注此范文仍有可能存在不足之處,僅供參考!

1、注：此范文仍有可能存在不足之處，僅供參考！Enhance Students 'Interest in OralEnglishSubmitted by XXXXXXStudent ID number XXXXXXXXXXSupervised by XXXXXXA paper submitted in fulfillment of the requirements of the degree of Bachelor in ArtInstitute of Online EducationBeijing Foreign Studies UniversityFebruary , 2005Ackn

2、owledgementI am mostly grateful to my supervisor Associate Professor Jin Li without whose support and patience this project would not even have got off the ground.I am also grateful to my colleagues Fu Jianguo,Wu Kui for their spending timeon brainstorming and panel discussions with me.No amount of

3、thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.Last but not the least, big thanks go to my wife and family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually fi

4、nishing this project.論文中文摘要 (中文 )興趣是學(xué)習(xí)任何知識(shí)的一個(gè)重要的前提條件。學(xué)習(xí)英語(yǔ)口語(yǔ)也是如此。然而，筆者通過(guò)對(duì) 22名中學(xué)生的問(wèn)卷調(diào)查發(fā)現(xiàn)， 有些中學(xué)生對(duì)口語(yǔ)學(xué)習(xí)并不感興趣。 通過(guò)分析， 筆者發(fā)現(xiàn)問(wèn)題主要 是出在教學(xué)者的“教學(xué)設(shè)計(jì)”上，主要問(wèn)題有： 1. 沒(méi)有讓學(xué)生明確口語(yǔ)學(xué)習(xí)的目的； 2. 沒(méi)有幫學(xué) 生理清口語(yǔ)學(xué)習(xí)與發(fā)展其它英語(yǔ)學(xué)習(xí)技能的關(guān)系； 3. 沒(méi)有設(shè)計(jì)出一套切實(shí)可行的教學(xué)方案。依據(jù) 有關(guān)的英語(yǔ)教學(xué)理論，筆者剖析了以往的口語(yǔ)教學(xué)活動(dòng)，提出了通過(guò)改善教學(xué)設(shè)計(jì)來(lái)增加學(xué)生對(duì) 口語(yǔ)的學(xué)習(xí)興趣。 為此，筆者設(shè)計(jì)并實(shí)施了為期 4 周的， 以 “PPP”( Pres

5、entation, Practice, Production) 為理論模式，以“ information -gap ac tivity ”為主要形式的實(shí)驗(yàn)性教學(xué)，并取得 了令人鼓舞的結(jié)果：參加教學(xué)實(shí)驗(yàn)的多數(shù)同學(xué)都開始喜歡口語(yǔ)學(xué)習(xí)了。通過(guò)對(duì)比兩次問(wèn)卷調(diào)查的 結(jié)果發(fā)現(xiàn)，喜歡口語(yǔ)訓(xùn)練的學(xué)生的比例由 44.5% 提高到了 70.1%，說(shuō)明研究結(jié)果基本達(dá)到了預(yù)期 目的。 通過(guò)本項(xiàng)目的研究和實(shí)施， 可以提高學(xué)生對(duì)口語(yǔ)學(xué)習(xí)重要性的認(rèn)識(shí)， 明確口語(yǔ)學(xué)習(xí)的目的， 掌握口語(yǔ)學(xué)習(xí)的具體方法， 特別是嘗試解決長(zhǎng)期困擾許多中學(xué)生的所謂“口語(yǔ)訓(xùn)練與以語(yǔ)法及結(jié) 構(gòu)為中心的考試的矛盾”，從而糾正“口語(yǔ)訓(xùn)練對(duì)這類考試幫助不大”

6、的認(rèn)識(shí)上的偏差。筆者希 望 本次項(xiàng)目研究可以為受類似教學(xué)問(wèn)題困擾的中學(xué)教師提供一些有價(jià)值的幫助，使其抓住口語(yǔ) 教學(xué)的實(shí)質(zhì)，科學(xué)地設(shè)計(jì)口語(yǔ)教學(xué)，有效地組織課堂口語(yǔ)活動(dòng)從而激發(fā)學(xué)生的口語(yǔ)學(xué)習(xí)興趣，切 實(shí)提高中學(xué)生的英語(yǔ)口語(yǔ)能力。AbstractThis project is about how to enhance the students' interest in doing oral practice. Interestthe best teacher. Students can be motivated by their interest that is also one of th

7、e important elements to ensure the success of oral teachingB. ut in my teaching, I've found that somestudents are not interested in oral practice. So a questionnaire survey was done, the results of which shows that how I used to teach is mainly responsible for students'lack of interest in or

