湖南广播电视大学英语专业毕业论文-贺海燕.doc

湖南广播电视大学 英语 专业本科毕业论文（设计）题 目： Developing my rural students capacity on spoken English 学 号： 1143001206339 姓 名： 贺海燕 分 校： 邵阳电大 教 学 点： 绥宁进校 指导教师： 湖南广播电视大学教务处制AcknowledgmentI am mostly grateful to my supervisor Mr. Tang Yingming, without whose support and patience, this project would even have got off the ground.I am also grateful to Ms. Lan, , who is in charge of our class, enthusiastically supports me to practice my project and spent much time on brainstorming and panel discussions with me.No amount of thanks will be adequate for my students without whose willing co-operation in my project implementation it would have remained on paper. AbstractIt shows a detailed report of the project implemented to solve the problem that I found in my teaching process that is how to arouse my rural pupils interests in spoken English learning and how to develop spoken English capacity in rural school. Most of them usually failed expressing in English freely in spite of a lot of practice. It is hypothesized that if lesson plans and speaking activities are better designed, then the pupils interests in English speaking will be increased accordingly. The hypothesis is partly verified by a three week classroom teaching of varied oral communication.Among the methods of scientific investigation used are analytic methods, cause analysis, questionnaire survey.Contents1. Introduction 2. Summary of the Preliminary Research2.1 Problem Identification2.2 Problem Analysis2.2.1 Analytic method 2.2.2 Cause Analysis2.2.3 Questionnaire Survey2.2.4 Brainstorming activation3. Project design3.1 Subject3.2 Project Objective3.3 Project Hypothesis3.4 Project Rationale3.5 Activity design3.6 Activities 3.7 Possible solution4. Full-Scaled Implementation of the Solutions5. Data Analysis6. Project Evaluation7. Problem Unsolved8. ConclusionReferencesAppendixes:Appendix Post-trial questionnaireDeveloping my rural students capacity on spoken English1. IntroductionI have been teaching English for many years in rural schools. Now all the time, Im puzzled by this teaching problem: Why cant my pupils speak English freely? Why dont they like English just like Chinese? I think some students, especially the top ones, would rather give answers in class to impress me than exchange opinions with their peers. And some weak students lack confidence in voicing their own opinions. They are afraid of making mistakes and being laughed at by their peers. Still others are accustomed to the traditional pattern of teaching and learning, that is I teach while they either listen passively or repeat what is said verbatim. As a result, they feel uncomfortably when they are asked to communicate and express themselves in pairs. The pupils personality may have some influence as well. Those exhibiting introvert features, for example, may dislike pair work. I hope I can solve the problems that have troubled me for a long time through the action research so that I can use my knowledge and theory into my teaching.Key words: develop, capacity, rural, countryside, spoken English,.2. Summary of the Preliminary Research The part of my research was planned during Sept3, 2011-Sept24, 20112.1 Problem IdentificationAs an English teacher, during my teaching process, Ive found that the problem is that most students cant speak English correctly and fluently. They can not express themselves freely. It was identified through many years teaching experience. My preliminary research confirmed that there were eight main reasons that accounted for this problem. Thats the problem I hope I can solve in my project by using the knowledge and theory into practice.My urgent need is to find the answer to my problem, thus I will solve the problem to teach them to speak effectively. In my teaching, the problem was identified a really serious one. There must be something wrong in the activities I designed in my class. First maybe I focus our pupils attention only on verbal communication and ignore non-verbal communication.Second some pupils vocabulary was small, they had not plenty of knowledge of grammar necessary for learning spoken English, hence they had more difficulties in speaking English.Third, I had high expectation for my students, though they were just English learning beginners.Fourth, the content of the textbook was limited, and they are not motivated, especially they are in the countryside. Fifth, maybe they do not like pair work and discussion.Sixth, some top pupils often laughed at the others who cant pronounce clearly in class.Seventh, their parents couldnt guide their children at home, and their parents do not know English at all.Eighth maybe my teaching methods were very old, so my pupils were not interested in speaking.2.2.Problem analysis The following is my analysis on these problems from different aspects:2.2.1 Analytic methodThe problem has been troubling me for a long time. I consulted my friends and some colleagues about the problem of spoken English. They gave me many valuable suggestions.As to some aspects, we came to agreements, there are three parts can be considered improving: first, in speaking activities in my class, I always focused more on reading rather than communicating. I worried more about using correct language than how to manage or organizing the communication, among the pupils, communication techniques are also important. My teaching approaches are too simple, sometimes, I adopted flexible teaching method to raise the pupils interests according to different teaching means, motivate their initiative, organize them in pairs and groups, develop them discussing and helping each other. Through many changeable practical