英语专业毕业论文-怎样提高学生的英语听力水平.doc
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1、题目:怎样提高学生的英语听力水平项目设计者景德慧富顺广播电视大学提交日期 2010年5月25日课程名称:教学实践设计Project Title:How to Improve OurStudents Listening AbilityInvestigatorJing Dehui Fu Shun Radio & TV UniversitySubmitted on 25th May 2010In fulfillment of the course Practical Project Design2AcknowledgmentI am mostly grateful to my teacher Mr.
2、 Yang, without whose support this project would not implemented.I am also grateful to my colleagues for their time spent on brainstorming.No amount of thanks will be adequate for my students without whose willing participation in the project implementation, it would have remained on paper:Last but n
3、ot the least, big thanks to my teacher, without whose support; I would not have self-confidence to finish this project.摘 要听力在英语教学中是非常重要,但绝大部分学生的听力却非常差。此文论述的是如何解决大部分学生不喜欢进行口语和听力练习的问题。平时我建议学生在课后练习。据推测,学习者的口语和听力的兴趣会在课后的团体练习后大大提高。这个推测将通过一个有组织的口语活动进行为期五周的练习来检测。在科学调查所采用的方法是分析方法,原因分析,访谈及集思广义。关键词:听力 差劲 分析 方
4、法 结论AbstractListening is very important in English teaching,but most students listening is very poor. It is discussed in this paper to solve the problem that most of my students dont like doing the oral and listening practice. I assign them to do after class. It is hypothesized that learners interes
5、t in oral and listening after class will be greatly increased by practicing in a better organization. This hypothesis is verified by a five-week practice of well-organized oral Work activities.Among the methods of scientific investigation used are analytic method, cause analysis, interview and brain
6、storming.Key words: Listening, poor, analysis, method, solutionsContentsAcknowledgment.IAbstract (in Chinese)IIAbstract (in English).IIIContents.IV1. Introduction.12. Problem analysis.13. Possible solutions.24. Project objective.35. Project hypothesis36. Project rationale37. Project design.38. Proje
7、ct implementation.59. Data analysis.710. Project evaluation711. Conclusion.7References.9161. IntroductionI have been teaching the students who are in their second year of a junior middle school. In my teaching Ive found there are some problems. Now Ill finish my study in Szechwan Radio & TV Universi
8、ty. I hope I can solve the problems that have troubled me for some time through the action research, so that I can apply my knowledge and theory into practice, which I learned from Szechwan Radio & TV University.In my class, I found my students listening was very poor. My problem is how to improve t
9、heir listening. There are 64 students in one class and I cant give each student the opportunity to practice their listening. Therefore it is common that a student who can get high marks in an exam but cant listen clearly.To me, the most difficult thing is how to arouse the students interest in Engli
10、sh, as most of them think that learning English is boring and monotonous task. Though the new textbook is being used, the traditional method is still adopted.My problem in teaching English is mainly financial. My school is faced with the lack of educational funds.Then I decided to how to improve my
11、students listening in twelve weeks.2. Problem AnalysisThis part of my study was conducted during October 10, 2009November 25, 2009.The problem I have in my teaching is that most of my students dont like doing the listening practice I assign them to do after class.Some of my students dont like doing
12、listening dictation. This made me think of why they cant get high marks in every exam.Moreover, my students are in contrast with my colleagues students. This prompted me to make a chain of reflections. What about some of my colleagues students? Is it also the case that they dont like doing listening
13、? Then my problem is actually caused by myself, not by my students. Probably the pair work I asked my students to do was poorly designed.I thought that is might be a good idea to examine my problem further by “Socratic dialogue”.As analyzed by the analytic method and by “Socratic dialogue.”The class
14、 size of over 60 Ss has some negative effect.My Ss know the importance of listening practice and are willing to do more practice. Then if they dont do the practice often in class, they may not know how to do it after class. Then my problem is caused by myself, not by my students.2.1 Analytic methodT
15、hrough careful analysis, I was led to a serious of questions:For instance, I found a majority of my students do not like doing this assignment, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice listening or not ? If they thought it import
16、ant and necessary, the problem was actually caused by me and the poor environment, not by my students , Probably the listening work I assigned my students to do was poorly organized.2.2 Cause analysis Most of what we do, we do with a purpose. And so it is with listening. In real life, whenever we li
17、sten, we tend to have a purpose. We listen to things with a purpose and pay attention to the message being communicated.3. Possible solutionsWith these reasons in mind. I have correspondingly provided some possible solutions which are as follows.Help my students to make up nine groups.Give them some
18、 priming materials and necessary background information. I also provide topics that are close to real-lift and closely related to my purpose of listening to expand their view.Give them chances to listen and speak after class.4. Project objectiveMy research objective is to enhance my students interes
19、t in listening.5. Project hypothesisIt is hypothesized that learners interest in listening is increased by better organization.6. Project rationaleLearners interest in pair work is increased by better designed pair work exercises.If pair work exercises are better designed, then the learners interest
20、 in pair work will increase accordingly.To summarize, in my project, I decide to improve my error-correction technique in there ways: I would first make more detailed and insignful corrections of the Students errors. And then ask them to retell their work. Incorporating the corrections, next I would
21、 ask students to practice listening in pairs or groups; and lastly. I would pick up some typical errors from the students writing work, work out an error-analysis and design relevant remedial exercises.Based on the rationale, I am going to use three units of the existing Junior English textbook as t
22、he communicative material.7. Project design7.1 Description of subjectsFor this research, I chose the two classes of my students as subjects, one as the Experimental Group, the other as the Control Group. Throughout the project, the EG will receive special designed teaching method, while the CG goes
23、on with its routine instruction. 7.2 The principles adoptedMy hypothesis is that learners interest in listening practice after class is increased by better organized activities.7.3 Teaching planI designed four listening to be tried out in four weeks. They are reported as follows.Week1. Activity 1 in
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