8、al practice. I failed to give the students a clear goal of speaking; I offered little help to the students about the relationship between speaking and the development for the other English learning skills; Above all, I did not have well-designed oral-teaching plan and the oral work was not quite int

9、eresting. To change the situation, I decided to carry out a 4-week research on 22 middle school students with a hypothesis that learners' interest inoral practice will be greatly increased by better oral work design. During the research PPP model was adopted with information-gap activity as the

10、main type of task. By comparing the results of pre-project questionnaire and post-project questionnaire, it is found that most of my students started to like oral practice, which is really encouraging. Apparently, the results are consistent with my initial hypothesis, becausethe percentage of the st

11、udents who are interested in doing oral practice is increased from 44.5% to 70.1%. Therefore, teachers can make better oral work design that can really improve students a'bility of speaking in English.Table of ContentsPagesI. Introduction11. Introduction of the Project12. Literature Review1II .

12、Problem identification and analysis21. Problem identification22. Problem analysis22.1 Summary of the problems2.2 Methods of analysis3. Results of problem analysis4III . Project objective and hypothesis41. Project objective42. Project hypothesis4IV. Project rationale41. The purpose and importance of

13、teaching speaking in English course42. Communicative approach in teaching speaking42.1 PPP model2.2 Communicative speaking activities2.3 The learners ' roles and responsibilities2.4 The role of the teacher3. Successful elements of speaking class64. The role of good lesson planning7V. Project res

14、earch71. Research design 71.1 Objectives1.2 Subjects1.3 Material1.4 Researching tools1.5 Researching methods2. Researching procedure 82.1 Before the research: Problem identified with the first questionnaire2.2 During the research: Implementation of the research2.3 After the research: Data collection

15、 and analysisVI. Results and Discussion111. Summarized data analysis in relation to project hypothesis112. Unsolved problem12VII . Conclusion13References15Appendix16-40I. I ntroduct ion1. Backgrou ndThree years ago, I have started my own English training school- “ Dream Crazy EnglishTraining Cen ter

16、” , and I have bee n teach the school. I n my teach in g, I' ve found someproblems, especially the problem that some of my students are not interested in speaking En glish. I've told them time and aga in the importa nee of oral En glish and urged them to take an active part in oral work. How

17、ever, their interest in speaking English does not seem to be enhanced. Since taking the English courses in Beiwaionline, I hope I can find solutions to the problem that has troubled me for some time through action research so thatI can apply what I have lear ned into practice. Hopefully, the prese n

18、t situati on in teachi ng oral En glish can be improved and my stude nts can also ben efit from the project.2. Literature ReviewThe purpose for learning English in China has changed in recent years due to the openDoor Policy. In the past, everyday com muni cati on was not the main goal becauseo ne d

19、idn ' t need to listen and speak in English. So the GrammTranslation Method started to getting more and more popular from 1700' s, 1800 ' s in Europe. It is the one which has beeused in the foreign Ianguage leaching for the Iongest time. It has some advantages which are well known, such

20、as to improve the lear ning efect through stude nts' comprehe nsion tothe grammar rules, etc. But the deficiency of it is apparent. For example, it ignores the oralteaching, etc. ( Li , 1983)“ The big breakaway from the Gramma-Translation Method in schools in the west came with the founding of t

21、he Europea n Commu nity 1957 as a react ion to the divisio ns caused by the Seco nd World War.” (Gu, 1998) A FurKNotian al Approach emerged in 1960' s.It is more effective to train stude nts' ability of speak ing. First it points tliseaa nguagekind of tool for com muni cat ing , the main pur

22、pose of teachi ng is to improve stude nts ' ability of using the Ianguage.( Wilkings, 1974) . At the same time, Communicative Lan guage Teach ing (CLT) has developed into a comprehe nsive teachi ng and lear ningmethodology. The goal of the two methods is still communicate.In the 1990s, the PPP p

23、rocedure came out, which stands fPresentation,Practice, and Product ion. In this module, the teacher i ntroduces a situati on which con textualizes the Ian gue to be taught. (Harmer ,2003) And this is the main theory whish my project based on.II. Problem identification and analysis1. Problem ide nti

24、ficati onIn my speaking class, the students usually read and recite the texts or key sentences. Because I used to believe that if they could recite the key sentence patter ns, they can express themselves in English. But to my disappointment, I ' ve found although they have recited many key sente

