河北科技大学英语课堂导入环节现状调查与研究-本科生毕业论.docx

运城学院外语系2015届本科生毕业论文A Study on Lead-in Strategies in Hebei University of Science and Technology English Classroom河北科技大学英语课堂导入环节现状调查与研究作 者 费 倩 茹 专 业 英 语 班 级 1102 指导教师（职称） 张 文 君（副 教 授） 论文完成时间 2015年5月20日 运城学院外语系A Study on Lead-in Strategies in Hebei University ofScience and Technology English ClassroomAbstract: Effective teaching has been paid a lot of attention and New English Curriculum Standards requires teachers to have new concepts in mind to make teaching effective in many aspects. Lead-in, as the first step of teaching process, is one of the basic and of the utmost significance step in the English classroom teaching, which is apparently short but cannot be ignored. Lead-in plays an important role in finishing teaching tasks, improving teaching quality and achieving teaching aims. So when designing lead-in, the teacher should use a variety of methods to stimulate students interest and creativity in learning English, so as to improve the teaching efficiency. The curriculum design should focus on students interest, life experiences, and cognitive level. The corresponding activities have been put forward for different types of curriculum. Exploration of the application of Lead-in is particularly important. This thesis discusses the application of Lead-in Strategies in Hebei University of Science and Technology English classroom to improve the English teaching efficiency.This study uses questionnaire to collect data in Hebei University of Science and Technology to know about the current situation of lead-in in college English classroom. This thesis consists of five parts. Part one introduces the background information, significance of the study, structure of the dissertation. Part two elaborates the definition and the function of lead-in as well as the studies on lead-in abroad and home. Part three illustrates research design, which shows the research questions, research subjects, research instruments, and procedure of the research. Part four reveals the results and discussions showing that the teacher should design lead-in with a clear goal, should design the lead in with teaching belief of student-centered” and adopt flexible ways to lead in new materials. Part five concludes major findings, and limitations for present study and suggestions for further study.Key words: lead-in; effective teaching; student-centered teaching河北科技大学英语课堂导入环节现状调查与研究摘 要:随着有效教学的备受关注,新课标要求老师在各方面都要用新观念去提高教学的有效性。导入作为教学步骤的第一步,也是英语课堂教学中最基本,且有巨大意义的步骤之一,导入虽然用时短但却不能被小视。导入在完成教学任务,提高教学质量,完成教学目标方面发挥着重大作用。所以,教师在设计导入环节时应使用多种方法提高学生学习英语的兴趣和创造力,以提高教学的有效性.课程设置应该以学生兴趣、生活经历、认知水平为中心。对不同类型的课程应该设计出与之相应的活动。因此，对导入应用的探究尤为重要。本文探讨了导入在河北科技大学英语课堂的应用情况，从而提高英语教学的有效性。本研究运用了问卷调查在河北科技大学收集数据，探究课堂导入环节在大学英语课堂的应用现状。本文由五个部分组成。第一部分介绍了导入的背景知识、意义和论文结构。第二部分阐述了导入的定义和作用以及国内外关于导入的研究。第三部分阐明了导入在河北科技大学英语课堂应用情况的问卷设计，包括调查问题、调查对象、调查工具和调查步骤。第四部分揭示了调查结果。老师在设计导入环节时应该有明确的目标，并且应以学生为中心，应用多种方法导入新内容。第五部分总结了主要发现和教育学含义以及本次研究的局限性和深入研究的建议。关键词：导入环节；教学的有效性；以学生为中心的教学ContentsAbstractI摘要II1. Introduction11.1 Background Information11.2 Significance of the Study11.3 Structure of the Dissertation22. Literature Review22.1 Definition of Lead in22.2 Function of Lead-in 32.3 Researches on Lead-in Strategies Abroad42.4Researches on Lead-in Strategies at Home.53. Research Design63.1 Research Questions63.2 Subjects63.3 Instruments63.4 Research Procedure74. Results and Discussion74.1 Teachers and Students Awareness of Lead-in74.2 Design of Lead-in in College English Classroom104.3 Application of Lead-in in College English Classroom135. Conclusion195.1 Major Findings205.2 Pedagogical Implications205.3 Limitations for Present Study and Suggestions for Further Study21Appendix A22Appendix B24Reference26Acknowledgement27III1. Introduction 1.1 Background InformationEffective teaching has been paid a lot of attention and New English Curriculum Standards (Trial) (2003) requires teachers to have new concepts in mind to make teaching effective in many aspects (Zhu&Yang, 2010). The curriculum design should focus on students interest, life experiences, and cognitive level. The corresponding activities have been put forward for different types of curriculum. In other words, while the teachers design the lead-in, the teacher should consider how to develop students interest and make students know about their learning objectives. Lead-in, as the first stage of a classroom teaching process, is one of the basic and of the utmost significance stages in the English classroom teaching, which is apparently short but can not be ignored. A teachers suitable lead-in in college English classroom, to some respect, can stimulate students interest in teachers teaching, which further improves teachers teaching effectively.However, many teachers ignore the importance of the lead-in in real teaching. The study on the real situation of the lead-in will help the author to find out the existing problems in lead-in, and enhance the effectiveness of lead-in.1.2 Significance of the StudyAccording to the New Curriculum Criteria, classroom lead-in is quite a momentous stage, which directly has a great influence on the effectiveness of teaching. The previous researchers both at home and abroad have showed great interest in proving the significance of lead-in, but ignore it in actual college English class. Based on this, the author does a research with the primary purpose to reflect the real situation at present, to reveal the existing problems in the teaching process of lead-in and present main methods of lead-in in college English classroom. Based on the analysis and the operation, the writer hopes this research can be helpful for teachers to realize the importance of lead-in, to find out lead-in ways usually employed by teachers, to find the existing problems and to design a successful lead-in thus improving and