湖南广播电视大学英语专业毕业论文 于丽萍.doc

湖南广播电视大学 英语 专业本科毕业论文（设计）题 目：Encouragement arouses the students interest in English learning学 号： 1143001206336 姓 名： 于丽萍 分 校： 邵阳电大 教 学 点： 绥宁进校 指导教师： 唐英明 湖南广播电视大学教务处制AcknowledgmentI am especially grateful to my supervisor Mr. Tang Ying, who carefully revised my paper and suggested how to do it.Ms. Lan, who is in charge of our class, enthusiastically supports me to practice my project. Many thanks are given to my pupils, who actively participate in the project implementation.AbstractConsidering the situation that most of my students lost their interest in English learning and the analysis of the reason which leads to the present situation, I have taken some measures to improve their interest in the learning in many respects .I think the key to the problem is English teaching. So I tried my best to give my students more encouragement and more praising and at the same time, I try to make my lesson more interesting. That was proved an effective teaching method to arouse my students interest in English learning.Main Headings of the Project Report1. Introduction2.Summary of the preliminary research42.1 Problem42. 2 Problem analysis42.2.1 Analytic methods42.2.2Cause analysis42.2.3 Questionnaire survey 52.2.4 Brainstorming activation53. Project design 53.1 Subject 53.2 Project objective63.3Project hypothesis 63.4Possible solutions 63.5Project rationale 93.6 Activity design 93.7 Activities93.7.1 Week 1. Activity 193.7.2 Week 2. Activity 2103.7.3 Week 3. Activity 3103.7.4 Week 4. Activity 4104. Full-scaled implementation of the solutions114.1114.2114.3114.4 124.5 125. Project evaluation 12 5.1 Data from the tests 12 5.2 The questionnaire analysis 136. Project findings and discussions156.1 Achievements 156.2 Problem unsolved 157.Conclusion 15Appendix I: Questionnaire for problem analysis16 AppendixII:Test papers16Appendix III: Post-trial questionnaire 17Encouragement arouses the students interest in English learning1. Introduction We all know English is very important and widely used in the world, and we all are aware of the importance and necessity in English learning. It is true that interest is a positive factor in English learning. Pupils interest in English learning should be developed at the beginning of their English study, for their interest in English learning may make it possible for them to learn English well in their middle school, even in their college or universities. How to greatly arouse the students interest in English learning, I think the teachers encouragement is the most import factor. Therefore, this paper focuses on more encouragement and more parsing, which arouses and cultivates students interest when teaching English. This paper discusses the teachers encouragement in English teaching, the students interest in English learning, and their relationship. It also discuses the definition of the interest-based tasks and the principles to design interest-based tasks, and then demonstrated its application in primary school English teaching. Key words: encouragement, praising, interest, English learning.2: Summary of the Preliminary Research2.1 ProblemThe problem that I have found in my teaching is that a large number of the students are not interested in English and lose their confidence of learning English. They are afraid of learning English and do not like me, the English teacher.2.2 Problem analysisMy preliminary research provides three main reasons. Firstly some students study English only for exams. They simply remember while they dont understand at all in class. They dont regard English as a communicable tool as usual. Secondly, some students have difficulty in learning English. They dont know grammar or how to learn it. Thirdly some students are afraid to be asked by teacher if they make mistakes. They are terrified to ask teachers for help .So they get quiet and little by little they not only lost interest in English but also lost confidence of themselves. The Problem has troubled me for a long time. Now I make up my mind to find a solution to the problem.In my research, I use three methods of analysis2. 2. 1 Analytic methodI have found a lot of questions through careful analysis: for example, I found a large number of my students dislike English. Other students feel unconfident of themselves .I wonder why. If a few students dislike English, the problem may be caused by my students themselves .If most of my students dislike English, myself cause the problem not by my students. Maybe my classes are boring and the students feel sleepy. Maybe I myself am serious in class, on the other hand, my students have no confidence of learning English well .I may less praise my students and gave them less encouragement while more criticize them. In order to know much more about this problem, I designed a cause exploration procedure like the following.2. 2. 