電大英語教育專業(yè)畢業(yè)論文

1、附件2：河北電大開放教育本科英語專業(yè)畢業(yè)論文教學(xué)實踐設(shè)計鑒定表及指導(dǎo)過程表封面Cover PageHebei Radio & TV UniversityPractical Project Design河北電大開放教育本科英語專業(yè)畢業(yè)論文教學(xué)實踐設(shè)計鑒定表Title ：Inquiring the methods of remembering word題目: 探究記憶單詞的方法Name/姓名: Liu LiliNumber/學(xué)號: School/學(xué)校: 滄州 電 大Major: English (education oriented)英語專業(yè)（教育方向）Tutor/導(dǎo)師: 馬瑞閣Date/日期:

2、2012.3_標(biāo)題頁 Title PageProject Title:Inquiring the methods of remembering wordsInvestigator Liu LiliCangzhou Radio & TV UniversitySubmitted on 17th March 2012In fulfillment of the coursePractical Project DesignStudents Tel: Fax: E-mail: gaoheliulili致謝 AcknowledgmentAcknowledgmentI am mostly grateful t

3、o my supervisor Professor Ma without whose support and patience this project would not even have got off the ground. I am also grateful to my colleagues Zhang Jinxin and Yu Hongqing for their time spent on brainstorming and panel discussions with me.No amount of thanks will be adequate for my studen

4、ts without whose willing participation in the project implementation it would have remained on paper.Last but not the least, big thanks go to my husband and my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.摘要Abstract

5、Abstract The present study presents a detailed report of a project implemented to solve the problem that most of my students dont grasp the words. And there are some mistakes. The report will get out of the mistake and teach some methods .This hypothesis is verified by a four-week practice of classr

6、oom teaching with the specially designed vocabulary teaching exercise activities.Among the methods of scientific investigation used are analytic method cause analysis. Questionnaire survey and Socratic dialogues.Key words:Importance . Mistakes. Methods. 目錄格式-（正文）Basic Structure for ContentsPage1Main

7、 headings of the project reportIntroductions 1. Identifying a problem 2. Problem analysis2.2 Project objective2.3 Project hypothesis2.4 Project rational3. Project design4. Project implementation 4.1 Project implementation4.2 Data Analysis5. Project evaluation6. Final report7. BibliographyAppendix A

8、The questionnaire for problem analysis.Appendix B Students handoutsAppendix C The post trian questionnaireNote: The main headings give the project reader an overall view of the report. They also act like an outline of the report. From Page2 onwards, Zhang Ling further elaborates each of the main hea

9、dings. Page2,3 and 4 now look like this:(course book P143).IntroductionsI have been teaching for eight years. In my teaching Ive found there are some problems . especially the problem that some of my students in rural areas are not interested in remember English. Ive told them time and again the imp

10、ortance of remembering English word and urged them to take all kinds of methods. However they always forget vocabularies. Ill finish my study in Cangzhou RadioTV University .I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowled

11、ge and theory into practice .which I learned from Cangzhou RadioTV University.指導(dǎo)過程報告1Process Report-1Student：Liu LiliStage 1: Identifying a problemTutors Comments: (problems and suggestions)Tutor _ Date _ Score _ContentLanguage is a communication tool. And the purpose for learning English in China h

12、as changed in recent years due to the Open Door Policy. Vocabulary is one of language element, If people leave vocabulary, we cant express idea, If people dont have much vocabulary, you cant listen ,speak, read ,write well. The size of the vocabulary of a person to a certain extent that the English

13、level of this person.指導(dǎo)過程報告2Process Report-2Student Liu LiliStage 2: Problem analysisTutors Comments: (problems and suggestions)Tutor _ Date _ Score _ContentIn my opinion, there were four main mistakes. Firstly, some students only lay stress on language, grammar and structure teaching, but ignore vo

14、cabulary teaching. Secondly, some students only can remember meaning of vocabulary but ignore situational .Thirdly, some students dont know about culture difference between China and western countries . Fourthly, some students cant grasp the regular of word formation. so they were not interested in

15、it at all.The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem. I started off by making an analysis of the problems. In this period, I use the following methods: the analytic method, cause analysis, socratic dialogues and questionnai

16、re survey2.2 Project objectiveThe project objective is to enhance learners interest in oral practice.2.3 Project hypothesisIt is hypothesized that learners interest in remembering words. 2.4 Project rationaleThe following rationales are mentioned: communicative approach in vocabulary teaching, PPP m

17、odel, communicative speaking activities, the learners roles and responsibilities, the role of the teacher, the role of good lesson planning指導(dǎo)過程報告3Process Report-3Student: Liu LiliStage 3: Project designTutors Comments: (problems and suggestions)Tutor _ Date _ Score _Content3.1 ObjectivesThe objectiv

