英语教育专业毕业论文-“同伴辅导”对提高英语专业新生英语发音的作用研究.doc
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1、 学号: “同伴辅导同伴辅导”对提高英语专业新生英语发音的对提高英语专业新生英语发音的 作用研究作用研究 以河师大外国语学院英语教育专业 08、09 级学生的实验为例 学 院 名 称: 外 国 语 学 院 专 业 名 称: 英 语 教 育 年 级 班 别: 2007 级 8 班 姓 名: 指 导 教 师: 2011 年 4 月 本科毕业论文 2 A Study on the Influence of “Peer Tutoring Program” in Improving English Pronunciation of the Freshmen in English Major A Tria
2、l in Grade 08 Peer Tutoring Program; incorrect pronunciation; pronunciation training; 河南师范大学本科毕业论文 IV Table of Contents Acknowledgements. 摘要 Abstract Table of Contents Introduction5 Chapter 1 General Principles 2 The background and emotions of our research.2 The general frame of the study .2 Chapter
3、 2 The history and background of the “Peer Tutoring Program”2 Chapter 3 The process of the “Peer Tutoring Program” which took in Henan Normal University in 2009 5 1 Preparing stage6 2 Tutoring stage.10 3 Assessing stage.10 Chapter 4 The discussion and achievements of the “Peer Tutoring Program” .11
4、Chapter 5 Conclusion.17 Bibliography 20 河南师范大学本科毕业论文 1 Introduction The abroad expert had started the autonomous learning towards foreign language and got a lot of research and discussion since the 1970s. While the local scholar expects after beginning from the 80s in 20th century to the discussion
5、of English independence study and gets a value and expands in the end of 90s. Most of them confirm the positive effect of cultivating the ability of autonomous learning in the education of University English, and discuss about the training methods in different perspective, Almost 71% them are theory
6、 introduction, while 29% of them are based on their empirical studies. The research target is confined within the middle and primary school students, open universities and Night College students, at the same time, their research scope is focused on the features of the autonomous learning class, lack
7、ing of the empirical studies which aim at a certain abilities about the developing of autonomous learning in English majors. So, some researchers who have studied the foreign language education in universities for many years believe that its especially important to learn the autonomous learning meth
8、ods for the foreign language students. 河南师范大学本科毕业论文 2 A Study on the Influence of “Peer Tutoring Program” in Improving English Pronunciation of the English Major Freshmen A Trial in Grade 08 2. The process of the “Peer Tutoring Program” which was taken in Henan Normal University in 2009; 3. The disc
9、ussion and achievements of the “Peer Tutoring Program”. 4. Conclusion Chapter 2 The history and background of the “Peer Tutoring Program” The first recorded use of an organized, systematic peer tutorial learning project in the Western World didnt come about until the late 1700s. Arising from school
10、budget woes in the late 18th and early 19th centuries, peer tutoring became an effective way of giving underprivileged (at this time, sadly, only male) children a reasonable shot at an education. The first systematic approach to peer tutoring is credited to Andrew Bell, who was the superintendent of
11、 the Military Male Asylum at Egmore, in England (Goodlad et. al. 23). When Bell took the reins 河南师范大学本科毕业论文 3 at this institution, the asylum was run as a school for boys whose fathers had been killed during wartime. Bell transformed the asylum into more of an official school. Many teachers feel tha
12、t they do not have enough time in the school day to work one-on-one with every student. Peer Tutoring is a way for all students to get one-on-one help and enough time to practice and learn. For Peer Tutoring, every student in the class is paired with another. The teacher writes lessons that one stud
13、ent uses to teach or tutor another. During the tutoring, one student explains the work to another student, asks the student to answer questions, and tells the student whether his or her answers are correct. Peer tutoring is usually considered less threatening and intimidating. There are many benefit
14、s for both the peer tutor and tutee in this relationship, one aspect of this is that the tutor can establish a rapport with the tutee in a way that a teacher cannot. A peer tutor may have taken the same class recently, or have taken similar classes. Because the peer tutor is seen by the tutee as bei
15、ng more at their own levels, advice given by the tutor may be accepted more readily than advice from a teacher. Another key reason for this is that a peer tutor does not give any grade on the paper, whereas a teacher serving in a tutor role may still be perceived as someone who grades papers. Peer t
16、utors can be trained through on-the-job training, as well as through formal workshops. New tutors can be paired with more experienced tutors for their first few tutorials, and after the tutors are satisfied that the new tutors can operate alone they can give one-on-one tutoring. A key aspect of tuto
17、r training is the reflection on tutorials with other tutors. This reflection looks at what could have gone better as well as the tutors progress in giving tutorials. There is a realistic example of the “Peer Tutoring Program” in the River East Collegiate in Canada and they said, “The Peer Tutoring P
18、rogram is a service runnel by the students, for the students. Students with an average of 80% or higher in a course offer their talents by signing up for this program in hopes of helping other students meet their goals. This service is available to all grades for both tutoring and being tutored. Onc
19、e a tutor and a tutee are matched up they simply choose a specific time to meet and then they are all ready to go. The program is monitored by the River East Collegiate resource teacher. Students who volunteer to be a tutor are awarded by the school at the end of the year.” But there is no English l
20、earning example for the Chinese students. In higher education tutorial settings, the benefits of peer tutoring programs also extend to class 河南师范大学本科毕业论文 4 tutors (a website about peer tutoring at RMIT University). Using grounded theory techniques, it was found that the following five themes underli
21、e their experiences: role exploration, sharing responsibility, regulation of the peer tutored groups, harnessing the peer tutors role and community (see article for further detail). ESL training can be separated from regular tutor training as a subject that contains special difficulties that must be
22、 dealt with on their own. Tutoring in an Online Writing Lab can also be separated from normal training. The critical importance of youth having the opportunity to participate in meaningful roles such as youth-helping-youth is a salient factor in preventing social problems, including substance abuse,
23、 teen pregnancy, and delinquency. The need exists to expand the opportunity to have all students experience the helping role. The new model: * Calls for in-depth preparation and training of peer tutors and their ongoing reflection on the tutoring process; * Removes the negativity usually associated
24、with receiving help, since all students participate in giving and receiving help; * Sees being a tutee as preparation for becoming a tutor; * Leads to the creation of student-centered, peer-focused schools (Gartner, 1992). (An ancillary aim is the spread of other peer opportunities: peer mentoring,
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