2 Cause analyses:Questions Answerl Are you interested in English ? Nol Should I give you more encouragement? Yesl Is it because my class is boring? Maybel Does I always criticize you when you make mistakes? YesThe answer is very surprising, some of the students dislike English because of me .I decide to change myself from now on not only from appearance to character. Someone said: “If you want students to like the subject, first you should let them like yourself.” I believe it.2.2.3 Questionnaire surveyI made a pilot investigation in order to know clearly the situation. For this reason, I designed a questionnaire (See Appendix I) to find out the true causes of the problem which are not easily observed. I intended to get more detailed and more exact opinions from all students in Class 5 and Class 6 through the questionnaire. I distributed the questionnaire to my students and gave them ten minuets to fill it out. All the students returned their questionnaires. The return rare is 100%. When all these data was collected, I made some statistical evaluation. The results shows that over 95%of the students thought they dislike English and English is boring and they also indicate some reasons why the students do not like English.1. 75% of the students think they lack of interest in English.2. 88% of the students think the teacher encourages them less.3. 89% of the students think they are eager for praising not criticizing.4. 90% of the students think English is too difficult.Finishing all cause analysis, I made up my mind to solve the above problems.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 SubjectMy students are junior middle school students. Before the implantation the students in the two classes are at the same level in English. Class 5 was defined as target groups and equivalent Class 6 control group. The implementation of the project takes four weeks. In each week both groups are required to learn one unit with the requirements of the book. However for the target group(Class 5), newly teaching methods will be used to learn the new unit, while everything remains the same with the control group(Class6). Both groups are asked to do a test after the implementation of the project. The results obtained from the comparison should reveal whether the students in the target group(Class 5) could get higher grades than those in control group(Class 84) after the implementation of the project.3.2Project objectiveMy research objective is to improve my students interest and encourage them to set up their self-confidence.3.3 project hypothesisIt is hypothesis that my students interest of learning English is improved by my more encouragement and more praising.3.4Possible solutionHere are some possible solutions:3. 4.1 Have lessons with a smile in class and make friends with students after class. Give them motherly care and help not only in study but also in life.3.4.2 Believing in studentsBefore you communicate with somebody, you must keep in mind that he or she is believable. Then you can communicate with him or her smoothly. So does the classroom communication.Let the students be the center of the class. In the traditional English class, even all the traditional classes, teachers are believed to be the center of the center of the class. In the class, only can we see the teacher talking and talking and students listening and listening. How can they have chance to practice? Little chance can they have! Though they sometimes can answer the teachers questions, but that just mean little. So in the class, let the students be the center, be the shining point. Affective encouragement can be useful at this time. Try lots of ways to let students be the center. At least, each of them can have chance to speak. This is what the new plan of teaching requirements. Let students be the center of the class. In this occasion, the students can be encouraged to be proud of their speaking. Teacher is not the center but them! How could they feel? Of course, confident and be encouraged to show and do the practice themselves.3.4.3 Give them chances practice like reading aloud the text, poem; let them act out the dialogues if possible. Guess the riddles and so on.3.4.4 More praise and less criticize. The teacher often uses some politely sentences such as :You are very great、clever. Thank you very much.3.4.5 An encouragement when they feel downIn the classroom, a teacher always play a very important role when he or she is having a class, students always look forward to the teachers praise and encouragement, especially when they feel down because of the failure of an exam or the difficulty in learning.There is an example which shows the importance of an encouragement in the classroom.One day, a student in the class put up her hand and told the teacher that her desk mate was crying because of her difficulty in learning English. She thought she is not the one who can learn English well and she wants to give up. Now all of us know the emergent need for encouragement for that little crying girl. By the way, much encouragement will be given to the girl in and after the class.Just like a students writing in his dairy: in the class, when I feel down because of some thing or even when I am good, I am still looking forward to my teachers encouragement no matter it is a glance of doing well or a smile. Sometimes, I even do not want to study because I can not get any praise or encouragement when I am in the classroom having class. I feel like an idiot. In this kind of occasion, what shall we teachers do? In a word, it is an encouragement.In many cases, the students really need teachers encouragement. Then, they will have confidence in the class.3. 4.6 Tell them the importance of English.English is used as a working language it is becoming more and more important. In the 2000s, computers are more and more popular .You must learn English well if you want to master computers. English is also a bridge to so much knowledge. It was widely used in the world. The more English you learn, the more easily you will find work in the future.3.4. 