培养学生词汇兴趣.doc

Prepared for China Central
Radio & Television University

Anhui Radio TV University
Practical Project Design

Title: On Improving Students’ Vocabulary Learning Interest

Name: xx
Number: xx
School: Huaibei Radio & TV University
Major: (education oriented): English
Tutor: xx
Date: xx

Student’s Tel: xx
Email: xx@

Project Title:

On Improving Students’Vocabulary Learning Interest

Investigator

xx

Huaibei Radio and Television University

Submitted on 20th Oct, 2011
In fulfillment of the course
Practice Project Design

Acknowledgment

I am mostly grateful to Li Hong, without whose support this project would not Implement.
I am also grateful to my colleagues for their time spent on brainstorming and panel discussions with me.
No amount 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 to my friends, without whose support, I would not have self-confidence to finish this project.

Abstract
This paper presents the study on the vocabulary teaching, in which a lot of problems faced with my students, and I designed this paper to investigate how to make the vocabulary teaching lively and how to improve the students’ interest in learning the vocabulary. Of course, I will present a lot of questions on how to learn English vocabulary well and memorize the English words. Then, I asked my friends to help me to survey the interests and puzzles in learning the vocabulary. Particularly, the reasons why the students have no interests in learning English are the English vocabulary. Lastly, I provide some good methods and strategies in memorizing the words. Methodologically, four methods are used and they are analytic method, cause analysis, questionnaire survey, and brainstorming activation.

Main Heading of the Project Report

1. Introduction
2. The methods of problem analysis
⒊ Project objective
⒋ Project hypothesis
⒌ Project rationale
⒍ Project solutions
7. Project implementation
8. Project evaluation
9. Conclusion
Reference
Appendix
A. The timetable of the project
B. Teaching notes
C. Diaries

