电大论文英语课堂教学行为研究项目设计.doc

电大论文英语课堂教学行为研究项目设计

鉴定表

一、 选题
Oral Work Design and Learners’ Interest

二、 选题的目的、意义和必要性
目的：为了提高学生的口语能力，充分激发学生做口语作业的兴趣。
意义：通过激发说口语的兴趣，掌握课堂口语练习的方法及技巧，可以使学生的口语能力得到锻炼，有利于培养学生练习口语的兴趣。
必要性：学生的口语能力不强，学习兴趣不浓，不喜欢做课堂口语作业。因此，有必要探讨通过对课堂口语问题进行精心设计，激发学口语兴趣，掌握口语练习的方法及技巧，从而提高学生做课堂口语作业的兴趣。
三、 主要研究方法
在我的项目设计中，我问卷法、原因分析法和头脑风暴法三种方法进行了问题分析。
四、 设计过程
四个月以前，在慎重考虑及精心设计后，我决定研究通过精心设计课堂口语问题来提高学生的口语能力这个课题。研究中，我使用了分析分析法，原因分析法，列举问题法、头脑风暴法和问卷法等五种方法认真的分析问题，以此为基础，共设计了八个教学活动，每个教学活动都按照课堂口语教学的三个阶段（Pre-oral practice, While-oral practice 和 Post-oral practice）来实施，计划用时两个月。在Pre-oral practice 阶段，采用一般都创设及主题相关的情景来激发学生的学习兴趣，为学习课文内容做铺垫；在While-oral practice 阶段，采用不同的口语练习的方法及策略，组织学生进行口语训练，在愉悦的氛围中使学生理解重要句型、熟练掌握各种口语交际的技巧；在Post-oral practice 阶段，通过总结及练习提高学生的口语能力，达到训练目的。在充分的准备之下，通过在教学中的实践，我提出了可行性的解决办法，得到了预期的目的。
五、 研究结果
学生对我的教学的兴趣度和满意度在通过课堂口语问题精心设计后得到了提升，课堂气氛也比以前活跃了。此外，通过学生的表现，我感到自己的英语教学水平也得到了提高。这就说明精心设计口语问题在口语教学中起到了很大的作用，同时也希望通过此报告对其得到推广。

Project Title:

Oral Work Design and Learners’ Interest

Investigator
Chen Yue
Dingxi Branch
Gansu Radio and TV University

Acknowledgement

I am mostly grateful to my supervisors Miss Fu, without whose support and patience this project would not even have got off the ground.
I am also grateful to my colleagues Fu Qiaoling and Zhu Yunhu and Li Junjian for their time spent on brainstorming and panel discussions with me.
No amount of thanks will be adequate for my students without whosewilling participation in the project implementation it would have remained on paper.
Last but not least, big thanks go to my mother and my husband who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.

Abstract
The present study presents a detailed report of the project implemented to solve the problem that most of my students do not like doing oral practice I assign them to do in class. It is hypothesized that learners’ interest in oral practice in class is increased by better-designed oral exercises. This hypothesis is verified by a Four week classroom teaching of the newly designed oral work exercises. Among the methods of scientific investigation used are analytic method, Socratic dialogue, cause analysis, questionnaire.

Main Headings of the project Report
1. Introduction
2. Summary of the Preliminary Research
2.1 Problem
2.2 Problem analysis
2.3 Project objective
2.4 Project hypothesis
2.5 Possible solution
3. Full-Scaled Implementation of the Solutions
3.1 Make up groups
3.2 Provide materials
3.3 Ask them to perform
3.4 Check their oral work
3.5 Reduce their pressure
4. Oral Practice Design
5. Data Analysis
5.1 Students’ general impression of the project
5.2 Students’ voluntariness of doing oral tasks in class
6. Problem Unsolved
7. Conclusion

References
Appendix A The questionnaire for problem analysis
Appendix B The post-trial questionnaire
Appendix C The teaching notes
Appendix D Diaries
Appendix E Tape for classroom teaching

