畢業(yè)論文-小組活動在中學(xué)英語口語教學(xué)中的應(yīng)用

1、邯鄲學(xué)院本科畢業(yè)論文 題 目 小組活動在中學(xué)英語口語教學(xué)中的運用學(xué) 生 石艷彩學(xué) 號 014001061011指導(dǎo)教師 荊莉年 級 2006 級本科1班專 業(yè) 英語二級學(xué)院 外國語學(xué)院 邯鄲學(xué)院外國語學(xué)院2010年5月3鄭重聲明 本人的畢業(yè)論文是在指導(dǎo)教師荊莉的指導(dǎo)下獨立撰寫完成的。如有剽竊、抄襲、造假等違反學(xué)術(shù)道德、學(xué)術(shù)規(guī)范和侵權(quán)的行為，本人愿意承擔(dān)由此產(chǎn)生的各種后果，直至法律責(zé)任，并愿意通過網(wǎng)絡(luò)接受公眾的監(jiān)督。特此鄭重聲明。畢業(yè)論文作者： 2010年 月 日b.a. thesis using group work in junior middle school english speaki

2、ng byshi yancaisupervisor: jing lia thesis submitted to school of foreign languagesof handan college in partial fulfillmentof the requirement for the degreeof bachelor of artshandan, chinamay, 2010acknowledgementsduring the months of research, which led to this paper, i wished to express my apprecia

3、tion to some people for their help. first, i have my deepest gratitude to professor jing li, my supervisor, for her constant encouragement and valuable instruction, for her insightful lectures, which inspire me to compose this thesis. she has helped me through all the stages of the writing of this t

4、hesis. her great patience and stimulating supervision played a vital part in the completion of the study. without her consistent and illuminating instruction, this thesis could not have reached its present form.second, i am also greatly indebted to the professors and teachers at the school of foreig

5、n language: professor wei xiaohong, who has instructed and helped me a lot in the past years.third, my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. i also owe my sincere gratitude to my friends and my fellow classmates who g

6、ave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis. abstractnumerous scholars have given theoretical knowledge about group work directly or indirectly. but in application of it, there exist problems because in their real teachi

7、ng, most teachers could not apply this resource properly. the most apparent problems include: organizing the oral group work, classroom controlling and so on. these problems lead to the ineffective class.this thesis aims at developing junior middle school students ability of oral communication in en

8、glish. it tries to improve students competence of using spoken language. the thesis involves three chapters. starting with the preparation stage in teaching english speaking, it explains how to choose the oral topic, design speaking activities and divide groups. in the second chapter, it dicusses ho

9、w to implement group work in the process of oral teaching. the last chapter expresses the feedback and how to implement the feedback. in order to examine these research questions more effectively, an objective observation and systematic method have been adopted for the authors research. anyway, this

10、 paper indicates that activity-based group oral english teaching takes the development of students, learner-centered teaching and ability enchancing as its main goals. this research does provide students with better language learning, communincating atmospere and chances to practise english spoken l

11、anguage. therefore this research will surely improve oral language teaching and learning, which may contribute much to the success of enchancing junior middle school students oral communicative ability.key words: oral english group work junior middle school摘要很多專家直接或間接地給出了小組活動的理論依據(jù)，但是在實踐中依然存在一些問題。如：如

12、何組織口語小組活動，小組活動的課堂監(jiān)督管理等等。這些問題將直接導(dǎo)致小組活動是否能有效進(jìn)行。 本文以切實提高初中生英語口語交際能力為目標(biāo)，旨在幫助學(xué)生提高口語綜合運用能力。本文共分三個章節(jié)。文章開篇指出在英語口語教學(xué)中的準(zhǔn)備階段應(yīng)注意的問題，如如何選口語話題，設(shè)計口語活動和分組。在第二章，筆者主要討論了在口語教學(xué)階段的問題。在最后一章，筆者提出了教學(xué)反饋以及如何進(jìn)行。為了使這個研究更加有效，本研究采用了客觀觀察法和系統(tǒng)研究法?？傊?，文中指出小組活動英語口語教學(xué)，完全“以學(xué)生發(fā)展為本，以學(xué)習(xí)者本身為中心”。通過教師設(shè)計的各項小組活動，為學(xué)生提供語言學(xué)習(xí)交流的氛圍，增加語言實踐機會，使學(xué)生在交流合作

13、，同伴互助過程中獲得語言運用的能力，從而切實提高口語教學(xué)的有效性和可持續(xù)性。關(guān)鍵詞：英語口語 小組活動 初中iiicontentsacknowledgements.iabstract.iiabstract(chinese).introduction.1chapter one preparation stage in teaching english speaking.31.1 oral topic selection.41.2 desigining speaking activities.51.3 group division.7chapter two implementation stage

