英語專業(yè)畢業(yè)論文開題報告解析

1、精品文檔本科畢業(yè)論文開題報告院系名 稱系 學(xué) 文 、g 語 國 外專業(yè)名 稱語 英屆別：學(xué) 號學(xué)生姓各妃 寧 黃指導(dǎo)教師姓名（職稱）： 胡靜芳（副教授）教務(wù)處制二一四年一月廣西師范學(xué)院師園學(xué)院本科畢業(yè)論文開題報告題目On Approaches to Improve Students' Listening Competencein Middle Schools題目類型口 理論研究應(yīng)用研究口 設(shè)計開發(fā)口 其他命題來源口 教師命題y 學(xué)生自主命題擬完成時間2014 年 4 月 20 日一、選題依據(jù)及意義（不少于300字）As weall known, English is both a Ia

2、nguage and a subject. The keys of learning English are cultivating and improving students ' ability about using Ianguage for com muni cati on , which contains four skills of capability, in cludi ng liste ning, speaking, reading and writing.Wecan easy to see, during the process of learningEnglish

3、 ,listeningis the foundation of all things. English, as an internationalIan guage and a tool of com muni cati on, is playi ng an importa nt role in modern internationalsociety. So, the ultimate aim of learning English is that can freelyexpress our thought, realize the goal of com muni cati on. Howev

4、er, all of those thi ngs is based on liste ning, speak ing cannot exist without liste nin g. Imag ine what will happen if we can' follow what others say while wemust makesomeresponse to it during a conversation? It is the most important that we should understand what people say before we give an

5、y proper resp on se. Liste ning comes first.But some statisticsshow that nearly 50 percent of the students regardlisteningas the most difficultskill to acquire .Whilemany factors causestudents ' poor listeningability.There are several reasons arousing thephe nomenon: in correctly pronoun ce, sma

6、ll vocabulary and the lack of grammar knowledge, the brain response speed is too slow, poor commanobf English different acce nts, un reas on ably use study time, psychological causes, lack of adequate lin guistic en vir onment, and stude nts bee n effected by mother ton gue,etc.Therefore , it'sn

7、 ecessary and urge nt to find an effective practical approachto solve the poor performa nee in the stude nts 'iste ning.Releva nt data shows thatthe adoption of the SchemaTheory has madegreat achievement. Schematheory, which orig in ated from cog nitive psychology and which has already played an

8、 importa nt role in the study of Ian guage read ing, to the study of liste ning comprehe nsion.Through expo unding the sig nifica nce of schema in En glish liste ning teachi ng ,it specifies the activati on of lin gual, con textual, stylistic and cultural schema in listeningcomprehension. So, using

9、the Schematheory is a good way to improvingstudents 'listening skill.二、研究目標(biāo)與主要內(nèi)容（含論文（設(shè)計）提綱，不少于500字）1. 研究目標(biāo)：We can easy to see, duri ng the process of lear ning En glish ,liste ning is the foun dati on of all thin gs. En glish, as an intern ati on al la nguage and a tool of com muni cati on, is p

10、lay ing an importa nt role in moder n intern ati onalsociety. So,the ultimate aim of lear ning En glish is that can freely express our thought, realize the goal of com muni catio n. However, all of those things is based onlistening,speaking cannot exist withoutlistening.Listeningis a kind ofcomprehe

11、 nsive compete nce. As a form of Ian guage activity, it plays an importa nt part in humancognitive activities. It should be integrated with speaking, reading and writi ng skills.Mean while, liste ningis a relatively difficult skill for thestudents. The new English curriculum standard issued by the E

12、ducation Ministry stresses the importance of improving the middle school students 'listening ability as the problem of the students' poor English listening is becoming more and moreserious in China.This paper mainly investigatesthe current situation of middle schoolstudents ' English lis

13、tening ,analize the main factors which result from the difficulty to lesteningEnglish,address some measures about English classeducation and make use of extra time so that listeningconditions can beimproved ,teach ing qualitycan be inhan ced, and fin allymake the stude nts 'listening can be bett

14、er.2. 主要內(nèi)容（提綱）：Chapter one: In troduct ion:1.1 Backgro und1.2 Problem statement1.3 Purpose and significance of the studyChapter Two : Curre nt Situati onChapter three: Literature ReviewChapter Four An alysis4.1 An alysis the curre nt liste ning' problems amount middle school stude nts bythe lite

15、rature review4.2 An alysis the curre nt liste ning' problems by society phe nomenons.Chapter Five The suggesti ons and methods5.1 How to solve those problems5.1.1 The improveme nt of stude nt' aspect.5.1.2 The improveme nt of teacher' aspect.5.1.3 The guardia n of a child ' support i

16、ng.5.1.4 The improveme nt of teachi ng material.5.1.5 The help from social.5.2 How to improve liste ning ability5.3 Grasp the n ecessary skills about liste ningChapter Six Con clusi on三、研究方法和手段(1)研究方法1. Literature research method: To read somerelevant books, journals and search internet for material

