英语专业毕业论文Summary of the preliminary Research

1、1. introductionenglish is a popular language -especially in the new century. as is known to us all, it is the most widely used language in the developing world and it's getting more and more important nowadays. recent estimates suggest that more than 400 million people speak it as their first la

2、nguage, with more than 1800 million people speaking it as second language. it is an official language in a large number of countries and is widely used in air traffic control and academic gatherings. nowadays, with the opening-up of china, english teaching has been getting more and more attention, e

3、specially since beijing won the bid to hold the 2008 olympic games. people are enthusiastic about learning english. most of our students begin to learn english from grade 3 in primary schools. however, classroom teaching has long been the only way to learn english in china, and the method has usuall

4、y involved cramming grammar-translation knowledge into learning a language. but this approach of teaching and learning english is evidentially passive, because it goes against the principle of english teaching, which requires that listening and speaking take the lead in english teaching, and on the

5、basis of these two skills, reading and writing will be cultivated. so speaking as one of the four language skills has played a very important role in english teaching in middle schools. all the communications are established on the basis of speaking. to be able to have a good pronunciation and tone,

6、 that is, speaking well can give you confidence in communication. in daily life speaking is the best way which makes the communication of information become more quickly, especially in the present society with such quick development of peoples life pace. so it is necessary for the students to develo

7、p the ability of speaking. what's more, with the reformation of new process of teaching, it requires that the students will have the expressing ability to receive and pass information in english in real occasions. but many students often can speak well in class or in relaxed occasions, and when

8、they are put in a real condition, they can't. why does it appear? well, it is affected by many elements. one of the elements is their english speaking ability. so it demands the english teachers in primary schools to develop the student's speaking ability. so also it is necessary for the tea

9、chers to help the students develop the ability of speaking. 2. summary of the preliminary research2.1 problems our education pays more attention to feeding students with knowledge than to fostering their ability to learn by themselves and to think independently. todays education is not "teachin

10、g students in accordance with their aptitude", but "teaching students in the same way without discriminations", taking no particular consideration of their different interests and capacities' think the teachers role is guiding the students to do better in the process of learning,

11、and the other is developing in them interests and eagerness in study. so in my course, i often let students do more practice according to his or her incivilities', interests, capacities, their ambitions and life styles.as we all know, the purpose of learning knowledge is usually for communicatio

12、n. communication involves all four skills: speaking, listening, reading and writing. when a person is in front of you ,of course ,you communicate by speaking ,listening to his response and replying appropriately ,but how to express your own ideas or thoughts correctly ,without being understood, its

13、a big problem for students, especially for senior 2 students, because skills acquired through listening transfer to other skills, e.g. how to internalize the basic rulers of the target language, how to modify their language when talking to someone of higher or lower status, how to do what he/she wan

14、ts to do, what is appropriate to do, where and when , etc. if they want to fight a beautiful fight in their coming english implementation, they must pass a severe training, some of them have to admit that there is a long distance between their aims and their present situation. for the students'

15、situation, it is hard to say. at first some students are afraid to speak loudly, they always feel that if they start to speak out, there may be so many mistakes. the second, some students are eager to express their own ideas by speaking, but they don't know how to say it well or even what to say

16、. when they have to speak, they always try their best to press their brains to think out some dull sentences, just like squeezing toothpaste out of a tube, once squeezed out, the toothpaste appears dull, unattractive and it has so many shortcomings in words, besides some pronunciation errors, even a

17、bout the knowledge of morphology students usually use the noun form of a word when the form if verb is needed and so on. in some cases, some sentences are inconsistent and full of holes, the whole stand of a sentence is not supportive but alone, and the former sentence is not corrected closely with

18、the later. even it has nothing to do with the topic. worst of all, some sentences make listeners mixed up. at the same time, although there are so many details, they are not assigned properly or they can't serve the main point or theme well. even though students can't express their ideas cor

19、rectly, or it tastes like plain boiled water, without any delicious wonderful sense or without any attraction. i was led to a series of questions through thorough thinking. why majority of my students usually had problems in speaking, but they did not do the same thing. and still a few others spoke

20、quite well. why is it the case? is it whether they think english is important? do they all like english? did they practice oral english very hard after class? enough time they took for learning english to avoid such problems? if all answers to the questions above are positive, that probably mean my