homework, I think I can overcome this problem. A. The teachers sideIn fact I am an English teacher with many experiences. From my teaching experiences, I found I didnt spend much time to arouse my pupils interests. In oral class, I didnt prepare many suitable materials and good activities for my pupils. Sometimes in order to save time, I often lead them to read first, neglecting variety of activities. I usually arranged them to read the dialogue mechanically after the tape recorder or showed transparency directly. In that way, the pupils learned English mechanically without any creation. I paid more attentions to get my pupils to win good marks. So my pupils thought my oral English wasnt important, marks were very important.B. The students sideI would like the pupils to feel that learning is an endeavor and not a competitive one. They should come to realize that they can learn from each other and help each other especially in speaking as it is not a skill they can practice on their own. Have them known the team spirit is very important. C. The classroom and school facility Maybe Shenzhens schools are well equipped better than other provinces. I became very lazy because I often used the computer instead of playing games and other means. In the classroom, the desks and chairs are fixed and it is difficult to get the pupils into cooperate with each other. Its very hard for a teacher to take good care for every pupil.D. Language environment The pupils face to their mother tongue everyday; they can only practice their English in class. Most parents cant speak in English. They think everything in Chinese not in English. In the rural area, no English is heard everywhere. And my students are shy to open their mouth to speak English.2.2.3 Questionnaire Survey Since most of my pupils did not like to speak English in class, I designed a questionnaire for my pupils. According to daily questions, I designed three main questions to find out the problems in my oral class, especially for primary pupils. They are too young to understand its importance. They like simple questions just like “do you like” I chose all pupils of different levels to finish my survey. After class the pupils gave me their answers.The results of the questionnaires are presented in this table. Table 1itemPercentageinterests 18%activities 39%difficulties 43%From this data I found a lot of pupils like classroom activities, 43% of pupils felt English is very difficult, only 18% of pupils are interested in English.I examined my problem scientifically to see if it is reasonable. We discussed the problem with my tutor. In the meanwhile, I worked out the timetable of my project.2.2.4 Brainstorming activationWhen I was engaged in the problem analysis, I often consulted my thesis supervisor Mr. Tang and frequently talked to my classmates about all the problems I encountered. They gave me a lot of instruction and suggestions so that I considered the problem more completely and thoroughly. I also turned to the internet for more and more materials.3. Project design3.1 SubjectIn this thesis, I want to make a comprehensive study on how to improve spoken English ability of students in Chinese rural areas, which will be my personal teaching experience in spoken English teaching. I propose a new model for spoken English teaching and some useful methods to teach spoken English. He also supplies some other factors which are helpful to spoken English teaching. According to my study, all the factors are improved to be effective.3.2 Project ObjectiveThis project is aimed to enhance the pupils interesting in spoken English and finally achieves their oral ability.3.3 Project HypothesisIt is hypothesized that if I create a good language environment and speaking activities are better designed, then the pupils interest in English speaking will be increased accordingly.3.4 Project Rationale Activity theory provides a framework to analyze what learners do in interaction with an aim to understand their goals through action and motives through activity. It analyzes system in activity from the broad perspective of the larger social system through the eyes of the member or participants co-constructing the activity. The activity practitioner must then simultaneously focus on the activity system (learner or learners) they study through tasks and what transpires around that activity system.3.5 Activity designI designed three activities to be tried out in three weeks so as to test the hypothesis. These activities are designed as the followed table: Week Time ContentWeek 19.3-9.8 Junior Book one Unit oneWeek 29.10-9.15 Junior Book one Unit twoWeek 39.17-9.22 Junior Book one Unit threeAt the same time, I made measures to make up for students lacks in basic knowledge. I have made the same steps with my weekly activities.3.6 Activities 3.6.1 Week 1. Activity 1. This activity is based on Junior Book One Unit one. Good morning3.6.2. Week 2. Activity 2. This activity is based on Junior Book One Unit two. Whats this in English?3.6.3 Week 3. Activity 3 This activity is based on Junior Book One Unit three. What color is it?3.7 Possible solution3.7.1. The importance of pair work and group workGroup work and pair work are very important in class. It is helpful for communicating. Each group was composed of the pupils of different levels so that top pupils could help those who had lag behind. Each group was made up of the pupils of different personalities in order to effect by each other.3.7.2. The role of the teacher in oral English teachingI find myself playing different roles for different stages at class. I 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 