硕士论文：初中英语口语教学问题与对策研究 — 以济南市一所中学为例（可编辑）

硕士论文：初中英语口语教学问 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 与对策研究 — 以济南市一所中学为例（可编辑） 硕士论文:初中英语口语教学问题与对策研究+—+以济 南市一所中学为例 山东师范大学硕士学位论文 A Study Of Oral English Teaching Problems and Countermeasures At Junior Middle School---- A Case Study Of A School In Jinan 初 中 英 语 口 语 教 学 问 题 与 对 策 研 究 ? 以 济 南 市 一 所 中 学 为 例 A Thesis submitted in Partial Fulfillment of the Requirements for the Degree of Master of EducationByGuan Lan SupervisedBy Liu QianShandong Normal UniversityJune 08, 2012山东师范大学硕士学 位论文 ContentsAbstract. I 摘要 IV Introduction 1 01 Research Background and Significance1 02 The Organization of the Thesis 4 Chapter One Literature Review. 5 1.1 Basic Concepts of Oral English Teaching 5 1.1.1 Definition of Spoken English and Spoken Ability5 1.1.2 Definition of Teaching Strategy 7 1.1.3 New Curriculum Standards and Oral English Teaching 10 1.1.4 Oral English Teaching Comparison at Middle School and Primary School.12 1.2 L2 Spoken Language Teaching Research Abroad and in China 14 1.2.1 The Process of L2 Spoken Language Teaching Theories Abroad. 14 1.2.2 L2 Spoken Language Teaching Research in China18 1.2.2.1 L2 Spoken Language Teaching Focus. 18 1.2.2.2 The Classification of Research Results19 1.2.2.3 L2 Spoken Language Theory Research19 1.2.2.4 L2 Spoken Language Empirical Research20 Chapter Two Theoretical Basis. 26 2.1 Constructivism Learning Theory. 26 2.2 Proximal Development Learning Theory 31 Chapter Three Investigation into Oral English Teaching and Learning34 3.1 Research Purpose and Hypotheses. 34 3.2 Research Subjects 35 3.3 Research Instruments and Procedures353.3.1 Questionnaire. 35 3.3.2 Interview36 3.3.3 Classroom Observation 37 1山东师范大学硕士学位论文 3.3.4 Oral English Test 37 3.4 Investigation Results and Data Analysis37 3.4.1 The Analysis of the Students' Questionnaire Results. 38 3.4.2 The Analysis of the Teachers' Questionnaire Results. 41 3.4.3 The Results of Students’ Interview before Experiment. 44 3.4.4 The Classroom Observation and Analysis 46 3.4.5 Oral English Test before Experiment. 47 3.5 Oral English Learning and Teaching Problems Summary47 3.5.1 Oral English Learning Problems Summary48 3.5.2 Oral English Teaching Problems Summary. 52 Chapter Four Teaching Experiment53 4.1 Experiment Procedures 53 4.2 Oral English Teaching Countermeasures 54 4.2.1 Building Harmonious Relationship Between Teacher and Students. 54 4.2.2 Enriching Oral English Teaching Methods. 54 4.2.3 Creating Situational Experience Atmosphere in Class. 59 4.2.4Providing Oral English Communication Platform63 4.2.5 Building Positive and Effective Evaluation Ways. 68 4.3 Experiment Results and Data Analysis. 71 4.3.1 The Analysis of Pre and Post Oral Test Scores 71 4.3.2 The Analysis of the Questionnaire before and after Experiment. 75 4.3.3 The Results of Students’ Interview after Experiment 78 4.4 Summary79 Chapter Five Major Findings and Implications80 5.1 Major Findings80 5.2 Teaching Implications81 5.3 Research Limitations. 82 5.4 Proposals for Future Research82 Conclusion84 Bibliography85 2山东师范大学硕士学位论文Appendices88 Appendix A Questionnaire for Students 88 Appendix B Questionnaire for Teachers90 Appendix C Questionnaire for EG & CG 93 Appendix D Oral Test Scores Standards. 94 Appendix E Pre and Post Oral Test Scores List95 Acknowledgements99 在读期间发表的论文1003山东师范大学硕士学位论文 ABSTRACTIn the 21st century, facing with cultural diversity, economic integration and lifelong-education, English as an international common communication tool has been widely used. More and more schools and parents have paid attention to English spoken ability. The time at junior middle school is the foundation stage of English learning and also is the critical period of cultivating students' abilities in listening, speaking, reading and writing. With China contacting other countries more and more frequently, cultivating English spoken ability in basic education becomes more and more importantIn the teaching, the author also attached importance to students' oral English expression and communication ability. However at a junior middle school of Jinan city where the author taught, the effect of oral English teaching was not obvious. In September of 2010, the author greeted two classes of new students in Grade SevenThrough one semester's observation, the author found that they generally held poor oral English levels. The author's school is located in urban-rural combined zone and the primary schools around it with uneven English teaching levels. The students' English