21、teaching activities were poorly designed and the problem was actually caused by myself, not by my students. i made a pilot investigation in order to know clearly the situation. for this reason, i designed a questionnaire (see appendix) to find out the true causes of the problem. which are not easily

22、 observed? and i tried to make it as scientific and effective as possible. at first i asked twenty students who were at different english levels to try out the questionnaire. then i modified some of the items involving attitude, motivation and self-concepts. after that i distributed the questionnair

23、e to the students and gave them ten minuets to fill it out. the students returned their questionnaires. the return rare is about 100%. when all these data was collected, i made some statistical evaluation. it's easy to discover that the students are eager to say english very well. the vital poin

24、t is how to express their idea correctly. under this situation, i asked myself a series of questions and tried to provide some answers to them partially by the data gained above and partially by my observation. why did some of my students often make various mistakes in speaking? in order to know iss

25、ue more clearly, i spent four weeks so as to test the hypothesis. all the above is mainly what i think about how to improve the students speaking interest and ability.2.2 problem analysiswhen i was engaged in the problem analysis, i often consulted my english teacher and frequently talked to my clas

26、smates 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. in order to find why my students often make various mistakes in speaking more clearly, i designed cause exploration as follows. 2.2.1 the te

27、achers side i often ask myself:(1): is it because the teaching conducting is poorly designed? (2): is it because of the poor model of the teacher? (3): do the methods i use agree with their understanding and expressing? (4): how much do the psychological element and the daily life affect the student

28、s' communication?at first, it is heavily influenced by the old teaching pattern -the grammar translation method. first target language into mother tongue into target language then the text world is read aloud, sentence by sentence and each one world be translated. the student's world normall

29、y is tested by having to perform translations. meanwhile the syllabus usually was designed around grammatical structures. each lesson world teach a grammar structure, starting with simple ones, like the verb "to be ", and progressing through to more complex ones, such as verb tenses. it

30、9;s a language teaching method based on the study of texts in the target language, which have to be explained and studied in the mother tongue and then translated. how can we expect that the students taught by that method world then be able to go out and do their daily shopping in that language or b

31、uy travel tickets, invite its speaker to dinner by speaking or introducing their family situation to them? the students taught by that method maybe only know how to express their own idea logically and theoretical yet they dare not put into practice or they will always be limited by the logical and

32、theoretical rules strictly, as a result, their words appear dull and unattractive maybe they are experts in theory but cowards in practice. the last, less the situation and affective factors are on their way to the aggression. i agree with "teaching students in accordance with their aptitude. e

33、ncouraged his disciples to develop their capacities and interests freely and fully, helped bring up a large group of able persons, each with his own accomplishments".2.2.2 the students' side students do not know the importance of the usage of their own practice.we learn language just like l

34、earning swimming, no matter where you go, you do not learn to swim by reading books on swimming and practicing at home .you go to a place where your whole body can be immersed in the water and you can feel the floating force of the water. so is learning a language or skill, the most effective way is

35、 to practice it in the authentic situation with authentic media, for us english learners, if we want to master a language including mastering all its skills, we must think something in it, express some in it, a world famous socialist karl marx ever said "when you are learning a foreign language

36、, you must learn to forget your native language ", that is to say, when you are learning a foreign language, you must put yourself into an atmosphere of foreign language.2.2.3 the class size there are more than 50 students in the classes. it is really difficult to control them in such a large c

37、lass. in class, i have not enough time to provide the students to practice speaking. on the other hand there are few opportunities for a face-to-face correcting mistake between my students and i, of all the causes, i believe that the teacher is mainly responsible for the failure. i made a questionna

38、ire among the students so as to know what they think about the problem. 2.2.4 adopting important measures now a new teaching method has taken up its market in english class, which is the interaction method and the "assrf" of language teaching. the interactional involved language to be a co

39、mmunicative tool, its main use is to build up and maintain social relations between people, in whichever situation they find themselves, learners, therefore, do need to know the grammar and vocabulary of the language, but as importantly, they need know the rules for using them in the whole range of

40、communicative contexts in which people from those the l2 community interact. so they need to know the rules for telling a story and how differ from those for a joke, for talking to somebody at a funeral are different from those for talking to someone at a wedding. they have to understand how to modi

