英语专业毕业论文-Oral English training and teaching Learners′Oral Practice.doc

电视大学“人才培养模式改革和开放教育试点”英语专业毕业论文论文题目：oral english training and teaching learnersoral practice 分校工作站:_ 教 学 班:_ _姓 名:_ _学 号:_ 指导教师 :_ _完成时间 ： 甘肃广播电视大学“人才培养模式改革和开放教育试点”计算机应用专业毕业设计（论文）成绩评定表教学点： 班级代号： 学生姓名： 学号： 指导教师评语及评分调查资料与数据可靠，统计处理得当，与资料分析结果相符；论文写作重点突出，结构规范，层次清晰，语言流畅，无错别字。答辩有一定的思路；陈述内容基本符合答辩组的要求；陈述内容与论文基本吻合；陈述具一定的科学性、抓住了重点、有一定的逻辑性、基本符合事实；由此反映对论文题目有一定的研究；答辩态度较好。初评成绩：62签 字（盖章） 年 月 日答辩小组评价意见及评分该学员在答辩过程中能紧扣答辩组提出的问题回答，思路清晰，语言流畅同意评为72.签 字（盖章） 2010 年 12 月 5 日分校、工作站毕业设计领导小组意见签 字（盖章） 年 月 日省电大集中实践环节指导委员会审核意见签 字（盖章） 年 月 日project title oral english training and teaching learnersoral practice investigator gansu tv university submitted on december 20th 2010 in fulfillment of the course practical project designacknowledgment1 am mostly grateful to my supervisions professor chang jiangang ，without his support and patience，this project would not ever have got off the ground.1 am also grateful to my colleagues he lila ，yi hua for their time spent on brainstorming and panel discussions with me .no amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.last but not at last ，big thanks to my friends without whose support，i would not have self confidence to finish this project.abstractit presents a detailed report of the project implemented to solve the problem that i spend a lot of time opening my students、mouth to practice spoken english. it is hypothesized that the students oral english & spoken english or communication can be improved by varied practice techniques . this hypothesis is verified by a three-week classroom teaching of varied practical methods and techniques.among the methods of scientific investigation used are analytic method cause ，analysis .interview and brainstormingkey words :spoken english communication practicemain heading of the project report1. introduction2. summary of the preliminary research2.1 problem2.1 problem analysis 2.3 project objective2.4 project hypothesis2.5 possible solutions3.implementation of the solutions3.1 improve full-developed abilities3.2 revise the teaching syllabus :highly think of the oral english3.3tryt to create context of situation3.4 make good user of emotional factors3.5 vary the material4. oral practice design5. date analysis6. problems unsolved7. conclusion8. referencea. the timetable of the projectb. the methods of the problem analysisc. the teaching notesd. questionnaire after the implementation1. introductioni have been teaching for nearly 3 years in gu dui he middle school of tong wei .my students are in junion1.ln my teaching i have found many problems needs to be solved and many situations needed to be changed .now i will finish my study in gan su tv university .1 hope i can solve the problems that have troubled me for a long time through my action research so that i can apply my knowledge and theory into practice ，which i leaned from tv university2. summary of the preliminary research2.1 problemthe problem i have in my teaching was that most of my students did not like to open their mouth to speak english .for example ，some of them did not answer my questions in english and do pair work ，even more to read aloud in or after class.2.2 problems analysisi think the above problems are really serious problems .if such situation goes on ，that will be worse and worse .my preliminary research shows that there were five aspects that cause the students not to open their mouth to read or speak english in english language study .through think about it i found that the main reason lied in the problems and in suff丁cience in the oral english teaching.2.2.1 analytic methodwhen i realized this situation ，1 felt down to find the real reason why the students could not open their mouth to speak english .firstly ，1 wanted to get the responses from my students .secondly，1 also anglicized some objective reasons in clouding the aspects of teachers and teaching materials.2.2.2 cause analysisin this situation ，1 asked myself a serious of questions and tried to provide some answers tomy questions.for the students ，i designed a cause exploration procedure like for offering help allowing .in one class ，after we learned the dialogue about offering help， accepting help，1 asked my students to make up a similar dialogue using the phrases we had learned ，they just should do it in oral with their partners. however ，i found just only two groups make dialogue face to face while other 60 more students wrote in their exercise books. when i asked several groups to act their dialogues in fount of our class ，they could not do that but handed their writing to me .that was not my hope .1 made another introduction about this task .as a result ，there were not any big changes. why? why my students did not make an oral dialogue?in this situation ，i really began to think about serious problem.first of all，i asked myself a serious of questions and tried to provide some answers to them:questions answersis the introduction clear to my students? maybedo they like this kind of practice? maybecan they finish this task done? perhaps yetdo they feel the task interesting? maybedo they think the task important? perhaps notdo they think the task necessary? maybe do they like this topic? maybe do they have difficulties in doing the task? maybe 2.2.3 questionnaire survey since most of my students did not do the oral practice 1 asked them to do in the class.1 designed a questionnaire(see appendix a) to find out why it should be so l intended to get more detailed more exact opinions through the questionnaire .and intended to make it as scientific as possible .at first asked five students who were of different english levels to tryout the questionnaire. then 1 modified some of my items .after that 1 handed out the questionnaire to my students and gave them fifteen minutes to finish it .aii of them ，forty-eight students ，handed in their questionnaire which were left anonymous.i also made an investigation in this respect to know more about the real situation. for this purpose，designed another research procedure like the follows :i asked my students to retell the procedure of making newspaper after learning lesson j 4(go for it 3a).and they were required to write a draft. i emphasized retell and told them how to do the task in oral .but 1 got the following feedback:only six students could write a short passage to describe the procedure of making newspapers， but they could not read out aloud before their classmates .and the other rest of the students did nothing about my task.seeing this ，1 asked the students two questions. one was why some had done the oral tasks. the students who did the oral task like this kind of practice ;it could improve their spoken english and their performing ability .the students who did not complete the oral task said that spoken english was not important or necessary as much as other three skills of english learning. the rest other students said that they could not finish this task alone because they have much difficulties in doing the task .on the other hand ，some students believed that the english teacher might not ask each students to read or perform the oral task. so they need not practice after class .1 was very pity when 1 hearing these. the results show that less 20% of the students could open their mouth tospeak english and finish the oral tasks are asked by teacher .however ，more than 80% of the students english language becomes mute-english.what kind of language is it? and what phenomenon is like this?since most of students did not do oral practice i asked them to do . i designed a questionnaire (see appendix a) to find out why it should be sowhen all the students handed in their questionnaires ，i made some statistical evalution and j was clear why my students did not intend to do oral practicefirstly ，most students thought that the oral english was not important in the test.secondly， they would like to do written practice because nobody would laugh at them when they made any mistakes.thirdly， they had many difficulties in doing the oral practice and it was very boring and tired .fourthly， they could not find any things to practice in oral english because they always feel that their english was too poor.fifthly，the teacher could not enhance the students interest in doing oral practice2.2.4 brainstorming activationwhen i was engaged in the problem analysis ，i consulted my these supervisor professor chang jiangang and often talked to my classmates， such as cheng kaihong and zhang ling etc. about all the problems i met in my teaching. they gave me a lot of advice and help so that i pondered the problems more deeply and carefully.after a long problems analysis， i determined to launch a project to overcome this problem.2.3 prejective objectivemy research objective is to encourage the students to open their mouth to speak english.2.4 project hypothesisit is hypothesized that the students spoken english skill can be increased byvaried teaching techniques， some changes of teachers and students view. 2. 5 possible solutionsafter learnd about reasons， i have provided some possible sollutions as follows: 2. 5. 1 make good emotional factors2.5.2 pay more attention to the training of oral skill by revising the syllabusand adding some formal oral test.2.5.3 try to create more and proper context of situation. 2.5.4 improve teacher full-developed abilities. cordially，2.5.5 vary the students reading materials to enhance my students interest indoing oral practice.3. full-scalled implementation of the solutions. 3this part of study was conducted during july 20-july 23，2009my students were in grade two . for each week i was scheduled to do the follows:3.1 improved full developed abilities.i realized that english was becoming more and more important and english teacher had to face more and several challenges . each one had to improve his or her continuously to be qualified and met the demand of society by doing further study， reviewing teachers training learning from others strong points to offer their weakness and so on .a good english teacher should have fluent languages， exactpronunciation， beautiful intonation， and moderate in speaking english. at the same time he or she must have abundant language knowledge like linguist ，be good at teaching like educator， be skilled in have many good virtues to influence students to be a successful man .3.2 revise the syllabus: think highly of the oral englishoral english training should be paid attention by revising the syllabus and adding some formal oral test . and oral english skills training should be coherent ， systematical， and scientific . according to critical period hypothesis， children period is the golden period of acquiring language. their tongues are flexile and they are free of mother tongue accent .so they speak like native speakers . also this is the most efficient way to avoid developing mute-english . also training oral english of children can help cultivate result with half efforts.3.3 try to create contest of situationas we all know the best for teaching language is to convey information and let students learn the language naturally. it emphasizes that language acquisition is an