monitor. At the production when the situation is more pupil-directed, the teacher plays the role of a stimulator and helper. The role of a corrector is carried out throughout these three stages, but the timing, the way and the focus may be different at each stage.I encourage them to be more actively involved in the lesson and encourage them to express their opinions in English as often as they can. As a teacher, I neednt correct the pupils mistakes immediately, peer group consult, check and help each other.3.7.3. The role of the pupils in oral English teachingIn my class I put pupils-centered. Id like them to feel that leaning English is very happy. If they want to learn it better, they must open their mouths and practice many times. Therefore, in class they should take part in activities. They must cultivate good habits in listening and speaking. They can learn from each other and help each other. So the pupils must practice in real situation such as at home besides in class. The teacher and colleagues, their parents must help them as possible as they can.3.7.4. The role of the materials in oral English teachingGive them some prepared materials, such as pictures, cards, transparency, investigation paper and speaking exercises. This has obvious advantages: I try to prepare some material for pupils practicing spoken English, make sure that they are very close to the pupils daily life and study, even some hot topics the pupils are interested in.4. Full-scaled Implementation of the solutionsMy hypothesis is that if class activities are better designed, then the pupils interest in speaking will be increased accordingly, moreover, the pupils expecting aim for English speaking can be achieved.This part of my study was conducted during Sept.3-Sept.22. 2011I chose Junior English book one Unit1-3. New oral activities and new tasks were designed with the aims of providing pupils with a chance of speaking English clearly and freely. In my class there are fifty pupils. Since it is a large class, I must use control exercises, besides this, I may use half control and no control exercises. Especially last one is my goal.The following is the teaching approach I will apply into my class teaching.1) In learning new knowledge I may choose control and half control activities. I can monitor all class. So they can read clearly at the beginning. They are confident to speak English first.2) Encourage my pupils all the time. Phrasing education is very important to language learners.3) Arrange many kinds of pair work and group work, its helpful for the pupils.A. Control exercises This part emphasizes imitating and memorizing.1) Imitate reading-There are two ways: read a book or dont read a book.2) Reading-Its rule is to train intonation and speak clearly. And its the basis of oral skill. Its the tie of pronunciation, shape, and meaning. I can choose all class, group work, pair work and single.3) Substitution exercises-mechanical changing, use different kinds of words and phrases to change the same part in original sentence.B. Half control exercises1) Meaning substitution exercises- It needs the response to understand.2) Ask and answer- Answer according to the facts while looking at the pictures, objects and actions; or answer the dialogue and text.3） Look and say- I can use a group of pictures . It circulates the given topic, so you can enlarge the vocabulary.4) Retell the text- I guide the pupils to recall the dialogue and text. Dont memorize blindly. I can give the pictures, draft, key words and outlines. C. No control exercisesIt can imitate the real life. It doesnt focus on the specific language program (the simple present tense, wh -questions). In order to express their ideas, learner can use all kinds of language form. Information gap is the most important exercise. The procedure of practicing is to fill in and understand.1) Role play - Pair work or group work. I can give the real situation and role play.2) Crossing information gap - Its between two pupils. Everyone gets a piece of information that they dont know each other. They get the facts through communicating. Its materials are the forms of daily life or two different pictures. Its demands is to fill in or find the same and different of two pictures.3) Playing games - Its very usual form of out activities. The pupils in junior school like playing games very much. It can motivate them in class.4) Daily report - Everyone reports daily life just like weather, clothes, food etc as possible as they can. It is a good way to express own ideas.D. Oral Activities In my project, I have many activities to be tried out in three weeks. And these activities are presented as follows.Week 1 Activity 1 Good morningThis activity is based on Junior English Book One Unit oneA Look and sayPurpose: learn new words such as go to school etc Practice how to say the simple present tense to talk about habitual actionsVisual aids: Cards，tape and recorder, transparencyInstruction: integrated control, half control and no control activities in classStep 1: Warm upGreet to each other.Step 2: Presentation1) Bring in simple props like toy food and plates, a school bag, a lunch box.2) (Books closed.) Mime sleeping, then an alarm ringing. Pretend to wake up and say Im getting up. Write the words get up on the board.3) Continue the mime with the props for have breakfast, go to school, have lunch, go home, do homework, have dinner, go to bed. Write the phrases on the board.4) Now mime the actions and ask: What am I doing? Get the pupils to answer: You areing5) Show Transparency. Play the cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.Step 3: Practice1. (Books open.)