本科畢業(yè)英語專業(yè)論文開題報(bào)告模板

ⅹⅹ大學(xué)外國語學(xué)院SchoolofForeignLanguagesofⅹⅹUniversity(B.A.ThesisProposal)ApplicationofMulti-mediainSpokenEnglishTeaching論文題目：多媒體在英語口語教學(xué)中的應(yīng)用專業(yè)：指導(dǎo)教師：學(xué)生：班級(jí)：學(xué)號(hào)：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].北京未來新世紀(jì)教育科學(xué)研究所主編.多媒體輔助教學(xué)實(shí)踐[M].呼和浩特：遠(yuǎn)方出版社，2006.138-45.[5].北京未來新世紀(jì)教育科學(xué)研究所主編.多媒體教學(xué)指導(dǎo)[M].呼和浩特：遠(yuǎn)方出版社，2006.85-104.[6].北京未來新世紀(jì)教育科學(xué)研究所主編.教師的現(xiàn)代技術(shù)[M].呼和浩特：遠(yuǎn)方出版社，2006.201-04.[7].陳志穎.淺談大學(xué)英語口語教學(xué)[J].山西財(cái)經(jīng)大學(xué)學(xué)報(bào)：高等教育版,2007,10(1):137.[8].崔衛(wèi).英語口語教學(xué)[M].上海：上海外語教育出版社，2001.5-6.[9].何克抗.建構(gòu)主義——革新傳統(tǒng)教學(xué)的理論基礎(chǔ)[J].電化教育研究,1997.3-4.[10].胡禮和編著.網(wǎng)絡(luò)與多媒體的教育應(yīng)用[M].湖北：華中師范大學(xué)出版社,1999.87-91.[11]