大学英语教学课堂导入环节调查研究

1、 学校代码：10200研究生学号：200820820 分 类 号：g423 密级：无硕士学位论文a study on “lead-in” in college english teaching大学英语教学课堂导入环节调查研究作者：张萃萃 指导教师：狄艳华 副教授 学科专业：课程与教学论研究方向：课程论学位类型：学历硕士 东北师范大学学位评定委员会2010年5月独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得东北师范大学或其他教育机构的学位或证书而使用过的

2、材料。对本人的研究做出重要贡献的个人和集体，均已在文中作了明确的说明。本声明的法律结果由本人承担。学位论文作者签名： 日期：学位论文版权使用授权书本学位论文作者完全了解东北师范大学有关保留、使用学位论文的规定，即：东北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权东北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书）学位论文作者签名： 指导教师签名：日 期： 日期：学位论文作者毕业后去向：工作单位： 电话： 通讯地址： 邮编： abstract

3、the study is designed to study the current situation of lead-in in college english teaching and then tries to give some suggestions to the college efl teachers. “well begun is half done.” lead-in part is not only the first part of english teaching, but also the first impression that an english teach

4、er leaves students. a successful lead-in part of english teaching can reach purposes which teachers and students hope for: arousing the students attention, triggering the students interests, initiating the students intentions, enlightening the students thoughts in english. it is also the foundation

5、for students to learn new contents smoothly. successful lead-in can not only make teachers and students get into circumstances of english teaching in a better state, improve students english and also enhance the efficiency of english teaching. in order to know lead-in of english teaching well in col

6、leges, try to find out the crux of the problems and take effective measures, the paper makes a research and analysis to teachers and students in ten classes from grade one to grade three in school of foreign language, northeast normal university by using the methods of interview, classroom observati

7、on and questionnaire. the thesis observed the class of intensive reading in college english courses, because it emphasis on listening, speaking, reading and writing skills, it is the training of students comprehensive skill. thus intensive reading is more representative than other types of classes.

8、teacher and students questionnaire included two aspects of lead-in in college english teaching: the means of lead-in and the function of lead-in. the results of teacher and students questionnaire indicated that some teachers means of lead-in are kind of tedious and didnt receive a satisfactory effec

9、t; the function of lead-in doesnt receive good reflection that lead-in can not always arouse students interests or attention, and can not stimulate their learning motivation. teachers interview contained some related questions in order to find out some information that the questionnaire can not enco

10、mpass.finally, the writer explores issues existed and the related causes of issues and put forward some advice of lead-in of english teaching in college according to the results of analysis. first of all, teachers should deliberately design appropriate and flexible means of lead-in to lead in new la

11、nguage materials by some rich teaching resources, and inspire students to be active. also teachers should try to make lead-in novelty and variety, and meet students cognitive characteristics to arouse their motivation. it is hoped that this paper can offer some insights into lead-in in college engli

12、sh teaching in china. key words: lead-in; english teaching; college english 摘 要本文旨在分析研究大学英语教学课堂导入环节的现状并试图根据研究结果为大学英语教师提出一些参考建议。“良好的开端是成功的一半。” 课堂导入是英语教学的第一个环节，也是教师留给学生的第一印象。成功的教学导入环节可以达到师生共同期望的目的：引起学生的注意，激发学生学习英语的兴趣，引发学生学习英语的动机，启动学生的思维，为顺利学习新内容做好铺垫。导入能使学生和教师以较好的状态进入课堂教学的情境，从而有效地提高英语教学效率。为了了解大学英语课堂导入环

13、节的具体情况，查明问题的症结所在，从而有的放矢地采取行之有效的对策和措施，笔者采用课堂观察、问卷调查及访谈等方法，对东北师范大学外国语学院英语专业一到三年级，十个班级的教师和学生展开了调查。本研究观察的课堂类型为大学英语精读课程，原因在于它注重学生听、说、读、写等综合能力的培养。因此相比其他课程类型而言更具有代表性。教师及学生的问卷包括英语教学导入环节的两个方面：教学导入的方法及教学导入的功能。师生问卷分析结果表明，一些教师的导入方法单调乏味，导致课堂导入环节没有得到令人满意的结果；教学导入的功能没有得到良好体现，导致教学到导入不能总是激发学生的兴趣和关注，并且没能够激发学生们的学习动机。教师

14、的问卷中包括一些相关问题，以便补充问卷中没有涉及到得信息。根据调查结果笔者对所发现问题的相关原因进行了分析，并对大学英语教学导入环节的有效实施提出了合理化的建议。首先，教师要精心的设计恰当、灵活教学导入，并通过一些丰富的教学资源的辅助导入新课，激励学生积极的参与课堂教学。同时教师应努力在教学导入中求新、求变，符合学生的认知特点，激发他们的动机。希望本论文能对大学英语导入环节的教学提供一些启示。关键词：课堂导入；英语教学；大学英语iiicontentsabstract in englishi abstract in chineseiii table of contentsiv1. introdu