25、n ces, andean eve n in terpret these key senten ces betwee n En glish and Chinese, they could hardly express their own ideas. So when I give them some topics and ask them to talk about them, they donseem to be interested.2. Problem an alysis2.1 Summary of the problemsIn my teaching, the problem iden

26、tified was really a serious one. My preliminary research con firmed that there were three mai n reas ons that acco un ted for stude ntack of in terest in oral class. Firstly, some stude nts were afraid of being laughed by others because of their poor pronun ciati on and performa nee. Secon dly, some

27、 stude nts wan ted to say, but they didn ' t know how tget start and what to say. Thirdly, somestudents particularly thosewho did not do well in the traditional grammar-oriented written exam lacked self-c on fide nce in oral work. They thought that the oral class was only the show ing- time for

28、the “topstudents ”Qurthly, some students didn 'th ink 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 mak

29、ing an analysis of the problems.2.2.Methods of an alysis (see Appe ndix A)2.2.1 The an alytic methodMy problem is: Some of my students are not interested in oral practice. Through thean alytic method an alysis, I made a cha in of reflect ions about“ others ” and “ my colleagstudents ” compared with

30、“ some of ” and “ my students ” . The result showed that they are as the same. So I noticed the poor oral work design was the main reason the problem.2.2.2 Socratic dialoguesThe Socratic dialogues was used to an alyze one of my big trouble-makers : I hardly help my students to express in English. As

31、 the result, “the purpose of speaking I gave my students was not much ctar ” was the main reason.2.2.3 Cause an alysis: (see Appe ndix A)I did the Cause Analysis on both“ teacher ' s side ” and“ students ' side ” . I anamain reas ons of stude nts not being in terested in oral practice. I rec

32、og ni zed 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 encouragementto the “l(fā)owstudents with low marks on the “grammaexamsT to grow con fide nee; try t

33、o desig n some oral activities to improve the stude nts ability on thegrammar exam .2.2.4 Questi onn aire survey:I desig ned one questio nn aire and distributed to my stude nts before con duct ing the research and required that they finish it within 20 minutes. All of them, 22 students, returined th

34、eir 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 practice was important and that about 80.5% of the students thought oral practice was quite n ecessary for their future developme

35、 nt, which in dicated that the stude nts have bee n fully awarded of the importanee and necessity of oral practice. But they might encounter difficulties, such as the Ianguage level is higher than the students so, they lost their con fide nee and in terest.3. Results of problem an alysis:After makin

36、g the above an alysis, I ' e/got the result that in adequate teachi ng desig n is mai nly resp on sible for stude nts lack of in terest in oral practice. So in my future teach in g, I will try to improve my oral work design through adding some items to improve the stude nts ' pronun ciati on

37、, giving them more en courageme nt and more detailed in struct ions for their speak ing topic, etc.III. Project objective and hypothesis1. Project objectiveThe project objective is to enhance lear ner' in terest in oral practice.2. Project hypothesisIt is hypothesized that learners interest in o

38、ral practice can be enhanced by well-desig ned oral work.IV. Project ratio nal1. The purpose and importa nee of teach ing speak ing in En glish course“ Speak ing is the skill that the stude nts wlilbe judged upon most in real-life situati ons.It is an important part of everyday interaction and most

39、often the first impression of a person is based on his/her ability to speak fluently and comprehensibly. ” (WOng Cheng , 2000) So as a teacher, I would like to give speaking the purpose of com muni cati on, maki ng it as close to real-life as possible. It is my resp on sibility to help stude nts to

40、improve the ability of speak ing in En glish both in classroom and in the real world outside the classroom.2. Commu ni cative approach in teachi ng speak ingSince I960' sCommunicative Language Teaching (CLT) has developed into acomprehensive teaching and learning methodology. So in today' s

41、teafhing, the goalCLT is to use Ian guage for com muni cative purposes. To our En glish teachers En glish teachi ng focuses no Ion ger on the mastery of grammar structures and vocabulary, but on a more comprehe nsive training of com muni cative compete nee.2.1 PPP model“ The PPP procedure hacome in

42、for co nsiderable criticism over the last few years, especially as a model for teacher trainees to follow. (Harmer, 2003)”he procedure of an oral less on aimi ng at teachi ng new Ian guage items can be idealized into three stages known as the PPP model. Follow the PPP model, the new Ianguage should

43、first be prese nted to the stude nts in meanin gful con texts and make sure they un dersta nd what it means and how it used, that is the first stage Presentation; then studentsPractice the new Ian guage on the followi ng stage; fin ally stude nts are give n the opport unity to integrate the new Iang