performance had large difference after entering the middle school. The time in Grade Seven is the foundation stage of cultivating English spoken ability, but our students generally held poor levels. Every one of our teachers must face this realityThe research purpose is "How to improve students' English spoken ability at the urban-rural junior middle school" In China, linguists and foreign language teachers have done a lot of research on oral language teaching and learning at middle school, but these studies mainly based on students' oral language learning. The study of unifying the investigation into the teacher's teaching and the students' learning and targeted proposing the countermeasures was less In the thesis, the author firstly introduced the basic concepts of spoken English, spoken ability and teaching strategy, new curriculum standards' requirement for the oral teaching and compared the oral English teaching characteristics at primary and 4山东师范大学硕士学位论文junior middle school. Inspired by the fruitful research results in China and abroad, the author tried to fully understand the oral English learning problems among junior middle school students in order to further train students’ oral English communication ability. Secondly based on putting forward research hypotheses, the author used oral test, interview, questionnaire and classroom observation to master the situation of oral English learning and teaching at school and got the first-hand information. Data analysis showed that many factors led to students' oral English ability generally poorThere were students' own factors, teachers' and teaching process factors, and oral English teaching and learning problems also presented in different aspects. The author made the detailed analysis and summary Under the guidance of the constructivism learning theory and proximal development learning theory and with existing problems, the author attempted to apply oral English teaching countermeasures in hope of enhancing the students' oral English ability and carried out the teaching experiment. She chose Class One in Grade Seven as the experiment group EG and Class Two as control group CG. In the experiment, EG received oral English teaching countermeasures and CG was taught under the traditional teaching methods. The experiment lasted for one semester. After the experiment, SPSS17.0 indicated that the mean scores of EG was much higher than the mean scores of CG. There existed significant difference between two groupsTherefore, comparing with the current traditional teaching methods, designed teaching countermeasures can improve oral English ability and oral test scores. The author again carried out the questionnaire in two groups. The results showed that in experiment group the students’ interest and confidence for speaking English were significantly higher than students' in control group. Therefore, comparing with the current traditional teaching methods, designed teaching countermeasures can increase interest and confidence for speaking English At end of thesis, on the base of the experiment, the author expounded the major findings and teaching implications, pointed out the research limitations and offered some reasonable proposals for future research 5山东师范大学硕士学位论文This thesis aimed to improve students' oral English ability at junior middle school and the author hoped to provide some theory and practice experience for English teachers. We believe that improving English spoken ability at junior middle school is the common goal of teachers and students. We will continue to study this problem and it will be further development Keywords: Junior middle school students; Oral English teaching; Investigation; Teaching Countermeasures 分类号:H319 6山东师范大学硕士学位论文摘要 面对文化多元化、经济一体化、教育终身化的 21 世纪,英语教育成为动态 的教育、 发展的教育。 英语, 作为一种国际通用的交际工具, 已随着社会 的高 速 发展, 越来越为各个家庭、 学校所重视。 初中是英语学习基础阶段, 是培养学 生 听说读写能力的关键时期, 随着我们同世界各国的交往日益频繁, 这使得在基础 教育阶段对语言说的能力的培养愈益重要。 在教学中, 作者也很重视对学生们的英语口语表达、 交际能力的培养, 然而 在作者任教的济南市某中学,英语口语教学效果却并不明显。2010 年 9 月,作 者迎来了 10 级 2 个班 的新同学,通过一个学期的观察,发现他们的口语水平普 遍偏低。作者所在的中学处于城乡接合部,周围的 小学 小学生如何制作手抄报课件柳垭小学关于三违自查自纠报告小学英语获奖优质说课课件小学足球课教案全集小学语文新课程标准测试题 英语教学水平参差不齐, 学生升入初中后英语的学习成绩相差较大。 七年级正是打基础的阶段, 学生入学 后, 普遍英语开口能力差是我们每一位英语教育工作者必须正视的现实问题。 本 论文的主要研究目的就是“在城乡结合部中学如何培养学生英语口语能力” 。 在国内, 语言学家和外语教师们对中学英语口语教学进行了大量的研究, 但 是这些研究主要针对学生的口语学习, 对教师的教和学生的学做统一调查研究并 针对性地提出对策的研究较少。 为此,本文作者首先简要阐述了口语和口语能力以及教学策略的相关概念, 新课程标准对口语教学的要求, 比较了小学与初中口语教学特点。 在相关文献的 启发下, 作者试图全面了解初中学生在英语口语学习方面的问题, 以求进一步培 养学生的口语交际能力。 其次, 在 提出研究假设的情况下, 作者采用口语测试法、 访谈法、 问卷调查法和课堂观察法掌握了作者所在中学的英语口语教与学现状的 第一手资料。