41、fy their language when talking to someone of higher or lower status. therefore, in order to discover how the students use a particular in different contexts it is necessary for them to study both the linguistic structure of language up to and beyond the sentence level and the culture-specific rules

42、of appropriate non-linguistic behaviors. only in this way can the students know how to do, what he wants to do, where and when, etc. and how it is appropriate to do it in whichever situations they find themselves. the "assrf" method is considered crucial components in foreign language teac

43、hing. neglecting any one of them, the teacher would present before the students a false or incomplete picture of language, which would affect appropriate effective language use. "assrf" is the affective factors, situation, structure, rule and function method. but in t he new teaching metho

44、d has mother-tongue use is also not accepted, as the only language to be heard or spoken is the target language in order to encourage the learner to think in it. it's the second reason, teachers and students overemphasis the importance of listening and writing in english, because they are ready

45、for test, neglect the importance of speaking, as a result, students even can't pronounce words correctly. so we can't stress one aspect to the neglect of another.but how to put the solution of the problem into daily teaching; how to rise the students' interests in english study, how to d

46、evelop students' rich imagination, at least, tell students how to speak less mistakes or without mistakes, it is very important and necessary. as a senior 2 english teacher, i have taken some measures. through the problem analysis, i came to know why some of students keep making mistakes in spea

47、king. the results indicated that there are four reasons that lead to expressing failure. they are here as follows: (1).lack of basic and necessary language. (2). lack of confidence due to psychological barrier. (3). lack of speaking practice. (4). lack of necessary language environment for hearing a

48、nd speaking. finishing all cause analysis, i made up my mind to solve the above problems.2.3 project objective in order to change the method feeding students with knowledge than to fostering their ability to learn by themselves and to think independently. lets teach students in accordance with their

49、 aptitude, avoid "teaching students in the same way without discriminations", are taking particular consideration of their different interests and capacities. do that" the teachers' role is guiding the students to do better in the process of learning, and the other is developing i

50、n them interests and eagerness in study. so in my course" , i often let students do more practice according to his or her incivilities, interests, capacities, their ambitions and life styles. so as to make the students' confident, the best way and the first way is to promote their ability o

51、f speaking in english. both input and output can lead to oral english competence. my project objective is that students can understand and say in english. they would never be afraid to speak in english.2.4 project hypothesis it is hypothesized that students can understand and say the language throug

52、h effective output exercises. this method benefits the cultivation of students' speaking ability in english, which is the purpose of language learning. the students will never be puzzled in speaking. if their interests are aroused, they will have confidence to engage in various spoken practice.

53、2.5 project rationale at the early stage of the language learning it offers a way out in case the students cannot get the message with their ears and read at the early stage of the language learning. as we know, oral communication is a two-way process between a speaker and a listener. misunderstandi

54、ng or poor understanding in speaking may lead to breakdowns is communication, so i have taken many measures to improve their ability. 2.6 project design generally speaking, it is important to run the basic skills, such as basic vocabulary elementary knowledge, basic functions of sentence patterns. t

55、hen is the role of controlled conversation making. the first step, i often encourage students to remember words and their interrelation morphologies ,as many as possible and a number of words which the students can remember or master by teaching them the knowledge about affix ( prefix and suffix ).

56、for example, word "difficult" is an adjective pattern. it means we change, if we change the word "difficult" into "difficulty, it has become a noun pattern, then it means "hard, not change its meaning, another word "fair", if we add "un" to the front

57、 the word "fair " we will get another word "unfair" it means "no" because the prefix "un" means "negative, opposite of ,it has an opposite meaning of "fair ", but it is still an adjective pattern, not change its attribute. as we all know, each w

58、ord is like each brick; it is the most basic material for putting up a high building the more, the better.the second is the mastering and practice basic sentences. however, even if we have mastered too many words, but we don't know how to make sentence with these words according to the proper co

59、rrect logical roles, these words will not mean a formed building but backs and conscious effort simply means files of materials learning a language requires some formal training. so if we must learn how to make sentence with words correctly and properly besides mastering the background practice all

60、kinds of basic sentences is necessary, clued the tense. let the students do active trial. so as to make students master all kinds of basic skills, i follow: (1). first i ask my students to review with me, including present indefinite tense, past indefinite tense, present continuous tense, past continuous tense, future continuous tense, present perfect tense and so on, aiming to make students familiar to them, them practice them , and at last use them . (2). the se