44、uage items with the old through activities that give free and extensive expression aimed at developing fluency. That is the last stageoduction.2.2 Communi cative speak ing activitiesLittlewood (1981) divides com muni cative speak ing activities into two types: fun cti onal com muni cati on activitie

45、s and social in teract ion activities. For beg inning Ian guage students, Littlewood points out that it is necessary to also include what he calls pre-com muni cative activities, which are more structural and allow the learner to practice the forms of the Ian guage.2.3 The lear ners' roles and r

46、esp on sibilitiesTricia Hedge (2002) poin ted out that one of the perspective on lear ner- cen tered ness is“encouraging learners to take on a greater degree of responsibility for their own successful lear ning, not only by con tributi ng to course or activity desig n，bcontinuing their lear ning out

47、side class, at home, or in self-access facilities. What is Ian guage? I think that Lan guage is the art of speak ing. So whe n you are lear ning En glish, you are a pers on, who is lear ning by doing it; you are a pers on, who is work ing by using it and you are a person, who lives in it. Make Engli

48、sh study a part of your daily routine, the same as eati ng or brush ing your teeth. Mere exposure to En glish will not en able you to speak En glish. Speak ing En glish will teach you En glish! 2.4The role of the teacherI will let the students know that as a teacher in speaking classroom, I' mno

49、t just a teacher -the pers on who just gives you kno wledge, I have many roles in one. Jeremy Harmer says, “Withinthe classroom teachers role may change from one activity to ano ther, or from one stage of an activity to ano ther. If we are flue nt at mak ing these cha nges our effective ness as teac

50、hers is greatly enhan ced.2003) So (Hacherisplay ing differe nt roles at differe nt times. In the PPP model, I should have greater con trol at the prese ntati on stage and ofte n act as a dem on strator. At the practice stage, I am expected to be an orga ni zer, a con ductor and a mon itor. At the p

51、roduct ion stage whe n the situation is more student-directed, I should play the role of a stimulator and a helper. In learner-centerei teaching, “thatis teaching which makes the learners needs and experience central to the educational process. (Harmer, 2003) So “l(fā)f(the teacher) is in deed wise, he

52、does not bid you en ter the house of his wisdom, but rather leads you to the threshold of your own mind.”，199ibTa n3. Successful eleme nts of speak ing classA successful speak ing class shows the follow ing characteristics:1) Your students talk a lot in English.“In successful speaking tasks, the stu

53、dents talklot in the foreign Ianguage. 1996) (Ur,2) The students ' participation is even.“ Whether the task takes place among the whoclass or in a small groups, a successful task should encourage speaking from asmany different students as possible.1996” (Ur,3) The students ' motivation is hi

54、gh.“ Research has shownrthatomotofahemost importa nt variables in successful la nguage lear ning. Teachers can do a lot to in crease and maintain the motivati on of stude nts by the types of tasks that they orga nize in class.1'996)r,4) The Ianguage use should be an acceptale level. “In a succes

55、sful speaking task, theIanguage is at the right level. The task must be designed so that students cancomplete the task successfully with the Ian guage that they have. (Ur, 1996)4. The role of good less on pla nning“ Less on pla nnjgi is an art of comb ining a nu mber of differe nt eleme nts into a c

56、ohere ntwhole so that a less on has an ide ntity which stude nts can recog ni ze, work with in, andreact to ” (Harmer, 2003) As for teaches, less on pla nning is not opti on al, it is esse ntial preparatio n for teachi ng. It is a matter for the teacher what to teach, and how.(Davies, 2002)A good le

57、ss on pla n follows the prin ciples of variety, flexibility, learnability, and lin kage.(Wang & Cheng, 2000) That means teachers are expected to pla n some differe nt types ofactivities in order to keep stude nts' in terest in lear ning with high motivatio n, and n evermonotono us; and to ad

58、opt differe nt methods and tech niq ues rather tha n to be a slave to one methodology. The less on pla n should be n either too hard nor too easy. Doing things that are beyond or below the students cbping ability will diminish their motivation(Schuma nn, 1999). Lan guage lear ning n eeds recycli ng

59、and rein forceme nt, so the stages and steps should be planned to be linked with one another.V. Project research1. Research desig n1.1 ObjectivesThe objective of this research is to in crease stude nts interest by better-desig ned oralwork.1.2 SubjectsThe subjects are 22 high-school students in No. 2 Middle School in Tuoketuo county,who are in their early 20' s