14、 in teaching english speaking.82.1 creating scenes and presenting the oral teaching conntent.82.1.1 creating scenes.9 2.1.2 presenting the oral teaching content.92.2 developing group work. 10chapter three post-stage in teaching english speaking.113.1 teachersfeedback to students oral performance.11

15、3.1.1 teachers assessment .113.1.2 teachers feedback.12 3.2 homework.12conclusion.13notes.15bibliography.1616introductionthere is nothing new that communicative ability is the goal of the learning any foreign languages. oral english teaching aims to develop studentsability of using english so that t

16、hey will be able to exchange information effectively through spoken channel in their future work and social interaction, and at the same time they will be able to enhance their ability to study both independetly and collaboratively and improve their cultural awwareness so as to meet the needs of chi

17、nas social development and international exchanges. but in china, most junior middle schools are conducted in a traditional way, which means either by the grammar-translation method or by limited interation between the teacher and students. however, this kind of teaching method leads students to hav

18、e less opportunities in the oral english. but the group work can make up for this shortcoming.group work is a way of organizing the class that involves small groups of learners working together. according to brown:“group work is a generic term covering a multiplicity of techniques in which two or mo

19、re students are assigned a task which involves collaboration and self-initiated language.” (2001:173)group work in collaborative teaching is a type of student-centered activity in which students can communicate and cooperate with peers. it can help to lessen the anxiety of the learners in communicat

20、ion to improve their reaction, as a result, their language using ability and their autonomous learning ability will be improved. many educators and researchers argue that taking charge of ones learning, that is to say, becoming an autonomous learner can prove beneficial to learning. during interacti

21、ve activities learners are more autonomous than in teacher-fronted class. its up to them decide how to complete the task; what strategies will be used; who will play a certain role in group work.cook (2001) shows that students have different personalities. some are shy, usually in few words but some

22、 are extroverts who like talking to others, expressing their ideas and performing. there would seem an obvious connection to language teaching methods. zhang jianzhong once pointed out in foreign language pedagogy that in the classroom instruction teachers and students contact is varied, but contact

23、 is especially important between students and groups. this is because the identical classs and grades students have the common age feature, state-of-art, learning experience and the emotional factors. students are easy to transmit and accept the information, and easy to be driven with the sense of p

24、articipation. they will realize the classroom human relations, which increases the student to have a good command of the foreign language. just as long says: “group work in esl classrooms is a widespread practice to promote english learning. the use of group work in junior middle school is regard as

25、 beneficial to the language acquisition process by creating a non-threatening learning environment and offering students many opportunities to practice various kinds of speech acts.”hymes(1971) gives the conception of communicative competence. he thinks that only if you know how to appropriately use

26、 language, you are the person who acknowledges the language. if language teachers apply these opinions to the class teaching, group work can create more opportunities to use oral english.wang qiang (2000) gives us the communicative background of group work, even though she does not elaborate it dire

27、ctly. she states that the ultimate goal of foreign language teaching is to enable students to use it in work or life when necessary. clt requires a higher level of communicative competence on the part of the teacher. it also requires that the teacher develops a wider range of skills beyond the prese

28、ntation and explanation of grammatical structures (hedge.2000). in a communicative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, guiding students in pair or group work, so the adoption of communicative language teaching (clt) is one possi

29、ble solution to be the media of the gap between classroom language teaching and real life language use. the goal of communicative language teaching is to develop the students communicative competence. in group work, students have the chance to communicate with others. harmer (2003) classifies the st

30、yles of groups into 5 kinds. group work is one kind of them. he claims that there are many activities in group work. for example, and students can prepare a presentation then perform it in front of the whole class or discuss an issue and then come to a group decision. he also lists two sides of grou

31、p work as well as the solving methods.lu changquan (2005) asserts that group work is one form of cooperative learning. it has a wide application in english classroom. what each teacher now is concerning about is how to carry out the group work and how to apply group work in english class. from the p

32、oint of authors view, the teacher makes good use of group work in english teaching and hence the students communicative competence will be well developed. fan gexin in strages and methods in english teaching holds that in oral english teaching, we divide the class into small groups to learn collecti

33、vely as a unit and identify each group leader and recorder together. they complete pre-class oral practice that the teacher has arranged and make a record. the last team - units in the spoken language class use different ways to show their results in order to make each of the students takes part in

