本科毕业英语专业论文开题报告模板

ⅹⅹ大学外国语学院SchoolofForeignLanguagesofⅹⅹUniversity(B.A.ThesisProposal)ApplicationofMulti-mediainSpokenEnglishTeaching论文题目：多媒体在英语口语教学中的应用专业：指导教师：学生：班级：学号：日期：

1.TitleApplicationofMulti-mediainSpokenEnglishTeaching2.ThesisStatementInrecentyears,withthedeepeningofEnglishteachingreformandthedevelopmentofeducationalsituationinourcountry,spokenEnglishhasbecomeanimportantpartinEnglishlearning.Asthemodernscientifictechnologyisrapidlydeveloping,theEnglishteachingmethodisconstantlychanging.Therefore,multi-mediaisbeenwidespreadlyusedinspokenEnglishteaching.Thisstudydiscussestheadvantagesanddisadvantages,andgivessomeconcretestrategies.3.PurposesandSignificanceofStudyInrecentyearsithasbeenarguedonbothlinguisticandpsychologicalgroundsthatOralEnglishshouldbetheprincipalobjectiveinEnglishteaching.Toacertainextent,therequirementsforthecultivationofOralEnglishareinstant.Withtheglobalizationofsociallifeandeconomyandthedevelopmentofmodernscientifictechnology,multi-mediaisbeenextensivelyusedinoralEnglish.Thisstudywillanalyzetheapplicationofmulti-mediaandconcretemethodstoapplyto.4.SituationofStudyKrashen(1981)viewshisopinionsthatlearnerslearnthesecondlanguageacquisition(SLA)throughlanguageinput,andteachersshouldprovidethebestlanguageinputforstudentsbyusingmulti-media.Theconstructivismtheoryconsidersthatlearningisanindependentactivitycloselyrelatedtocircumstances.Relatingtocircumstancesemphasizesontherealityofstudyenvironment.Thistheoryalsopointsoutthatthestudyofstudentsistheconstructivismofknowledge,contentandability.Furthermore,theprocessofconstructivismisonthebasisofexistingknowledge.What’smore,itadvocatesthatstudentsshouldputtheirknowledgeintopracticewhentheyareinarealscene.HeKekang(1997)pointsoutthattheefficiencyofteachingbyusingmulti-mediamethodisbetterthantraditionalteachingmethod.TheTeachingSyllabus(TheMinistryofEducation,2000)stipulatesthatBandOnerequiresseniorschoolstudentstoretellmainideasbasedonthegeneralmeaningofthepassages,andcandosomeintroductionaboutfamily,friends,orclassbyusingsimplesentencesandexpressions.BandTwodescribesthatstudentscananswerquestionsanddiscussaccordingtothetextefficiently.Italsorequiresstudentstododailytalkaboutsociety,cultureandsciencewhichrelatedtothetextinthetextbooks.Thatistosay,oralEnglishplaysanimportantroleinEnglishlearning.5.DifficultyofStudyItisalittlebithardforstudentstospendsometimeeverydaytopracticetheirspokenEnglishbecauseoftheheavypressure.Meanwhile,inviewofthetest-orientedsysteminChina,teachersoftenemphasizealotonpreparinglessonplansratherthanthepracticeofspokenEnglishfortheirstudents.Moreover,manyschoolscannotusemulti-mediaandthemethodsthatofferedinthisstudycannotbeputintopracticeeasily.Collectingthematerialsandinformationisanotherdifficultthingformylimitedtimeenergy.6.Outline1.Introduction2.TheoreticalFramework2.1LiteratureReview2.1.1ResearchesonoralEnglishteachingabroad2.1.2ResearchesonoralEnglishteachingathome2.2ThecurrentstudiesoforalEnglishteachinginChina2.3TheproblemsoforalEnglishteachinginChina2.3.1TheoverlookoforalEnglish2.3.2Thepsychologicaldisorderofstudents2.3.3Thelackoflanguageenvironment2.3.4TheLackofvariousteachingmethods2.3.5Thelargenumberofstudents2.3.6Theownqualityofteachers3.Theadvantagesofusingmulti-mediainoralEnglish3.1TheadvantagesforstudentsinoralEnglishlearning3.1.1Theenhancementofinterestandenthusiasm3.1.2TheimprovementoforalEnglishstandard3.1.3TheincreaseofopportunitiesandenvironmenttopracticeoralEnglish3.1.4Thecultivationoftheabilityofindependentstudy3.2TheadvantagesforteachersinoralEnglishteaching3.2.1Theimprovementoftheteachingefficiency3.2.2Infavorofcommunicatingwithstudents3.2.3Thestressonteachingkeypoints3.2.4Theimprovementofownqualities4.Thedisadvantagesofusingmulti-mediainoralEnglish4.1Thedisadvantagesforstudents4.1.1Theoverlookasmainroleinteaching4.1.2Difficultytocultivateinnovativethinking4.1.3Thinkinglesstime4.2Thedisadvantagesforteachers4.2.1Theneglectforthetraditionalteachingmethods4.2.2Easinesstobecomelazy4.2.3Toomuchtimeonmulti-media5.Concretestrategiesbyusingmulti-mediainspokenEnglish5.1Approachofroleplay5.2Approachofimitation5.3ApproachofwatchingEnglishmovies5.4Approachofdubbingpractice5.5Approachoflisteningandspeakingcombination5.6Approachofgroupdiscussion6.ConclusionReferences[1].CookVivian.SecondLanguageLearningandLanguageTeaching[M].Beijing:ForeignLanguageTeachingandResearchPress,2000.103-05.[2].EllisRod.SecondLanguageAcquisition[M].Shanghai：ForeignLanguageEducationPress,2000.76-78.[3].KrashenStephen.SecondLanguageAcquisitionandSecondLanguageLearning[M].Oxford:PergamonPress,1981.25.[4].北京未来新世纪教育科学研究所主编.多媒体辅助教学实践[M].呼和浩特：远方出版社，2006.138-45.[5].北京未来新世纪教育科学研究所主编.多媒体教学指导[M].呼和浩特：远方出版社，2006.85-104.[6].北京未来新世纪教育科学研究所主编.教师的现代技术[M].呼和浩特：远方出版社，2006.201-04.[7].陈志颖.浅谈大学英语口语教学[J].山西财经大学学报：高等教育版,2007,10(1):137.[8].崔卫.英语口语教学[M].上海：上海外语教育出版社，2001.5-6.[9].何克抗.建构主义——革新传统教学的理论基础[J].电化教育研究,1997.3-4.[10].胡礼和编著.网络与多媒体的教育应用[M].湖北：华中师范大学出版社,1999.87-91.[11]