数据 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 显示,各方面的因素导致学生的英语口语能力普遍较差, 有学生自身的因素, 教师和教学过程中的因素, 而口语教学的问题也表现在不同 方面, 作者对这些问题进行了分析和总结。 接 着, 在建构主义学习理论、 最近 发 展区学习理论启发下, 针对存在的口语教学问题, 作者提出了相对应的口语教学 对策, 并进行了实验, 希望能够帮助学生提高英语口语能力。 作者选取七年级一 班为实验组, 二班为对照组, 对实验组采用教学对策, 对照组采用传统的教学方 法 , 实 验 历时 一 个 学 期。 实 验 后 ,SPSS17.0 软 件 的 分 析结 果 显 示 ,实 验 组 的口 语后测平均数高与对照组的后测平均数,两组的口语成绩有明显的不同。因此, 7山东师范大学硕士学位论文 相对于传统的教学方法, 作者 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 的教学对策能够提高学生的口语能力, 提高口 语测试成绩。 实验后, 作者再次进行了问卷调查, 调查结果显示 实验组的学生对 说英语的兴趣程度和信心都明显高于对照组。 因此, 相对于传统的教学方法, 作 者设计的教学对策能够提高学生说英语的兴趣和信心。 最后, 作者概述了研究的主要结论, 提出了教学启示, 指出研究的局限性和 后续研究建议。 本论文旨在帮助初中生有效的提高英语口语能力, 作者希望这一课题在中学 英语教学方面能为广大英语教师提供一点理论和实践 经验 班主任工作经验交流宣传工作经验交流材料优秀班主任经验交流小学课改经验典型材料房地产总经理管理经验 的帮助。 作者 相信, 提 高初中生英语口语能力是教师和学生的共同目标, 我们要继续研究这一课 题, 将 其向纵深发展。 关键字: 初中生 英语口语教学 调查研究 教学策略 分类号:H319 8 山东师范大学硕士学位论文 Introduction 01. Research Background and SignificanceEnglish is the most important information carrier in today's society, and also the world's most universal language. The quality of English education is an important part for basic education development strategy. In many countries, the governments had put it in a prominent position. In China the time at junior middle school is the foundation stage of learning English, and also the critical period for cultivating students' abilities of listening, speaking, reading and writing. In the 21st century, English education has been unceasingly expanded in China. In class, English teaching was emphasized on from transferring knowledge in the past to the current focusing on cultivating students' quality education. One of the major parts of students' quality education is to improve their practical ability to use English, that is spoken abilityIn China English teaching at middle school had been developed steadily from1985. The government formulated a series of education policies, revised the syllabus for several times, promulgated the "New curriculum standards trial version", and published the new teaching materials. The normal universities and colleges at various levels trained a large number of high-quality teachers who constantly improved and perfected the teaching methodsThe old teaching methods mainly emphasized on explaining English grammar and vocabulary and ignored the actual language practical use ability. The new curriculum standards had changed this old method. From students' interest in learning, life experiences and cognitive level, it advocated experience, practice, participation, cooperation and exchange of learning methods and task-based teaching approach, and developed students' comprehensive language use ability. It also made the process of language learning become the ways that can lead students to hold the positive emotional attitudes, active thinking and courageous practice, improve their intercultural consciousness and self-learning ability. New curriculum standards has increasingly paid attention to the English spoken ability and changed the teaching mode from the "teacher-centered" to the "student-centered", made the "classroom as 1山东师范大学硕士学位论文 the center" extend to the "life as the basis", developed the "knowledge as the center" to the "comprehensive ability as standards", created the best language environment, used the best teaching methods, and pursued the highest teaching results. (Huang Dongmei, 2002 )In 2010 of September, a new semester began, the author greeted the arrival of new students. This year author's teaching task was to teach English course for Class One and Class Two in Grade Seven. The author was always interested in the oral English teaching. She often contacted with students, and found that when they participated in oral English training, they seldom showed the enthusiastic feelings, and the classroom atmosphere was not very active. The students generally held poor oral English communication skills. Some of them got the low English scores at primary school and ignored the importance of learning English, even refused to speak English. The author's school is located in urban and rural combined zone and the primary schools around it are the uneven levels in English teaching. The students' English performances were vary widely after entering middle school. Compared with urban students, they also had different learning methods. Through investigation, the author found many problems on oral English teaching and learning in her school. The author often encountered such of phenomenon. Some students had good scores for homework