34、oral activities, have the opportunity to open their mouths to improve their language skills.the paper aims to improve the efficiency in oral english class and students communicative competence, so the author selects the following relationships and factors as some potential research focuses for me to

35、 concentrate on in my further study of the issues identified so far: the authou would like to explore how to use group work in middle school english speaking from three stages: chapter one: preparation stage in teaching english speaking. in this chapter, the author would like to make some preparatio

36、ns to diminish their anxiety and encourage them to speak english bravely; following these principles, various extracurricular and in-class english speaking activities are suggested in chapter two implementation stage in teaching english speaking. through insistent implementation of the learning stra

37、tegies in this thesis, both students english speaking ability and teachers teaching efficiency would be improved a lot. at last, in chapter three, post-stage in teaching english speaking, the author introduces how to make feedback to students performance and homework in order to test and even improv

38、e students oral english.chapter one preparation stage in teaching english speakingin this chapter, the author would express how to select the topic, how to design speaking activities and how to divide groups, making students feel interesting, open their mouths to speak english and communicate with e

39、ach other.1.1 oral topic selectionthe spoken language classs contents stem from english curriculum teaching materials. according to each weeks teaching progress, teachers make some researches about the orginal teaching material carefully, and manifest the spoken language characteristic fully. after

40、five to six class instructions, the student has been familiar with the topic that they have learned and some difficult new words which were also solved in the earlier english class. therefore, it is a good chance for students to have a spoken english class so that they can talk about the familiar to

41、pic. through reorganizing and enchancing the topic, we choose the appropriate materials to give the student, which can make them feel not embarrassed to communicate with each other naturally in english. in communicative process, they can improve communicative competence. the way in which we select o

42、ral language topic is good consolidation and enchancement for students to practise english speaking. take oxford 6b as an example: the first units topic is the fire. through studying the concept, the students already have the preliminary understanding to the new words. in the spoken english classroo

43、m, through the strategy implementation, teachers let the student discuss how to use the fire, complete the commentary in the group and organize the group series activities and so on. through the spoken language classroom instruction, the student can be skilled with expressing the related topic in en

44、glish and applying english into spoken communicative practice, only to achieve the proper teaching goal. in order to express better how to select oral english topic, the author gives two examples.teachers choose the topic which has the long history and the cultural connotation. take unit 8, book one

45、 as an example. in this unit, it says the speaking-english countries. however, students are unfamiliar with these countries, especially australia. so the teachers should say more things about these countries, such as: countries flags, famous animals, places of interests, presidents and famous people

46、. the teachers also let students look for things about these countries in the internet, books and so on. they can discuss with their classmates about them. at this case, they get more knowledge of communication and are interested in them. the interest is the best teacher. teachers choose this topic

47、which they have learned before to arouse their interest to communicate with each other in english. the topic that students are interested in. in the studying english process, the learner has the very big individual difference, such as student family difference, former knowledge difference, academic

48、motivation difference, intelligence difference, study style difference and male and female sex difference and so on. these differences are very complex. as a teacher, we should understand that students individual difference needs the different contents differently according to the object, which is t

49、he effective and important teaching condition. uss pedagogy and psychologist howard gardner proposes the multi-dimensional intelligent theory and proposes the education philosophy according to his own theory “take personally as central education”. this theory is helpful for us to make students corre

50、ctly observe the teaching view to implement teaching students in accordance with their aptitude. this aspects topic may demonstrate well the individual language style of the learners and the usability of the spoken language teaching. on one hand, the topic has the very strong feasibility, and even t

51、he uncertainty topic is also effective carrying on “the recent developing area”. for example, unit 6, book one. it teaches the festivals. students are familiar with these contents. so the teachers do not say more. beacuse students have the different family background, interests, they have informatio

52、n gap among them, they have the word to say and want to say what they do during the festivial. on the account of their interests, they dont have barrier among themselves, so that they speak out freely.1.2 designing speaking activitiesdesigning speaking activities has the following principles: first,

53、 it must be closely linked with the content, and is advantageous to expand course content. second, it must be hierarchical and proceeds in an orderly way. third, teachers must take notice of the students different level and their learning goal, which is advantageous in all students participation and

54、 in the group cooperation development. fourth, the activity must have the continuity, and which is good for the teachers and the students to unceasingly deepen the course content. finally, the form must diversify. only under the correct instruction, can it help the implementation achieve the validity.designing speaking activities also has many kinds. according to the special details, the teacher may choose different ways. below several kinds will be introduced:1.group lecture. the lecture refers to the audience who sit on the front about some questions expressed; students are asked to tal