电大英语本科论文.doc

中央广播电视大学人才培养模式改革和开放教育试点英语专业本科（教育方向）集中实践环节 英语课堂教学行为研究项目设计鉴定表 姓 名 梁仓林 学 号 1062001204757 级 别 10级春 分 校 武威分校 指 导 老 师 贺正全 完 成 时 间 2012.11.12 是否申请学位 否 甘肃电大开放教育 2010 级（春）英语专业（本科）英语课堂教学行为研究项目设计报告分校： 武威分校 班级代号： 106201001012002 姓名梁仓林性别女年龄25学号1062001204757教学班英语本科班年级10春工作单位凉州区新华学区工作性质事业工龄4职务教师项目计划设计时间12周指导教师贺正全一、选题How to Teach the English vocabulary better二、选题的目的、意义和必要性It is well- known that most of students do not remember the words .They think it is very difficult and boring to remember the words .Therefore ,We have to improve the studentsvocabulary. Its a difficulty for every English teacher how to teach the words more better.三、主要研究方法 1、The analytic method 2、Cause analysis 3、Questionnaire 4、Brainstorming四、设计过程1、Find out the problem 2、Problem analysis3、Project design 4、Project implementation5、Project report五、研究结果 The project implementation has proved my hypothesis to be right.The studentinterests are improved. All of them start to like learning English one by one.They also find more effectively methods to learn the words.甘肃电大开放教育 10 级（春）英语专业（本科）英语课堂教学行为研究项目设计教师指导记录与成绩评定表分校： 武威分校 班级代号：106201001012002 姓名：梁仓林 学号： 1062001204757 指导教师指导意见第一次 时间、内容、评分2012年10月20日，项目启动阶段，指导学生对英语课堂教学行为研究项目设计进行指导，指出课堂教学行为研究项目设计的不足之处，并提出修改意见。评分：78分。学生签字：_梁仓林_教师签字：_贺正全_第二次 时间、内容、评分2012年10月25日，问题分析阶段。学生能够针对问题，运用多种方法分析问题，问题分析较透彻。评分75分。学生签字：_梁仓林_教师签字：_贺正全_第三次 时间、内容、评分2012年11月1日，方案设计、项目实施阶段。在教师的指导下，能够提出问题的假说，根据假说设计验证方案，并进行实施，实施过程完整，查阅资料比较全面。评分：70分。学生签字：_梁仓林_教师签字：_贺正全第四次 时间、内容、评分2012年11月10日，项目评估、项目报告阶段。能根据所收集的资料、数据对项目的实施过程及结果进行评估。能按照要求撰写项目报告，环节完整，语言表达较准确，格式符合要求。评分：70分。学生签字：_梁仓林_教师签字：_贺正全_指导教师总评语总体上来讲该生的英语课堂教学行为研究项目设计完成的较好，在整个完成的过程中能够认真听取指导老师的意见，深入调查研究，认真查阅相关的资料，能够认真撰写研究报告，所写的研究报告内容详细，可操作性很强，整个环节完成较好。初评成绩70设计过程成绩45报告成绩25指导教师签字贺正全时间2011.11.20答辩成绩70综合成绩70答辩组成员签名梁忠 田迎春 贺正全 2012 年 12 月 2日 分校集中实践环节教学指导小组意见成绩评定审阅核准意见 同意负责人签字_贺正全_(系公章)2012年 12 月 5 日省校集中实践环节教学领导小组意见成绩评定审阅核准意见：负责人签字_(系公章) 年 月 日说明：1.答辩小组应填写评价意见，小组成员均应签名（盖章）。答辩小组不应少于3人。 2.由分校自行复制。甘肃电大开放教育 10 级（春）英语专业（本科）英语课堂教学行为研究项目设计答辩记录表分校： 武威分校 班级代号： 106201001012002 姓名： 梁仓林 学号 ：1062001204757 答辩主持人贺正全答辩小组成员 贺正全、田迎春、梁忠秘 书 徐永生答辩日期 2012年12月2学生自述情况：My project title is “How to teach the English vocabulary better”！ Vocabulary is an important component of foreign language. Vocabulary memorial strategies used by advanced lerrners have been widely studied for many years in china. But research about how junior middle school students use memorial strategies is little.It is very common to hear complaints from junior middle school students that they often forget the meaning and spelling of the new words .This thesis intends to investigate the effective vocabulary memorial strategies.At the same time,they can help teachers to improve their vocabulary teaching methods 答辩教师提问学生回答情况1、Why do you design this title ？Because a lot of students in junior middle school feel it is too hard to memorize English words, and often forget the words quickly. Teachers always implement class activities in a hurry, therefore, teachers often ask students to recite English words as homework after class, after some time, the students feel bored to learn English.2、How do you organize students in Class?I can use pair work ,groupwork ,personal work to Organize the students3.What problems still exist when your project has been finished? 1. Students dont still think that vocabulary is much more important.2. Students dont still remember English words.3. Students dont still spend too much time on recite words.答辩小组意见及成绩评定 该生能根据所收集的资料、数据对项目的实施过程及结果进行答辩。能按照要求撰写项目报告，环节完整，语言表达较准确，对论文内容比较熟悉，成绩合格。成绩 70 签字： 田迎春、梁忠 贺正全 2012年 12月5 日说明：此表由分校自行复制Project title :How to teach the English vocabulary betterInvestigator :Liang canglingGansu Radio &Television UniversityWuwei BranchSubmitted on 12th November,2012In fulfillment of the coursePractical Project DesignAcknowledgement:First of all,I am mostly grateful to my supervisor Mr. He zhengquanwithout whose support and patience this project would not even have got off the ground.I am also grateful to my colleagues Zhao xuLin、Li ZhongMei and Gong Yun for their time spent on brainstorming and panel discussions with me.No amounts 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 the least; big thanks go to my parents who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.AbstractVocabulary is an important component of foreign language. Vocabulary memorial strategies used by advanced lerrners have been widely studied for many years in china. But research about how junior middle school students use memorial strategies is little.It is very common to hear complaints from junior middle school students that they often forget the meaning and spelling of the new words .This thesis intends to investigate the effective vocabulary memorial strategies.At the same time,they can help teachers to improve their vocabulary teaching methods.The subjects of this study are 60 MaLian school students from XinHua County. Methodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey, and brainstorming activation.Key words: Vocabulary 、Method、Interest、AbilityMain Heading of the Project Report1. Introduction2. Summary of the Preliminary Research2.1 Problem identification2.2 Project objective2.3 Project hypothesis 3. Project Rationale 4. Vocabulary Memorial Methods Designed for Activity 5. Data Analysis 6. Conclusion 7References a.Questionnaire on Vocabulary Practice b.The Timetable of the Project c.Teaching Notes d.Teaching Diaries e. Students Handouts f.Audio-Recording1IntroductionI am an English teacher in MaLian primary school.It located in a small county Xinhua.My students are peasants children . Many research articles on English vocabulary memorization have been published. Most of the experimental studies focused on advanced students and university students, but memorial strategies for junior middle school students are rare. A lot of students in junior middle school feel it is too hard to memorize English words, and often forget the words quickly. Teachers always implement class activities in a hurry, therefore, teachers often ask students to recite English words as homework after class, after some time, the students feel bored to learn English. As a result, many students give up English learning. It is necessary to study how to help students develop their vocabulary memorial strategies to help them access to English words.As one of the three elements (phonology, grammar and vocabulary) of a language, vocabulary is fundamental to the development of foreign language learning. Without grammar, little can be conveyed; without vocabulary nothing can be conveyed. Vocabulary plays an important role in language communication. How to help junior middle school students in china to learn English words effectively and efficiently has been an issue which the junior middle school English teachers are concerned about. To learn English well, the students need to learn how to memorize the vocabulary. Many students have difficulties in English vocabulary memorization, and they always complain that they could not memorize the words they have learned. Teachers have to help the students to remember English vocabulary more effectively. The research intended to explore how to help students memorize vocabulary more effectively and English vocabulary memorial strategies they used. The investigation of the use of vocabulary memorial strategies is important in terms of improving vocabulary teaching and learning in junior middle school. It is hoped that the study will help students to grasp vocabulary memorial strategies and memorize English vocabulary more effectively; and help teachers to make more effective teaching methods to motivate the students to learn English as well. 2. Summary of the preliminary research 2.1 problems Identification The problem that I have of my teaching is that the accounted .For students reluctance to English vocabulary memorization in class. Firstly: Although the teacher deals with problems through marginal and comments and footnotes. The students are rather passive. Some students are scared of English vocabulary .They are afraid of making the same mistakes and being laughed at by their teacher and other students.Secondly: Some students had some difficulties in a very simple conversation. Because they could not speak the key words by themselves, they often use a lot of wrong words or language during their conversation. Some common problems appeared many times, but the students often ignore these problems. They hope that their teacher and the classmates help them and give them faiths. Thirdly: The help of their teacher and classmates is delayed by the heavy teaching-loads sometimes. Without their help , they are probably missed the key words. His limited knowledge of English prevents him from gaining understanding.2.2 Project objective My objective is to help the students smooth away some difficulties inEnglish vocabulary memorization and to improve learners skill in memorizing English vocabulary. 2.3 Project hypothesis My hypothesis is that learners skill in listening can be improvedby the pair response help-correction techniques. 3. Project Rationale There are more and more researches on language learning methods since late 1960s. People come up with a lot of research about people whose mother tongue is English use English vocabulary memorial strategies. By then, more attention was paid to how to memorize English vocabulary and other foreign language vocabulary memorial strategies. For example, Joan Rubin (1987) and Rebecca Oxford (1990) had the opinion that memorial strategies belong to the cognitive strategies. Omalley and Chamot (2001) and Wenden and Rubin (1987) in their academic studies proposed the training methods of vocabulary memorial strategies. Such as keyword strategy and word chain strategy. The other researchers focused on the repetition of vocabulary memorial strategies and relating of vocabulary. Those researches proved that memory skills are helpful tools of learning vocabulary and contributed to how we understand and memorize vocabulary.The research for vocabulary memorial strategies started in the middle of 1980s. Although the researches started lately, the researches developed very quickly and the content became more and more widely, deeper and deeper. It turned out to be that vocabulary memorial strategies play an important role in peoples cognitive activities. Articles and works from Chinese authors on discussing vocabulary memorial methods mostly talk about experience (Wu Qianguang, 1982) or introduction of foreign theories (Zhao Wei, 1995), while research was rare. In 1992, Pu Yuan investigated the three components influencing the effect of English vocabulary memorization, which intends to learning methods. Gu Yongqi (1994) researched the vocabulary learning methods completely. Wang Wenyus (1998) research concerned the relation between vocabulary learning strategies and test performance. However, the subjects of the research were university students (Wu Xia and Wang Qiang, 1998;Wang Wenyu, 1998).It has become an issue not being resolved so far that how to improve the current situation of junior middle school English vocabulary teaching