15、ction11.1 significance of the research11.2 research questions12. literature review22.1 understanding lead-in and lead-in development22.1.1 the definitions of lead-in22.1.2 classifications of lead-in32.1.3 functions of lead-in92.2 a summary of previous research142.2.1 research abroad142.2.2 research

16、at home152.3 theoretical basis162.3.1 krashens second language acquisition theory172.3.2 motivation theory182.3.3 the interaction theory193. methods213.1 objectives213.2 subjects213.3 instruments223.3.1 classroom observation223.3.2 teacher and students questionnaire223.3.3 teachers interview233.4 da

17、ta collection233.4.1 classroom observation data collection233.4.2 questionnaire data collection233.4.3 interview data collection234. results254.1 classroom observation results254.2 questionnaire results274.3 teacher interview results374.4 summary385. conclusion41references43appendices46acknowledgeme

18、nts5454东北师范大学硕士学位论文1. introduction1.1 significance of the researchthe paper aims to investigate the current situation of lead-in in college english classroom teaching. in recent years, researchers both at home and abroad have conducted a series of study on main classroom procedures of theory and pra

19、ctice. classroom teaching has always been to become the focus of research. but the research on the important part- lead-in is very few. well begun is half done. the beginning of a class is lead-in. lead-in is the key to the success of the classroom. the fact in most english classrooms is that the co

20、nnection between lead-in and main teaching part is not apparently. few teachers even can not do a good job in doing lead-in. for a longtime, lead-in and the main teaching are separated from each other in form and unbalanced in quality. some teachers lead-in even can not arouse students learning inte

21、rest and motivation. all of them seriously affect the carryout of english. therefore, to understand college english classroom teaching from a macroscopic view has greater practical significance.through classroom observation; questionnaire with the teachers and the students; and interviews with the t

22、eachers and the students, an investigation into the current situation of lead-in in college english classes was achieved, aiming at understanding how classroom lead-in is carried out at present, including its efficiency, length of time, means, and influential factors. finally, some solutions to the

23、problems are put forward: three principles of designing lead-in activities (a) variety of lead-in means, related to teaching content; (b) stimulating students learning interest and motivation through lead-in; (c) finding out which kind of lead-in is reasonable, and more inspiration for students.1.2

24、research questions the research questions of this thesis are as follows:1. what are the means of lead-in in college english classroom teaching?2. what problems of lead-in are there in college english teaching?3. how to make lead-in more effective in college english teaching?2. literature reviewthis

25、part deals with literature review on lead-in in english classroom teaching. first, it talks about what lead-in is, and the classification of lead-in. understanding the effects of lead-in helps to build up a general, comprehensive and explorative picture of what lead-in involves so that what affects

26、lead-in is drawn logically. the related researches at home and abroad will help us to sum up the importance of lead-in.2.1 understanding lead-in and lead-in development2.1.1 the definitions of lead-inlead-in is the first step of a lesson in class teaching, but also the beginning of teachers teaching

27、 activities. researchers at home also called lead-in as warm-up activities or leading-in link. the time of lead-in period is limited, the proportion of the whole classroom procedure is small, but its role should not be underestimated. as the old saying goes, “well begun is half done.” if students ca

28、n be attracted at the very beginning of a new lesson, the students will put their heart into their learning, and the whole lesson will be a success to both the teacher and the students. however how to make a successful lead-in is what to be discussed in this thesis. first of all, we should clarify t

29、he notion of lead-in.a lead-in is something that introduces something else，such as the words and music that are used to introduce a television program.( procter，p, 2004)lead-in is an art, because it has similar and common essence characteristic with other art- esthetics, vividness, emotionality, fle

30、xibility and creativeness, which consist of characteristics of the art of lead-in and come into being the magic power of it. lead-in is also a science for it has the objective regulation of itself. depending on a rational activity, the teachers can control and do research on the regulation. the same

31、 contents and same students, to the different teachers, require different forms of lead-in. and the same teacher, to the same contents and the different students, lead in the new lesson differently. it is not only influenced by the objective factor such as time, environment, teaching material, etc.，

32、also be subjected to the knowledge level, living experience, personality and esthetic judgment of teachers and students(sun miantao, 2000:1198-1199).lead-in is the first step of presenting a new lesson. “it is a technique used by teachers at the beginning of a presentation to prepare students to lea

33、rn and establish a communicative link between the learners and the information about to be presented (arends, 2000:240).”through the combination of dictionary definitions, existing research and english classroom teaching practice, that lead-in, should be the initial teaching process. through the cla

34、ssroom the first five minutes of teaching time, to stimulate student interest in learning and have begun to emerge about the content of learning, in order to enter the classroom ready for the next part of the teaching activities.2.1.2 classifications of lead-in according to the different teaching ma

35、terial and students features, an english teacher must see that he or she instructs in such a way that he or she encourages learning in a variety of ways and means. a successful lead-in not only depends on the appropriate use of teaching facilities，but also excellent teaching skills. according to the