18、e of this research is to pay attention to mistakes for vocabulary teaching.3.2 Subjects The subjects are 45 rural middle school students in Song zhuangzi Middle School inCangzhou3.3 Materials The materials are based on the Go For It for Grade 9.3.4 Activity PlanWeek Unit TopicActivity TopicObjective

19、s Functional itemsTime 1Discuss the importance and mistakes of vocabulary teachingPoint to the mistakesTo stimulate the students interest in vocabulary teachIf you increase youre the size of the vocabulary, you will make progress English level452Discuss students only remember words, ignore situation

20、alThe teacher give exampleTo develop the skills of word-the student grasp this situational 453Let students understand culture differecesTalk about what should do To develop the skills of understanding culture-give two examples454Grasp the regular word formationTalk about what would they do in some c

21、ertain wordTo develop the skills of remember vocabularyDiscuss the examples45指導(dǎo)過程報告4Process Report-4Student: Liu LiliStage 4: Project implementationTutors Comments: (problems and suggestions)Tutor _ Date _ Score _Content4.1 Project Implementation The objective of this research is to recognize studen

22、ts mistakes and the importaces of remembering words. The subjects are 45 rural middle school students in Songzhuangzi Middle School in Cangzhou. And the materials are based on the Go For It for Grade 9.Week 1, Activity 1,Discuss the importances and mistakes of vocabulary teachingThe objective: to di

23、scuss the importance and mistakes of vocabulary teachingTeaching process:Step 1 Lead in T:(the teacher says) ; S: (the students say)T: We all know if you cant remember word, you cant listen. Speak .read .write well.S: But we must have grammar oriented tests, we must do some homework.T: Through your

24、answer, I know your mistakes.Step 2 Presentation( Ask some other students discuss the same question. Step 3 PracticeHave the students work in pairs, Discuss the question .Step 4 GroupworkDivide all the class into six groups, and ask them to work in groups .Homework: We cant remember what reasons the

25、y are.Week 2, Activity 2, Students only remember the surface of the words meanings. Ignoring the situational The objective: to stimulate the students discuss the examples bout ignoring the situational.Teaching process:Step 1 lead inTeacher writes two examples on the blackboard.Step 2 Presentation1 .

26、I am very thirsty. I want to drink some water.2. The flowers are dry, I must water them now.Step 3 PracticeAsk them to practice the conversation in pairs. Discuss the nature of water.Step 4 Do a surveyDivide the students into four groups, Discuss the nature of a certain word. Homework: Let students

27、find the similar examples.Week 3, Activity 3, Let students understand culture differences between China and western country.Teaching process:Step 1 Lead in T:Do you like dogs? Whats it differences because of culture?Step 2 PresentationThe teacher give some examples on the blackboard .1. Love me ,lov

28、e my dog.愛屋及烏2. Every dog has his day.凡人皆有得意日3. Luckdog 幸運兒4. 狗腿子5.狗東西5. 狗仗人勢Step 3 GroupworkDivide the students into 4 groups . Discuss the diffenences for dogs .At last the teacher give the summary .In western countries, people appreciate dogs courage and honest. The person is treated a dog. But C

29、hinese all hate dogs. So for a same thing ,different culture background, their opinons are different. he students talk to other students in the class and find three people who have to follow these rules. Write their names in the chart. Homework: Let students find some similar examples.Week 4 , Activ

30、ity 4, Let students grasp the regular word formationThe objective: to let students grasp word formation to remember vocabularyTeaching process:Step 1 Lead inT: Do you know what made of word is ? Do you recognize root , prefix and suffix?Step 2 PresentationThe teacher says word is made of root, prefi

31、x and suffix. They are three element parts. Prefix is the most important part. Suffix is the secondary part .Words formation methods has many kinds of forms. eg.1 .prefix+root Pro +pel -propel向前推 推進(jìn)2 root +suffixPort +able -portable拿走 可以的 可攜帶的 Step 3 PracticeT: discuss the words above. At last the t

32、eacher give summary. Though the examples we know an English word arent meaningless and isolated , They are some organic combination that include the specific meaning. we should remember their meanings significance.Homework: After class everyone find two examples about word formation.4.2 Data Analysi

33、sThe results of the two questionnaires are presented in Graph 1 and Table 1. Graph 1 shows the comparison of degree of interest before and after the implementation of the project. And table 1 shows students preference to types of vocabulary teaching. After four weeks research, I designed Questionnai

34、re Two that was partly based on Questionnaire One designed before research. By now, I was more awake of the usefulness of the vocabulary teaching I designed. I especially hoped to know what my students had gained and which methods they preferred.The fact that the degree of interest increased from 38

35、.5% before implementation of the project to 57.6% after it shows that the activities to enhance students vocabulary teaching were effective. The objective of our research is to enhance my students interest in doing vocabulary teaching, such a result (from 44.5% to70.1%) is very encouraging. It prove