enhancing the effectiveness of lead-in in college English teaching.1.3 Structure of the DissertationThis research consists of five parts. Part one is the introduction, which briefly talks about the background information, significance of the study, structure of the dissertation. Part two is the section of literature review, which includes the definition of lead-in, the function of lead-in and the studies on lead-in abroad and home. Part three is the part of research design, which shows the research questions, research subjects, research instruments, and procedure of the research. Part four presents the results and discussions. The author discuss it on the following three aspects: the teachers and students awareness on lead-in, the design of lead-in and the application of lead-in. Part five is the conclusion of the study, which includes major findings, pedagogical implications and limitations for present study and suggestions for further study.2. Literature ReviewLead-in, as the first stage of a classroom teaching process, is one of the basic and of the utmost significance stages in the English classroom teaching, which is apparently short but can not be ignored. A large number of researchers have proved the significance of lead-in. However, few researches have been done on the college students English learning. This chapter will talk about the literature review of lead-in based on the definition of lead-in, theoretical rationale of lead-in and researches at home and abroad.2.1 Definition of Lead-inA large number of researchers have ever tried to define the term of lead-in. According to Arends (2000:240), “It is a technique used by teachers at the beginning of a presentation to prepare students to learn and establish a communicative link between the learners and the information about to be presented.” In the opinion of Xu Jianmiao (2010: 43), “Lead-in usually appears between 5 to 10 minutes after class starts, during which can arise students strong desire for learning and cultivate students interest in learning.” A successful lead-in can actively involve and engage students in learning process. Whether lead-in is appropriate will influence the teaching efficiency. In the opinion of Li Ruiling (2008), the definition of lead-in is as follows:Lead, is to “lead the way” or “show the way”. In, is to enter the gate of the study. Therefore, lead-in is the English teacher instructs the students to enter the gate of English study, that is to say the teacher instructs the student to have a clear idea about new content. It is a teaching activity, which lets the student know the teaching content, learning objectives, learning methods, learning expectation, and the need of participation for learners.All the above researchers reach an agreement that lead-in plays a significant role in English teaching. Lead-in is a crucial part of the classroom, which the teachers adopts some methods at the beginning of the class to stimulate students interest and help students to go into the English study as quickly as possible.2.2 Function of Lead-inFor these years, a large number of western researchers have studied on lead-in. In the west, C. Tumey (1975) proposes the function of lead-in in Sydney Micro Skills: gaining attention, arousing motivation, setting up a teaching target, structuring and making links. He thinks that when we start a new lesson, it is very important to arouse students attention; the desire for knowledge is the most realistic and the most active factor in the learning motivation; lead-in needs to set up a study target, make the student keep a good mental state and focus on study meaningfully. The American educational psychologist Robert E. Slavin (2004) pointed out “Teachers should try their best to attract students attention, arouse their interest and provoke their curiosity, creating a relaxing, joyful atmosphere for them to learn new knowledge.”In China, some researchers have also made some studies in this field. Yan Chengli (1999) studied optimized lead-in in the classroom teaching and proposed some principles that the lead-in language design should follow. He also introduced some leading-in methods about optimum classroom teaching. Li Rumi (2000) first considered the lead-in link of the classroom teaching as the art of lead-in. He thought what should be stressed in the art of leading-in was like the first hammer knocking in the students mind or like magnet drawing the attention from the students. He also thought lead-in of different characteristics would produce different teaching functionsOther editors pointed out lead-in means that teachers purposefully and consciously lead students to go into new learning conditions while they start teaching tasks. It is the starting part of classroom teaching. Its purpose is to lead into new lesson, create atmosphere, link old and new knowledge, arouse interest, enlighten student, point out purpose; and cultivate motivation and so on. At the same time, they introduce the classes and design of lead-in in Chinese lessons. Wang Qiang (2004) believed that making the beginning of the lesson a little more interesting and unpredictable can make the students full of expectation to your course as they often discover something different in an English class.2.3 Researches on Lead-in Strategies AbroadSince 1900s, with the development of teaching theories, lead-in is getting further studied. Roger Gower and Steve Walters (1983) studied a variety of methods that should be adopted in classroom teaching when starting the lesson and gave many examples.The first way used to lead in a new lesson is socializing. According to Roger Gower and Steve Walters (1983), “It refers to the teacher has a free talk with students about the topic which the students are so familiar in their daily lives.” For