and help students to grasp effective vocabulary memorial methods and memorize English vocabulary more effectively. This study tries to investigate the methods used Yu Cai Middle School students from Shan Dan County and probe into the results of their vocabulary memorial methods. For many years, the English teaching in junior middle school is on thestage of simply teaching the words and the meaning of the words because of the influence of traditional English teaching. The students vocabulary memorial method is still recitation. They feel that learning English is boring and show no interest in it. They also feel that English words are too hard to remember and too easy to forget. It is difficult to widen vocabulary size that affects listening, speaking, reading and writing abilities.There are two typical problems when students learn English vocabulary. First of all, the students memorize words quickly and forget words quickly. With the influence of mother tongue Chinese, it is still difficult for students to use the words spelling rules, pronunciation rules and word-building rules to grasp word and its meaning. So many students spend plenty of time in memorizing vocabulary but the result is not satisfied. The students can still not use those learned words efficiently and they remember words vaguely. Secondly Students grasp simple vocabulary memorial methods. The students always memorize words mechanically because of the limited condition and the lack of memorial strategies. Among the one hundred students, forty percent of them enjoy learning English. They believe English is interesting, they could learn some new things and sing English songs. The other students did not like English, and they felt bored to learn it. Compared with other subjects, English is harder to learn. Most of the students had difficulties in memorizing English words. Some of them had trouble in spelling English words and others in pronunciation. Sometimes they tend to be confused about some words which had similar spelling. It is hard to speak and remember the English words because they are quite different from Chinese characters. Most of the students use repetition memorial strategy. And they only knew to use one memorial strategies, such as repetition, imaging, Chinese pin yin and grouping. The results show that the students only used limited memorial strategies. It is obvious that the students have a lot of difficulties in memorizing English words.4. Vocabulary Memorial Methods Designed for ActivityI have designed five activates to be tried out in three weeks.Week1:Activity1. Reciting the Words MechanicallyThis activity is based as in Junior English for Grade Eight student Book 3, unit1Purpose: Let the students know the mechanical memory defects Instructions: Let students recite the vocabulary in unit 1, and then have a check in classProcedures: Before reciting, the teacher asks students to look at the vocabulary, Then the teacher says: today, we are going to learn some new words contained in the context. We should pay attention to some homophones and homonyms. Homophones are some words with different meanings, which are pronounced in the same way but are spelt differently. Example: “sun” and “son”, “fifteen” and “fifty” are homophones. Homonyms are some words, which have the same sound and usually the same spelling as another, though different in meaning or origin. After that, let them read and repeat the new words .For students: You are going to learn the vocabulary in unit 1,but their spelling is different. You should read by your heart. They could read their words in pairs and ask easy questions about the weather, the date, invitation, offering help, making telephone calls. Then use the key words to retell the report in pairs.Activity 2: Using Repetition Purpose: to use repetition to reinforce memorization.Instructions: Let students master more words with limited time by repeating them Procedures: Let student open the bookon page 101, then tell them we are going to learn the vocabulary in unit 2. there are a lot of vocabulary in this unit.Now, please read them after the tape. After that, the teacher read and the students repeat again, then the students read the new vocabulary togetherFor students: You are given three times to repeat the new vocabulary,Im sure you can read them by yourselves, now please recite the new vocabulary as possible as you can. Week 2:Activity3: Focusing on the Spelling and Pronunciation of WordsPurpose: to help the students find an effective way to memorize the vocabulary. The aim of the students studying the spelling or pronunciation of a word is to facilitate recalling.Instructions: before the class, ask the students to get all the vocabulary that are difficult for them to memorize in the four units, then tell them we are going to have a check about them. Now, please repeat them after the tape. When you read the vocabulary, you must spell them according to the syllable. After that, the teacher ask the students to remember them according to the syllable for 20 minutes, then the teacher have a check. Procedures: The teacher reminds students have a high frequency of the use of memorial strategies focusing on the target words spelling or pronunciation also shows that vocabulary memorial strategies can be trained. For students: you are going to listen and repeat the vocabulary again. You have grasped some basic spelling rules. Next I will guide you to grasp the relationship between the sound and form of words, which will undoubtedly help you memorize words in an effective way