On Improving Students’Vocabulary Learning Interest
1. Introduction
I have been teaching the students who are in their second year of a junior middle. Certainly, there exist a lot of problems and difficulties in my teaching, including grammar, reading and listening. However, the most essential problem that I want to talk about is that most students in senior have no interests in learning English. but for the examination of college entrance. As a matter of fact, I had asked several students about their problems that they faced up with in the English learning. But the results shocked me, most of the students find it difficult for them to memorize the words and have no correct methods to get the true meaning of the words. Now, I will present this paper to solve this problem, in order to help these students to improve their methods in learning vocabulary, and stimulate their interests in learning the vocabulary.
This part of my study was conducted during Aug20 2011-Nov8 2011.
I identify a problem based on my teaching experience. That is although I spend a lot of time teaching vocabulary; the most of my students always seem to no interesting to learn vocabulary.
I examined my problem scientifically to see whether it is reachable. I discussed and agreed the problem with the tutor. At the same time, I worked out the timetable of my project. (To see appendix A)
I used several methods of problem analysis to analyze the problem. Though the problem analysis, I came to know that.
2. The methods of problem analysis
2.1. The analytic method:
Some of my students have little interest in learning English vocabulary and they have difficulty in memorizing English better.
This problem makes me think of the reason why some of my students feel that it is difficulty for them to learn English vocabulary well and they cannot take enough interests in English learning. It made me think of these:
1. Why some don’t, while other does?
2. Who are those that don’t and who are the others that do?
Since some of my students take little or no interest in listening to my lessons, it’s very likely that they do not really want to give up their English learning, instead, they are eager to learn, but they do not know how to, this is one of the reasons. Apart from this, another reason why some of my students cannot learn English vocabulary well is that it’s not students’ fault, then the problem is actually caused by me, not by my students. Perhaps my teaching procedure is not satisfying or my teaching methods are not very interesting and effective in attracting students’ attention, arousing their interesting in learning English vocabulary. That is, my lesson plan is poorly designed.
Through the above analysis I realized that my problem is probably caused by my teaching technique.
2.2 Cause analysis
The teacher’s side— that is myself.
Is it because the teaching step is poorly designed?
Is it because my teaching is not attractive?
Maybe the teacher is not enthusiastic myself.
Is it because the examples of my teaching are not efficient?
The students’ side
First of all, my students do not know how to memorize English vocabulary in effective and efficient ways, especially within a short time.
When I teach them in the classroom for some time, some of them tend to pay less attention or little attention to what I teach; instead, they will focus on something unimportant.
The teacher as their helper?
Some absent-minded students?
Is it because they are not motivated?
Is it because they pay little attention to the way in which they learn English?
The class size
My class has 48 students. The class size of 48 students may have some negative effect. The classroom is noisy sometimes.
Of all the causes, I believe that the teacher is mainly responsible for the failure. I want to know what my students think about the problem.
2.3Brainstorming
Since the problem may be caused both by the students and the teacher, it would be unwise for me to just think it over all by myself. Instead, I do need to hear the voice from the students. Therefore, I discuss the problem with my students and some teachers. At last, I have obtained satisfying result by brainstorming.
2.4Interview
I interviewed several students and find out my weak points.
My teaching technique is not effective. The activities I once held in the classroom was not very attractive and effective, which was the reason why students had difficulty in learning English vocabulary.
The results of the interview and brainstorming.
The students need preparation work before memorizing English vocabulary in the class in order to put on better performance of telling stories in English. They tend to collect some information about telling stories, such as to prepare for the stories and how to tell it to in the classroom; therefore, they will be required to practice their oral English and their written English at the very beginning. In the meantime, students need to be motivated by the teacher so as to learn English well. Besides, students should aware of the significant role discussing their problems with their peers or the teacher when having problems. While, students give me some suggestions.
1. They want me to tell them some useful and interesting stories, which can surely arouse their interests in learning English.
2. They want me to offer them some more interaction for them to take part in. They are eager to be capable of using English, instead of just storing some dead knowledge and grammatical points, which will have negative effect on their making progress in learning English.
3. They want me to give them some necessary guidance and help as to how to use English to express, such as to use some English words or a certain kind of topic to make up and story and succeed in telling it in the classroom.
4. They want to be more enthusiastic and more humorous while teaching, making the class lively and interesting. They tell me that the atmosphere of the class calls for improving. Most of my students forgetting vocabulary quickly and using them incorrectly because I had just given students pronunciation and meaning with little or almost no guidance during their vocabulary learning. I made up my made to solve the problem.
3. Project objective
To improving students’vocabulary learning interest.
4. Project hypothesis
It is hypothesized that if vocabulary teaching is better designed, and then the students’interest in learning will increase accordingly.
5. Project rationale
In my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were four main reasons that affect students’ vocabulary learning interest. Why do most of many students seem to forget the Vocabulary quickly and not to use them correctly?
1) The role of the teachers:
As a teacher, I am not just that of evaluator. I would show them different roles teachers play so they can realize that when the teacher takes a major instructional role in class and when he takes only a minor helping role. I would like students to get used to being responsible for own learning and do not depend on the teacher all the time. Beside, I will design some teaching techniques so as to make the vocabulary teaching and learning lively and attractive.
2) The role of the students
I would like the students to feel that English vocabulary learning is an enjoyable issue which is not just a boring task for them, apart from the traditional teaching technique, there are still some more, such as teaching vocabulary by introducing prefix, root and suffix.
3) Analyze method and survey method
  In this part, I asked my friend to help me do the questionnaires. Besides, after the investigations, we do a lot of interview with my classmates and keep their problems in the paper, which can help me improve my teaching in the vocabulary. .
Through careful analysis, I was led to a series of questions: for instance, I found most of my students hate reciting aloud in memorizing the words and I wanted to persuade them interesting to learn vocabulary. Besides, I asked many students on what strategies they usually perform in learning the vocabulary, and I assigned them to write down their methods in learning vocabulary, and collected their learning strategies as follows: association, consulting dictionary, affix and so on. Of course, there are some students who still did not know what the vocabulary learning strategies were, so, they did not hand in the homework.
4) The question discussion
After collecting all of the papers, I began to statistic the data and discuss the results with my colleague, who had provided a lot of true evidence of the reasons that the students refuse to memorize the words, so that I can solve the students’ problem and help me ponder the problem more deeply and carefully. After a lengthy problem analysis, I determined to find the reasons to overcome the problem that the students had in memorizing the words. Judging from the questions above, we can easily find it very difficult for the students to memorize the words, for their lack of interests and the right learning strategies. Therefore, my colleagues and I began to think about this difficult problem, which had troubled the middle school students of a long time. And we do the project.
6. Project solution
I designed an adequate amount of activities to test the hypothesis. With the objective in my mind, I have correspondingly provided some possible solutions as follow:
1. Use prefix, root and suffix and so on.
Word memory ychologist, if we know in this vocabulary has a root. Ycho -, yche -, meaning " 心理、灵魂、精神", and the suffix - ology mean"……学",- ist this affix mean"……学家，……主义者 ", so that the meaning of words can be quickly combined, that this word means"心理学家，研究心理学者". Using word formation method can not only quickly and remember the meaning of the word, we also can remember some of these roots, which related to other words, such as: ychology (心理学), ychic (精神的), ychiatry (精神病学，精神病治疗法), ychological (心理上的，心理的) etc..
2. Show them some interesting methods in learning the English vocabulary, such as drawing, acting, defining... Get them to have an active way of learning words instead of passively memorizing.
The song teaching is in line with the students' knowledge base, physical and mental characteristics and laws of cognition, and consistent with the physiology, psychology and aesthetics principle. In the boring to read back, dictation, dictation in English songs and learn, to bring the students to relax and enjoy themselves but also enable students to learn to sing the English song memory vocabulary. Grade seven 1-6 unit review of songs:
Where’s the lion from?
He’s from Africa. He’s very scary.
What’s he doing?
He’s looking for his dinner.
How’s the weather in Africa
It’s hot and humid.
Where’s the koala from?
It’s from Australia. He’s very cute.
………………
In this song, students learn to sing to remember Africa, China, Australia name three countries, as well as the words about weather. Hot, humid, warm, sunny, cold and windy, as well as the animal names koala, panda, lion, and describe the personality of the word cute, shy, scary. So not only is the text available on the music teachers should teach students learn to sing, and should usually learned vocabulary regular integration into a chant or song to teaching.

3. Remember vocabulary in the class game.
Although the junior middle school students in terms of relative to the primary school students have grown up, but most of the students like games. The game can be active classroom atmosphere, arouse students' learning interest and enthusiasm. For example, Eight Grade English textbook mid-term, final review the first part of the crossword puzzle. Have the sense of achievement can make students more active.
Of course we have some other games to play, for example the word Solitaire, in the letter box to find as many words as possible, and by a word you can relate to what other words game.

4. Combine with pronunciation
Remember a word, we usually guess a word pronunciation unconscious, such as [gud], and then spell out the word letter g-o-o-d. Remember the words, not by rote, and you must combine with pronunciation and pronunciation rules to remember vocabulary.

7. Project implementation
The implementation of the project takes four weeks. It was conducted during Oct1.2011-Oct29.2011

Week1
Activity 1
Purpose: To get an understanding of prefix, root and suffix.
(1).I will show some words according to prefix, for example, illegal, impossible, informal. All t