36、s that the implementation of the solutions is fruitful and effective.指導(dǎo)過程報告5Process Report-5Student： Liu LiliStage 5: Project evaluationTutors Comments: (problems and suggestions)Tutor _ Date _ Score _ContentAfter I thought seriously and had exchanged views on the project with my students, I findout

37、 that although students understand the importance of word and mistakes, there is still much that needs further improvement. Only when I make continuous reflection in my teaching, can I make greater progress. The most frequently mentioned problems can be summarized as the following three:Firstly, the

38、 problem of the nature of word training: the students need more practice in nature.Secondly, the students cant use word formation.Thirdly, the relationship between remember vocabulary and grammar-oriented exam: most of my students say “I hope I can improve my speaking ability and pass grammar-orient

39、ed exams.” So let student know importance of vocabulary. 指導(dǎo)過程報告6Process Report-6Student Liu LiliStage 6: Final reportTutors Comments: (problems and suggestions)Tutor _ Date _ Score _ContentIdentifying a problemLanguage is a communication tool. And the purpose for learning English in China has change

40、d in recent years due to the Open Door Policy. In the past, everyday communication was not the main goal because one didnt need to listen and speak in English. but now remembering vocabulary is very important. The students should not only express themselves, they can also communicate in different ca

41、ses according to the culture. But in my teaching, some of my students who have high grades in English are not good at remember English words .Some can not express themselves in English.Problem analysisIn my opinion, there were four main reasons that accounted for students Firstly, some students only

42、 lay stress on language ,grammar and structure, ignore vocabulary teaching. . Secondly, some students wanted to recite vocabulary, but they dont how to recite words or sometimes they know surface of the word , they cant use them. Fourthly, some students didnt think the remembering words is useful to

43、 their grammar-oriented exam, so they were not interested in it at all.The Problems had been troubling me for a long time and now I was determined to work towards the solution to the problem. I started off by making an analysis of the problems.2.1.1 The analytic methodMy Problem is how do students i

44、ncrease the size of vocabulary Why some dont, while others do? Who are the some that dont? And who are the others that do? Moreover, “my students” is in contrast with “my colleagues students”. This prompted me to made a chain of reflections: What about some of my colleagues students? Is it also the

45、case that they arent interested in oral practice? If, on the other hand, all of my colleagues students are interested, then my problem is actually caused by myself, not by my students. Probably the training I gave students was poorly designed. 2.1.2 Cause analysisI did the Cause Analysis on both “te

46、achers side” and “students side”. I analysised the four main reasons of students not being interested in remembering words. Teachers side that is myself.About the first reason: Some students cant remember vocabulary or today they can remember tomorrow they forget.I should check the vocabular

47、y first in class.About the second reason: Some students wanted to remember , but they didnt know how to rememberProbably I am not prepared for the situational of words I only teach them the surface meaning. About the third reason: Some “l(fā)ow students” lacked confidence, who are weak at thetraditional

48、 grammar-oriented written exam.I didnt encourage these students that remembering can make them enjoy English, can make they have enough confidence. And these were very important to every English learners.About the fourth reason: Some students didnt think the vocabulary teaching useful to their gramm

49、ar-oriented exam, so they were not interested in it.I didnt tell the students that the relationship between oral practice and grammar - You cant learn grammar rules well just by listening, understanding, taking notes or by remembering what the teacher teaches. If you speak and use by oral way these

50、useful sentences which contain the key grammar after youve understood these grammars, you will master these grammars much better. And this will give you a big help on your grammar-oriented exam. The students sideFirstly , Students cant distinguish the nature of word.Secondly students cant gra

51、sp the methodsThirdly students dont pay attention to letters rule of combination and pronunciation. Fourthly offer more encouragement to the “l(fā)ow students” with low marks on the “grammar exams” to grow confidence; try to design some oral activities to improve the students ability on the “grammar exa

52、m” .2.1.3 Questionnaire survey:I designed one questionnaire and distributed to my students before conducting the research and required that they finish it within 20 minutes. All of them, 22 students, returned their questionnaires that were left anonymous. When all these data came in, I made some sta

53、tistical evaluation. The result showed that 100% of the students thought the vocabulary teachingwas important and that about 80.5% of the students thought word practice was quite necessary for their future development, which indicated that the students have been fully awarded of the importance and n

54、ecessity of oral practice. But they might encounter difficulties, such as the language level is higher than the students, so they lost their confidence and interest.After making the above analysis, Ive got the result that inadequate teaching design is mainly responsible for students lack of interest

55、 and method in remembering words. So in my future teaching, I will try to improve my vocabulary teaching design through adding some items to improve the students pronunciation, giving them more encouragement and more detailed instructions for their words . etc.2.2 Project objectiveThe project objective is inquiring the methods of remembering words. 2.3 Project hypothesisIt is hypothesized that learners the size of vocabulary can be enhanced by well-designed work.2.4 Project rational2.4.1 Communicati