unconscious process and comes from people s informal communication.language is a kind of tool to communicate， to serve the society. so i try to create more and proper context of situation both in the class and out of class for my students .let them know how to use language appropriately and freely .in the classroom teaching， i always spend about 5-10 minutes before beginning the lesson on news， story telling， discussion ，role play， songs， tongue-twister and so on to arouse their interest and encourage them to use english correctly .also test book can be used to practice oral english， etc. after learning travel， i had debate on traveling ，let students act some plays such as the library ， how to plant trees etc. questions and answers about some familiar topics .act as interviewers and interviewee， such as asking for help ， talking about the weather . this can consolidate the context of text and at the same time develop oral skill. after class， in order to involve each student in an english speaking atmosphere， our english group hold english speech contest and sometimes i show the students some english programs ，film ， vcd etc. to my students . i provide some english magazines， novels ，newspapers for them to read. in a word， one can enjoy english at any time and any place: try to make the students involve themselves in these situations and cherish every chance to practice english.3.4 make good use of emotional factors in the course of growth， pupils are not mature phychologically， and their feelings are very frail. so i decided to arouse their feelings and restrain their inactive feelings. i always pass my kindness， encouragement， trust， and respect to the students by means of words ， expressoins and action so that i can arouse the interest of my students. try to create a relaxing teaching and learning atmosphere for them so that the students have a happy mood and dare to speak english .at the same time， i use the way of praising or encouraging more， though their oral english is really not perfect ，help them to experience success， and reinforce the studentsself-confidence， then they have the strong desire to express themselves in english .3.5 provide variety of materialsin order to make our students could do oral english better， i improved them with a lot of materials for reference. students are always curious. they are strong desire o seeking knowledge and novety ， they hope to express what their interested in ， but they can only speak a little english .so they are not satisfied with the materials supplied only from texts. to solve the problem， i selected those materials that they were close to real-life and could interest the students ，and provide them with a lot of related words， topics and model dialogues. the materials are very useful for helping the students to expend their trains of thought and learn more. i found with such help they could make up very good dialogues and they could speak english more smoothly freely and confidence than before. and more students would like to speak as well. 4.0ral practice designmy hypothesis is that learners and teachers can think highly of the oral english and be anxious to open the mouth to speak in simple and interesting english . moreover， my new assignment activities should have a real purpose to practice.i designed four activities to try out in four weeks， and these activities are reported as follows:week 1 activity 1 performing the model dialogue.purpose :this activity was designed for my students in order to influence my students to open their mouths gradually to communicate face to face.instruction: in each classroom teaching of the week， i shared five to eight minutes to perform the dialogue prepared by me before each class with the individual excellent students in frount of the whole class.precedure : before each class i prepared a dialogue we should learn in the class. sometimes it was about asking the way ， seeing the doctor ， visiting an interesting place and so on . during the performance the whole class was asked two to try to get the general idea of the dialogue and then they would answer me some questions or they were asked to try to change the dialogue to the classmates sometimes in the groups ，one person said one sentence . and the other students could help them if necessary. after that i could repeat the dialogue with the whole class let most of the students open their mouths to practice oral speaking .week 2 activity 2 under the seathis activity is based as in go for it， book 2b，unite 6 under the sea 5purpose :to practice their oral english abilityinstruction :at first i asked the students how felt the topic like. when i found most of them liked to talk about it . i asked them to comment some harm for our health. then i let them discuss in small group.procedure: when i finished teaching the lesson， i asked the students to work in groups of four and answer some questions in turns， then reported their opinions to the rest of the class ，using the objective clauses as the sentences object and predictive， and i gave them some necessary advice or help .at last they were asked to divide into four groups to prepare the discussion . each of group must have one student who was the best to tell the students that the beautiful world under the sea. of course， some of them can tell us more additional knowledge.week 3 activity 3 christmas daythis activity is based on in go for it， book 2b unite 8 purpose :to practice how to describe a festivalinstruction: i got the students to draw a simple picture to show how western people spend their christmas season ，