English!2.4.1.4 The role of the teacherI will let the students know that as a teacher in speaking classroom, I’m not just a teacher –the person who just gives you knowledge, I have many roles in one. Jeremy Harmer says, “Within the classroom teacher’s role may change from one activity to another, or from one stage of an activity to another. If we are fluent at making these changes our effectiveness as teachers is greatly enhanced.” (Harmer, 2003) So teacher is playing different roles at different times. In the PPP model, I should have greater control at the presentation stage and often act as a demonstrator. At the practice stage, I am expected to be an organizer, a conductor and a monitor. At the production stage when the situation is more student-directed, I should play the role of a stimulator and a helper. In learner-centered teaching, “that is teaching which makes the learners’ needs and experience central to the educational process.” (Harmer, 2003) So “If (the teacher) is indeed wise, he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind.” (Gibran, 1991)2.4.2 The role of good lesson planning“Lesson planning is an art of combining a number of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within, and react to …” (Harmer, 2003) As for teachers, lesson planning is not optional, it is essential preparation for teaching. It is a matter for the teacher what to teach, and how. (Davies, 2002)A good lesson plan follows the principles of variety, flexibility, learnability, and linkage. (Wang & Cheng, 2000) That means teachers are expected to plan some different types of activities in order to keep students’ interest in learning with high motivation, and never monotonous; and to adopt different methods and techniques rather than to be a slave to one methodology. The lesson plan should be neither too hard nor too easy. Doing things that are beyond or below the students’ coping ability will diminish their motivation (Schumann, 1999). Language learning needs recycling and reinforcement, so the stages and steps should be planned to be linked with one another.Project design3.1 ObjectivesThe objective of this research is to increase students’ interest by better-designed oral work.3.2 SubjectsThe subjects are 45 rural middle sc hool students in Kou Zhuang Middle School in Qian’an.4.3 MaterialsThe materials are based on the Go For It for Grade 9.3.4 Activity Plan4.1 Project ImplementationThe objective of this research is to increase students’ interest by better-designed oral work. The subjects are 45 rural middle school students in Kou Zhuang Middle School in Qian’an. And the materials are based on the Go For It for Grade 9.I designed four activities to be tried out in four weeks .and these activities are reported as follows.Week 1, Activity 1, How do you study for a test?The objective: to stimulate the students’ speaking by talking about the ways to study for a test.I think the topic is in close touch with our real life. So the students must want to share their ways to study for a test.Teaching process:Step 1 Lead in [T:(the teacher says) ; S: (the students say)]T: We have just finished our final exam in Grade 8. Some of us did quite well in theexam.( Call a good student to stand up ) how do you study for a test?S: I study by listening to tapes.Step 2 Presentation( Ask some other students the same question. They may use the following phrases: by working with friends, by making flashcards, by reading the textbook, by asking the teacherfor help and so on)Step 3 PracticeHave the students work in pairs, and practice the conversation.- How do you study for a test?- I study by working with friends.Step 4 GroupworkDivide all the class into six groups, and ask them to work in groups and do a survey, they may use the following conversation.- How do you study for a test?- I study by working with friends.Which way is the most popular way?Which is the most helpful way?Homework: Making a short speech about the best way to study for a testWeek 2, Activity 2, I used to be afraid of the dark.The objective: to stimulate the students’ speaking by talking about the changes in the past few years. I think the topic is in close touch with our real life. So the students must want to share their changes.Teaching process:Step 1 lead inShow the students a picture of Yao Ming, and ask “Who is he?” and “What does he look like?”. The students may answer “He is tall.” Show them a photo of him when he was young. T: He was short when he was young. I can also say he used to be short.Step 2 PresentationShow them some other pictures of some famous person, such as Zhou Jielun, Zhang Shaohan and so on. Ask them to describe the pictures. He used to be tall. She used to have long hair. Step 3 PracticeAsk them to practice the conversation in pairs.- I used to be really quiet.- I know. Now you are very outgoing.Step 4 Do a surveyDivide the students into four groups, what did you use to do when you were younger? What do you do now? Fill in the chart. Then talk with your classmates about how you have changed.Homework: Making a short speech about the changes your parents’ haveWeek 3, Activity 3, Teenagers should be allowed to choose their own clothes.The objective: to stimulate the students’ speaking by talking about what they should do and should not do at school and at home.Teaching process:Step 1 Lead inT: We have many rules in our school. Tell me what are the rules.S: Don’t eat in class…T: What do you think you should be allowed to do in our school? Can you tell me?Ask a good student to answer the question.Step 2 PresentationT: What should you be allowed to do?S: I should be allowed to drive.Have the students work in pairs to practice the conversation.Step 3 GroupworkDivide the students into 4 groups. The students talk to other students in the class and find three people who have to follow these rules. Write their names in the chart.Homework: Making a short speech about the rules at your homeWeek 4 , Activity 4, What would you do?The objective: to stimulate the students’ speaking by talking about what would they do if …。