1. Introduction
I have been teaching the students who are in their second year of a primary school. In my teaching I have found there are some problems. Now I will finish my student in Dingxi Branch of Gansu Radio and TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from Dingxi Branch of Gansu Radio and TV University.
2. Summary of the Preliminary Research
Thispart of my students was conducted during November5,2011—November15,2011.
2.1 Problem
The problem I have in my teaching is that most of my students do not like doing the oral practice I assign them to do in class.
2.2Problem analysis
In my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were three main reasons that accounted for students’ reluctance to do the oral assignments in class. Firstly, some students did not feel interested in doing oral English alone in class. They thought they could not communicate without partners. Secondly, some students had some difficulties in doing oral practice, so they hoped that they could do it in class under more concrete direction of the teacher. Thirdly, most students felt overloaded because of heavier homework assignments.
The problem had been troubling me for a along time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis.
2.2.1 Analytic method
Through careful analysis, I was led to a series of questions: For instance, I found a majority of my students do not like doing this assignment, and I wanted to know why it should be the case, and weather they though it important and necessary to practice oral English or not? If they thought it important and necessary, the problem was actually caused by myself, not by my students. Probably the oral work I assigned my students to do was poorly organized.
2.2.2 Cause analysis
In this situation, I asked myself a series of questions and tired to provide some answers to them.
Why did most of my students not do oral practice I assigned them to do in class? In order to know more about this issue, I designed a cause exploration procedure like this.
Questions
Answers
Is It because they do not like oral English? Maybe
Is It because the oral tasks are poorly designed? Maybe
Is it because my instructions are not clear? Maybe
Is it because they do not like to practice oral tasks alone? Maybe
Is it because they have lots of other things to do? Maybe
Is it because they do not think oral tasks are important and necessary? Maybe
Is it because they have some difficulties unsolved by themselves? Maybe
2.2.3 Questionnaire survey
I made a pilot investigation in this respect to know more about the situation. For this purpose, I designed a research procedure like the follows. One day, I game two oral tasks-Remember the test of Lesson 1 and Make a free talk with these sentences. The title was “What time is it?” The next day, I got the following feedback:
Only six students recited the Lesson.
Only four students made a free talk and write them.
The rest did not do a free talk tasks.
Then I asked them two questions. One was why some students had done a free talk. The student’s responses:
Frist, those who had made a free talk said they enjoyed doing.
Second, those who had recited the lesson said they had remembered it because the lesson was very short and there were many new patterns about time in this lesson. If they did not remember them in time , they would forget some of them.
The other question was why most students hadn’t done the free talk. The students reasons:
Frist, most of them thought written homework was much more important than oral tasks were.
Second, they thought a huge amount of written homework given by the teachers of different subjects must be handed in the next day. And all the teachers would check it carefully, while the English teacher might spend a little time checking the oral tasks, so they had to finish written homework first and sometimes they had no time to do the oral tasks.
Third, they felt it very difficult to remember lessons because most of them could not read the new words.
Fourth, they felt tired of practicing dialogues without partners, while they could not find partners.
Since most of my students did not to do the oral practice I asked them to do in class, I designed a questionnaire (See Appendix A) to find out why it should be so. I intended to get more detailed, more exact opinions form all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire. Then I modified some of the items. After that I gave one of my questionnaires to my students and gave them fifteen minutes to finish it. All of them, twenty-nine students, returned their questionnaires which were left anonymous.
When all this date came in, I made some statistical evaluation. The results showed that over 80％ of the students thought regularly practicing oral English in class could improve their English speaking and that about 67％ of them thought oral practice was very necessary for their future. Therefore I thought the students were clear about the importance and necessity of oral practice, so they lost their confidence and interest.
2.2.4 Brainstorming activation
When I was engaged in the problem analysis, I consulted my thesis Miss Fu and often talked to my classmates about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully.
After a lengthy problem analysis, I determined to launch a project to overcome this problem.
2.3 Project objective
My research objective is to enhance my students’ interest in oral practice in class.
2.4 Project hypothesis
It is hypothesis that learners’ interest in doing oral practice in class in increased by better organization.