17、s.研究手段：To collect, sort, analyze dates and materials from books, journals and on the in ternet.四、參考文獻(xiàn)目錄(作者、書名或論文(設(shè)計)題目、出版社或刊號、出版年月或出版期號)I Alice Omaggio Hadley. Teach ing Lan guage in Con text M. Shang Hai: Foreig n Lan guage and Research Press, 2003.82 Gan dara, Patricia, Maxwell-Jolly ,Julie and Dr

18、iscoll. Liste ning to Teachers ofEnglish Language learners: A Survey of California Teachers' Challenges, Experiences,and Professional Development Needs. University of CaliforniaLinguistic MinorityResearch In stitute, 20053 Paul Davies. Success in En glish Teach ing M. Shan ghai: Shan ghai Foreig

19、 n Lan guageEducation Press, 20014 穆詩雄.英語專業(yè)畢業(yè)論文設(shè)計寫作M.外語教學(xué)與研究出版社，第二版5 劉也玲.論圖示理論與英語聽力教學(xué)J.衡陽師范學(xué)院,20116 郭躍進(jìn).新課程教學(xué)法M.沈陽：東北大學(xué)出版社,20047 蔣關(guān)軍.如何提高農(nóng)村中學(xué)生英語聽力的能力J.保山師專學(xué)報,20058 肖紅生.農(nóng)村中學(xué)生英語聽力障礙初探J.湖北省鄖縣城關(guān)一中9 趙鶴.中學(xué)生聽讀能力不均衡發(fā)展現(xiàn)狀的思索J.中小學(xué)英語教學(xué)與研究,2012(2)10 周相利.圖式理論在英語聽力教學(xué)中的應(yīng)用J.外語與外語教學(xué)，2001,10(163)II 占衛(wèi)蘭.讓聽力生動起來J.中小學(xué)教學(xué)與

20、研究,2011(?？?12 陳洪友.多角度培養(yǎng)農(nóng)村學(xué)生英語聽力水平J.中小學(xué)英語教學(xué)與研究13 石春蘭.淺談初中英語課堂的情景教學(xué)J.學(xué)周刊,2011 (10)14 沈銀珍.基于現(xiàn)代圖式理論提高學(xué)生英語聽力J.職業(yè)技術(shù)教育(教學(xué)版)2006,27 (471)15 蔡羽.關(guān)于如何提高英語專業(yè)學(xué)生聽力能力的探索J.納雍縣職業(yè)技術(shù)學(xué)校考試周刊2010(16)16 尹保林.初學(xué)者怎樣提高英語聽力水平J.河南省平頂山師專尹保樹17 王柏.讓英語情景教學(xué)更富實效的幾點建議J.中小學(xué)英語教學(xué)研究,2012 ( 2)18 王守元.苗偉英語聽力教學(xué)的理論與方法J.山東大學(xué)外國語學(xué)院，2003 (92)19 王薔

21、.英語教學(xué)法進(jìn)程M.高等教育出版社,200820 淺析中學(xué)生英語聽力困難原因及對策11歡迎下載五、文獻(xiàn)綜述(在對選題涉及的研究領(lǐng)域的文獻(xiàn)進(jìn)行廣泛閱讀或調(diào)查的基礎(chǔ)上，對該領(lǐng) 域的研究現(xiàn)狀、發(fā)展動態(tài)等內(nèi)容進(jìn)行綜述，并提出自己的見解和研究思路。不少于700字)It is n ecessary and compulsory to lear n about the prior studies about this thesis, since they are helpful to make this study more persuasive and creative.Liste ning plays

22、an esse ntial role in the com muni cati on process. A child can liste n long time before he is able to speak. Alice Omaggio Hadley (2003) has pointed out an important reason for developing listening skill. According to Yin Baoli n ' research, liste ning is an importa nt aspect of our com muni ca

23、tive compete nee, but also one of the importa nt ways of lear ning En glish. Through the heari ng un dersta nding Ian guage is a complex process, it in cludes several kinds of information:identification,judgment and understanding of voice signal levelsof mental activity. People accept information,th

24、rough the brain to identify andun dersta nd the meaning of each voice sig nal, and the n the appropriate resp onse is been fed back. The same person ' recognitionand understanding, and knowledgeof personal experienee have the close relationamount the speed of feedback, andjudge the an swer wheth

25、er correctly or not.However, Yin Baolin also points out listening is difficult. He agrees that In the actual study, because the liste ner is ofte n difficult or eve n un able to control the listeningmaterial, the speed of the speech articulationof Ianguageand character of the speaker's expressio

26、n .So in the limited time to accurately un dersta nd and grasp the meaning of the speaker is a fairly difficult lear ning task. In Londe and Zsuzsa C ' view(2009), assess ing liste ning comprehe nsion is an invisiblecog nitive operati ons ”， it is difficult defi ne defi ne the con structof liste