and examinations, but in class they did not like raising their hands to answer the questions and did not like to speak English. Some students got very good scores in writing English, but held very poor spoken ability. In the oral English practice, some students conceived the very good contents in mind, when they opened the mouth, they could not describe what they were thinking. Some students spoke English fluently with quick thinking in free time, but in a formal speech, they often expressed hesitatingly and tongue-tied Through classroom observation chapter three mentioned, the author observed that some teachers still used the grammar-translation method to teach English. This method showed the cramming teaching style and the teaching task was around the examinations. The teachers spent more time on teaching, but left less time for oral practice. In a 45-minutes lesson, the teachers spent average of 32 minutes to explain2山东师范大学硕士学位论文They only paid attention to the language knowledge teaching, neglected or even ignored oral language practice. Students only had less time to participate oral practice in class, and spent less time on learning oral English, which led to poor learning environment. As the large-sized number of students in one class, the teacher could not guarantee everyone have the opportunity to speak English in every lesson. Due to limited time in class, and the teachers always asked students with good oral English levels to answer the questions, so most of the students missed practice opportunitiesTeachers always paid close attention to their "teaching" and ignored students' "learning" and made them in the passive condition for English speaking in the long time, which led to the "dumb English" The author also found some phenomenon that students in Grade Seven started learning English with immense interest, students in Grade Eight feared to join in English lessons. When entering Grade Nine, they began to escape English lessons, slept, deserted thinking and read other books in English class. Some rebellious students did not perform actively or even refused to participate English training with passive attitude. English teachers felt very headache for these phenomenon and did not know how to change this situation. I found a lot of students in Grade Nine, even after three years' English study, could not communicate in English, which had seriously violated the purpose of language learning---communicate with people, exchange information. This inefficient and outdated teaching model needed to be changed as quickly as possible. We should pay attention to oral English teaching from the Grade SevenBased on the above background and in guidance of new curriculum standards, the author pointed out the research objective that was "How to improve students' English spoken ability at the urban-rural zone junior middle school". In view of existing situations, the author carried out the questionnaire survey both for students and teachers, interviewed individual students in experiment group and carried on the classroom observation to master the first-hand information, then summed up the existing problems on oral English teaching and learning. According to current situation, the author designed oral teaching countermeasures and made experiment in 3山东师范大学硕士学位论文 order to test if the experiment group by accepting countermeasures can perform better in oral English ability than control group did 02. The Organization of the Thesis The thesis starts with the introduction, and it consists of five chapters. Chapter one, literature review, offers basic concepts of oral language teaching and reviews previous researches and findings made by experts. Chapter two, theoretical basis, expounds the constructivism learning theory and proximal development learning theory and its enlightenment for oral teaching. Chapter three starts investigating into oral English teaching and learning situation in author's school, and summarizes the problems. Chapter four expounds the procedure of teaching experiment, applies teaching countermeasures and analyzes experiment results. Chapter five concludes the major findings, teaching implications, research limitations and proposals for future research. The last is the conclusion4山东师范大学硕士学位论文 Chapter One Literature ReviewThis chapter can be subdivided into two sections. The first section deals with the basic concepts of oral English teaching, new curriculum standards' requirement for oral teaching and oral teaching comparison at middle school and prima