instance, the teacher can lead in a new lesson by using newspapers, holidays, friends and other topics to stimulate students interests, cultivate their creative thinking and guide them into the topic of this lesson. In their opinions, “The teacher should organize students learning activities; make them establish friendly relationships so that students can learn new knowledge naturally in a relaxed and pleasant atmosphere in the classroom.”The second way is leading the students inductively. Roger Gower (1983) states, “It means that focusing students attention in a concise and clear way.” For example, the teacher offers a short task on the board for students so as to make them pay close attention to the new content, accordingly the classroom activities are carried out effectively. Turney C. (1975) and Roger Gower (1983) both emphasized in their researches: a variety of methods should be used at the very beginning of new content of course in order to attract students attention, cause them strong curiosity, arouse their strong interest in the studies, make them get into good mental state, establish relation between old and new knowledge and finally the new lesson is smoothly led in.2.4 Researches on Lead-in Strategies at HomeWestern scholars did some researches on lead-in. At the same time, domestic scholars were similarly interested in this topic and researched from many aspects.The related literature about the lead-in methods, Many learners are described the lead-in method. Zhang Xiaomin (2012) summarized those viewpoints as follows: The first lead-in method is introducing the theme directly. This method is also called the direct lead-in. At the beginning of a class, the teachers directly tell students the learning content and teaching objectives, and then start the teaching activities. The second lead-in method is reviewing the learnt. Its advantage is to bridge up the gap between the known and the unknown. The third lead-in method is asking questions. Teachers, in order to attract the students attention and stimulate their desire of learning, design some questions for students to answer, which leads to the content. The fourth lead-in method is story-telling. Interesting stories can stimulate students desire to learn. Lead-in method of story-telling refers to the behavior that teachers telling some life example or stories (such as scientific discovery, anecdotes, fables, jokes, etc), which are associated with the teaching content to foster students imagination and thinking ability. The fifth lead-in method is introducing the background information. Different countries, different nationalities have different cultural and historical backgrounds. The teacher can introduce relevant background knowledge to the student before present the new materials. The sixth lead-in method is showing pictures related to the subject. Generally speaking, students can be impressed by what they can observe directly. Eye-catching pictures not only can create vivid environment for classroom instructions, but also attract students attention effectively. The seventh lead-in method is providing associated words. The teacher sometimes provides some associated words which can show the theme of a text to stimulate students imagination and provoke their related background knowledge. The eighth lead-in method is playing games. Playing an appropriate game can be creates a meaningful context for students getting familiar with the new knowledge and practicing theirs English. The ninth lead-in method is using multimedia. With the help of multimedia students can learn English more effectively.3. Research Design In order to research the current situation of lead-in in college English classroom, 15 teachers and 100 students were investigated to do the research. This chapter included the research questions, subjects, instruments as well as research procedure. 3.1 Research QuestionsThe research aimed to investigate the current situation of lead-in in college English classroom. Based on this purpose, the research included the following questions: 1) What is the teachers and students awareness of lead-in in college English classroom?2) What should be considered on the design of lead-in in college English classroom?3) What main problems exist in the application of lead-in in college Englishclassroom?3.2 SubjectsThe participants were 15 English teachers and 100 students in Hebei University of Science and Technology in Shi Jiazhuang. The 15 English teachers were the 100 students English teachers. The students were freshmen or sophomores who were selected corresponding to their teachers and all of them were non-English majors. They had been learning English for 8 or 9 years, so it was expected to get adequate and reliable data.3.3 InstrumentsIn this research, the main instrument was the questionnaire. In order to collect accurate and reliable data to strengthen the researchs accuracy and reliability, Li Ruilings questionnaire was consulted in their research. There are two questionnaires. One is for the teachers(Appendix), the other is for students (Appendix ). Both the teachers and students questionnaires can be divided into 3 aspects. The first aspect was the teachers and students awareness on lead-in, which include item 1 and 2. The second aspect is the design of lead-in, which include the arrangement of lead-in time item3,4,5 and the consideration of student-centered item6,7, and 8. The third aspect is the application of lead-in, which includes the function of lead-in item 9,10,11,12,13,14,15,16,17 and the method of lead-in item18, 19 and 20. 3.4 Research ProcedureThe students 100 questionnaires were handed down on March 30, 2015, and gave them an explanation about the purpose of the questionnaire. Most of them have finished in ten minutes and they are told