7 Make English classes more interesting and lovelyIn order to attract students attention, I make full use of body language in class. It works out fine. English teaching is a key part of the school education. With the English teaching methods reform, not only I organize the teaching process in English so that they may realize the Communicated English. But also the students are also required to use English in class. However, the students in the middle school cant speak very well; neither can they understand why they should use different tones in different time or situation; their vocabulary and expressive ability are limited too. These limitations made it difficult to realize the Communicated English in the classes. According to the students present level and practical situation, body language is required. For example, the students can easily understand it if I look at (or points to) some two students. Then, I point to the blackboard. The students will carry out the order without obstacle even if they dont hear the key words blackboard clearly. Furthermore, I usually have to explain some language points, and at this time, they have to differentiate the classroom expressions and the examples. For example, I can stretch my arms slowly when I say, She is in a very big room; I can open my eyes widely with mouth opened when I say, She is so beautiful a lady. As a result, the students will have such an impression: She is very beautiful indeed; a teacher who imitates the crying or the movement of the animals under the premise of teaching order will surely achieve a better effect. This action will usually give the students a deep impression. From the above we can learn, the use of body language in English teaching is necessary and practical. In the English teaching in middle schools, body language is frequently used to improve the teaching effect and the students ability.3.4.8 Praising students Actually, in the English class, students have lots of question and barriers, they often are afraid to speak or to show themselves, praising can be a good way to encourage them.3.4.9Taking care of your studentsThis is the first and basic one when using affective encouragement. Just like the situation when you want to get along well with your neighbor or roommates, you may try to know him or her first. Taking care of the students, when you want to be a good teacher, especially an oral English teacher, we should take care of the students physical condition and mental condition.3.5 Project rationaleThe affective factor in the foreign language acquisition means the aspect of emotion and feeling, the development relates to the factor of personality and the feeling of oneself. The affective factor includes motivation, opinion, self-respecting, confidence, anxiety and so on. The affective encouragement is a kind of method that teachers use in his or her teaching process to stimulate students activity in heightening the efficiency of teaching by using the affective factor.A German educator once said: the art of teaching lies in stimulating, waking up and encouraging. Teachers thrill, attention, hopes will all turn into the motivation of learning for students. 3.6 Activity designI designed four activities to be tried out in four weeks so as to test the hypothesis. These activities are designed as the followed table: Week Time ContentWeek 19.1-9.5 Junior Book one Unit oneWeek 29.8-9.13 Junior Book one Unit oneWeek 39.16-9.21 Junior Book one Unit twoWeek 49.23-9.28 Junior Book one Unit twoAt 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.3.7 Activities 3.7.1 Week 1. Activity 1. This activity is based on Junior Book One Unit one.Purpose: According to the text materials, ask the students some questions, the teacher use the Encouragement Method to arouse the students interest.Instructions: Students should be excited and inspiring in the class and try their best to answer the questions.Procedure: When asking the questions, the teacher must be smiling, and no matter how the students answer, right or wrong, the teacher must praise them or encourage them. Try to make the students full of confidence.3.7.2. Week 2. Activity 2. This activity is based on Junior Book One Unit one. Purpose: After learning the text, ask the students to do some simple reading exercises. The teacher uses encouragement in order to arouse the students interests, but also heighten their confidence of learning English. Instructions: Students should read some simple reading materials and finish the exercises.Procedure: No matter the students get a high or low marks, the teacher try to encourage the students to do better and get higher marks next time and smile to every students.3.7.3 Week 3. Activity 3 This activity is based on Junior Book One Unit two.Purpose: Ask the students to do some listening exercises according to the text and encourage them to improve their listening ability.Instructions: The students should finish the simple listening exercises and be full of confidence.Procedure: First, tell the students some listening skills, and then ask them to do the listening exercises, try to encourage the students to improve their listening ability. Try to make them feel they really can do.3.7.4 Week 4 Activity 4 This activity is based on Junior Book One Unit two. Purpose: After students have learned this unit, the teacher gives students chances to use the expressions to make up dialogues or dramas. 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