36、 existing research, the classification of lead-in can be defined into three aspects, the classification from the aspect of language, the classification from the aspect of activities, the classification from the aspect of employing the technology of multimedia. classification from the aspect of langu

37、agea. revisionthis is a traditional and commonly used to lead-in method. teachers lead students to the new knowledge by reviewing the old teaching materials. students facilitate new knowledge into their existing cognitive systems, reducing the difficulty of introducing new knowledge. and it can easi

38、ly arouse students desire to explore new knowledge. in new century pratical english (su lianbo), book ii, unit 6 reading practice “organ transplantation”, teachers can lead the new lesson this way: “as we all know, each organplays an important role in the body. but when organs of the body fail for w

39、hatever reason, we need to replace them. here goes organ transplantation. organ transplantation is an accepted treatment today for many patients with end-stage disease. china is the second largest transplantation country in the world. but do you know what the functions of some important organs in th

40、e body? what is the vital danger after the transplantation?” these familiar topics give students a strong thirst to learn the new lesson. then effects of the new lesson will be excellent.b. background knowledgeteachers usually introduce the writer and teaching content-related story. different countr

41、ies, different nations have different cultural and historical background, so english language teaching must be integrated into the required background knowledge and cultural awareness infiltration. increasing the cultural background of students is to help students to learn in the process of excludin

42、g thought disorder, to enable students to understand and correctly appreciate what they have learned the content. in integrated skills of english (zou weicheng), book i, unit2 american home and british homes, teachers can first introduces britain and the u.s. family structure characteristics to stud

43、ents. young people generally do not live with their parents. americans like to live in the suburbs away from the city center, and because of the job changing, they change houses frequently. and the british are more like to live an old house, especially a house with a garden. by introducing the backg

44、round to enable students to better understand the article. in short, the appropriate background knowledge will not only help students to perceive the correct and smooth ideas, but also give them the english culture and enhanced their cultural qualities.c. telling storiesthere are many fun little sto

45、ries in english textbooks, such as stories about scientists, politicians, business tycoons, sports celebrities and movies stars. telling stories according to the teaching content is an important means to stimulate student learning interests. when telling stories, teachers should use simple language,

46、 accurate pronunciation, proper body language and facial expressions to help students understand easily. d. discussionteachers can use free talk and asking questions. this is the most common means of classroom teaching skills, the key is to use concise language to lead to the proper situations. teac

47、hers use a few minutes before the new lesson or main teaching part to talk freely, or go along with the duty oral presentation to chat. also teachers can give some questions related to the teaching material to make a discussion in order to help students go into the new lesson easily and naturally. t

48、his method can make students pay attention from unconscious attention towards voluntary attention, to deepen the impression of the new lesson. e. asking questionsin lead-in stage，teachers can begin a new lesson by asking some questions. in classroom instructions，the first requirement of questioning

49、is that these questions are appropriate for the subject matter and the purpose of this lesson. “questions to students in the course of the lesson serve many purposes，it is to prompt students to take the next mental step (slavin, 2004:233). a qualified and competent english teacher should be skillful

50、 in selecting appropriate questions before presenting new language materials，stimulate pupils，thinking and attract their attention to the lesson from the beginning. in an integrated english course (he zhaoxiong), book i, unit 1 never say goodbye, teachers can talk with the students some sad situatio

51、ns in their daily life first. in the process of the students saying, teaches make a simple list of these situations on the blackboard. then give them the following cases, 1).moving home from one familiar place to another strange one; 2) someone that you knew very well pass away. ask the students, if

52、 they are in such a case, how to deal with it? can they face it sad or brave? then tell students, “today, we are going to learn a story about a boy who is confronted with these kinds of situations. lets see how he overcomes the sad situations and becomes a strong willed person”. in this way, teacher

53、s give the strange and abstract topics as a more vivid and simple presentation to the students.f. dictumsenglish dictums are intelligent and wisdom sentences. they are also authentic english expressions and very worthy for students to memorize and learn. teachers are entirely possible to get dictums

54、 and classroom teaching materials organically together. for instance, in now horizon college english, book ii, unit 1 section a, time-conscious americans. teachers can give these dictums first to help students get the main idea.1. time passes quickly and waits for no man.2. remember, time is money.3

55、. to save time is to lengthen life.4. time is life and when the idle man kills time, he kills himself.5. time flies like an arrow, and time lost never returns.then teachers can guide students to understand a truth: seize the time. from the dictums we can naturally come to a conclusion: the reason th

56、at the americans treat time as payment is entirely reasonable. from the above lead-in, students will be handy to learn the following text. another unexpected benefit is that students will be inspired after learning the dictums and seize the time in their life. g. new words vocabulary teaching is an

57、arduous task throughout the whole process of english teaching. it is a difficulty to learn english vocabulary for students. there are three aspects in vocabulary: sound; form and meaning. vocabulary teaching should set up the link between sound and meaning, and the spelling of the word should be postponed further. student perception of words lies in a positive state of mind. so, how to mobilize students curiosity of study, how to guide students to perceive new words actively? teachers play a very important role. how teachers give the vocabulary related to