27、 ning comprehe nsion.From the studies above, we can see that English listening is very importantin the com muni catio n in the daily life. It is also a n ecessary skill which isneeded to develop in English teaching. While the students suffer a lot when comes to liste ning.Through recent years of tea

28、ching observation, scholars believe that the many factors that affect stude nts' liste ning comprehe nsion can be classified into three categories: fear solid Ian guage foun dati on kno wledge is not eno ugh and lack of listening skills. According to the press ” The current students'Englishl

29、istening problems and solutions ” (2010), there are three key listeningproblemsconfusing students :First ,the Ianguage barrier of hearing nothing, and hearing they hear not, neither do they understand.Second, heard of it, but don't un dersta nd - cog nitive impairme nt. Third, they would n ever

30、be able to lear n anything, from listening material -mental disorder. This kind of phenomenon is more obvious in the countryside. Xiao Hongsheng (2009) states that With the in-depth impleme ntati on of the new curriculum sta ndard, En glish vocabulary is increasing, more and more requirement of the

31、student English listening .And the junior middle schools ' En glish foun dati on is not eno ugh in coun tryside, liste ning skills are relatively weak. So, improve the rural En glish liste ning teach in g, improve the stude nts En glish heari ng level is imminent.On acco unt of the importa nee o

32、f liste ning and the curre nt problems, the experts and teachers n eed to search an effective method to improve liste ning skill.Gan dara, Patricia, Maxwell-olly ,Julie and Driscoll (2005) have poin tedout thatEnglish Language Learners (ELS) must learn English,learn it well, andmeet rigorous sta nda

33、rds. No matter what the method or program of in structi on, teachers of English Ianguage learners need special skills and trainingtoeffectively accomplish this task. Zha n Weila n( 2011) un derl ines thatvitalityofEn glish liste ning.Schema Theory, which orig in ated from cog nitive psychology and w

34、hich has already played an important role in the study of Ianguage reading, to the study of liste ning comprehe nsion. Through expo unding the sig nifica nee of schema in En glish liste ning teachi ng,it specifies theactivati on of lin gual, con textual,stylistic and cultural schema in listening com

35、prehension. So, using the Schema theory is a good way to improvi ng stude nts'liste ning skill.Zhou Xian gli(2002) did a research about Schema theory, he points out that more and more importa ntce is attached to liste ning comprehe nsion, as a basic Ian guage skill. But learners usually pay more

36、 atte nti on to their improveme nt of pronun ciati on,vocabulary, grammar, etc, but ignore the closely relatedbackgro und kno wledge, thatis, the accumulatio nof schemata.She n Yin zhe n (2006)states that schemata plays a very important role in the filed of Ianguage understanding.There are two kind

37、of the processing of information 's way in Schema Theory: bottom -up and top-dow n, bottom- up also called data- drive n process.Liu Yeli ng poi nts out that schema is activated by en teri ng in to somei nformati on which makes schemata plays a role in the brain, or makes the person produces the

38、 inspiration. But thisinformation must match the receiving information existingschemata. Therefore, when English teachers have the listening class, not onlyto help students to build schemata, more important is to try to activate the existi ng schema in their minds. Makeit easier for n ewi nformatio

39、n to be un derstood and absorbed, and correctly un dersta nd and memory by what they hear.As mentioned above, we can see that the Schema Theory which utilize all kind of situations is useful in listening process.In the hand of impro ving En glish liste ning ,Xiao Hon gshe ng(2009) points out that ba

40、sed on the coun tryside' state quo to improve liste ning compete nee, weshould do the follow three points: Concept of English teachers don't fall behind, En glish teachers should dem on strate by pers onal and un der the con diti onof commanding the skill of English listening,and then let st

41、udents boldly attempt.Cai Yu(2010) points out that exercise interesting,and flexiblelisteningmaterial is a good way to improve liste ning compete nee. In Wan gShouyua n's(2003) view, he holds that there are five suggestions shoud be madeto improve listening ability:pay attention tothe stages of

42、listeningteaching; give emphasis todevelop ing micro-skills of liste ning; attachimporta nee to develop ingstudents ' listening strategies; teach listening integratively with other Ianguage skills make good use of modern audio-visualmedia and other learning facilities.Even though the Schema Theo

43、ry is useful in listening teaching, but it still needs to observe the principles. Such as in the field of English class, Liu Yeling (2011) points out that Under the guidanee of the schematheory , English listening teaching can not only fully arouse students' subjective initiative and theinterest

44、 from listening material, carry on the positive and effective thought whe n stude nts are lear ning En glish ,but also bring liste ning teach ing from word and sentence -ce ntered to discourse. As a result, in liste ning teach ing, teachers must be good at help ing stude nts to establish more schemata, and guide them to activate existing schema, making the development of their listening comprehe nsion ability effectively.In short, researches both at home and abroad