2.5 Possible solutions
With these reason in mind, I have correspondingly provided some possible solutions which are as follows:
2.5.1 Help my students to make up seven groups.
2.5.2 Give them some priming materials, necessary background information and useful linguistic forms. I also provide topics that are close to real-life and closely relate to my purpose of practicing spoken English to expand their view.
2.5.3 Give them chances to act out their own dialogues or plays before class.
2.5.4 Check their performance regularly.
2.5.5 Give them less written homework when they need to do oral practice after class.
3. Full-Scaled Implementation of the Solutions
3.1 Make up groups
In order to guarantee that most of the students would be highly involved into the oral practices, I decided to make up groups. Thought the investigations, I found there were two main problems for them to do oral practice by themselves at home.
One was the family members of most students did not know or hardly know English.
When the students met difficulties or had problems, they couldn’t get any help. and if they made mistakes in oral practice, they couldn’t be corrected in time.
The other was they thought there was little pleasure to practice without a partner.
Thought analysis, I thought I would like to give speaking the purpose of communication, so it was the most effective that I should create chances for them to communicate with each other in English. I was also conscious that the students were all 10 or 11 years old and they were all English learning beginners, so they had strong, mutual dependence. If they were organized into small groups, not only both of the problems above could be solved but also they could achieve the purpose of oral practice. Moreover, I could cultivate their spirit of cooperation and achieve unity among students by making them learn from each other and help each other.
In my class there were 29 students, so I divided them into 7 groups. When I did the work, I followed three principles:
3.1.1 Members of each group lived in the same area. So that students could select freely any spare time to practice oral tasks together. For example, they could practice after class, before going home. They could also practice through telephone.
3.1.2 Each group was composed of the students of different English levels so that good students could help those who had lagged behind.
3.1.3 Each group was made up of the students of different personalities in order to exert the specialties of every student and made up for each other’s deficiencies.
3.2 Provide materials
In order to make it sure that the students could do the oral tasks better, I provided them with a lot of materials for reference. The students of 10 or 11 years old are usually curious. They have strong desire of seeking knowledge and novelty. They hope to express what they are interested in, but they can only speak a little English. Besides, the students have little social experience, their trains of thought are limited. So they are not satisfied with the materials supplied only from texts. In order to solve the problem, I provided them with a lot of related words, topics and model dialogues. Moreover, I also especially selected those materials were close to real-life and could interest the students. I thought the materials were very useful for helping the students to expand their trains of thought and learn more. I found with such help they could make up very good dialogues and they could speaking English more smoothly and confidence than before.
3.3 Ask them to perform
I created chances for the students to act their dialogues before class. Most of students are willing to show their abilities before others. And most of students hope to be praised and encouraged by the teacher and other students. Therefore I challenged them to act their own dialogues in class. I asked the students to elect the best “actor and actress”, the best writer and the best directors. They looked very excited and anxious to read. Sometimes some students were so eager to correct the mistakes made by the reader. Laughter could be heard now and then, thus the classroom atmosphere seemed quite active. Move students were very happy and earnest to write and practice in class.
3.4 Check their oral work
I decided to check their oral work because many students would usually do better under the supervision of their partners. Sometimes I told them to recite some passages before me. Sometimes I give them ten minutes to speak from memory. Sometimes I asked their parents to record the time of every oral tasks at home.
3.5 Reduce their pressure
I decided to simplify the students’ oral homework. The students often complained they had too much written homework-not only English homework, but also the homework of other subjects. They thought they much be finished the written homework, so they had no enough time ti do oral tasks. I thought I should make allowances for the students’ pressure. So I adopted two effective measures to reduce their pressure.
One was that I gave them less written homework when I asked them to do oral practice after class. The other was I simplified the exercises in class. For example, if I wanted them to recite a lesson and write them use their own words, I taught them how to retell or abbreviate the lesson. The short passage must contain the main idea, the main idea patterns and some new expressions. And then I asked them to recite the short passage. When we did that like this, we could get three benefits. Firs