英語教學畢業(yè)論文

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英語教學畢業(yè)論文范文

　　接地氣的大學生活即將結(jié)束，畢業(yè)論文是畢業(yè)生都必須通過的，畢業(yè)論文是一種比較正規(guī)的、比較重要的檢驗學生學習成果的形式，那么問題來了，畢業(yè)論文應該怎么寫？下面是小編幫大家整理的英語教學畢業(yè)論文范文，僅供參考，希望能夠幫助到大家。

英語教學畢業(yè)論文范文

　　Abstract

　　The present study presents a detailed report of the project implemented to solve the problem that my students do not like doing the oral practice, I assign them to do after class. Oral English as one of the best means to enrich the class activity .Can enhance not only student’s ability of communication and creativity, but also their understanding of western culture. Being a good speaker, it is hypothesized that learners’ interest in oral practice after class will be greatly increased by a better organization in this respect. This hypothesis is verified by a four-week practice of well-organized oral work activities.

　　Methodologically four methods are used and they are analytic method.

　　Key Words: Oral Work Organization Learners’ Interest

　　Main Headings of the Project Report

　　1. Introduction

　　2. Summary of the preliminary Research

　　2.1 Problem

　　2.2 Problem analysis

　　2.3 Project objective

　　2.4 Project hypothesis

　　2.5 Possible solutions

　　3. Full-scaled implementation of the solutions.

　　3.1 Make up groups

　　3.2 The role of the students

　　3.3 The role of the teacher

　　3.4 provide material

　　3.5 Ask them to perform

　　4. Oral practice design

　　5. Project implementation

　　6. Problem evaluation

　　7. Problem unsolved

　　8. Conclusion

　　Appendix:

　　A. The methods for problem analysis

　　B. Teaching notes

　　C. Diaries

　　D. Questionnaire in oral English

　　E. Audio tapes of students’ performance

　　1 Introduction

　　In the past decades, educators and linguists have invested so many thoughts in English language teaching (ELT). As a result, many new ideas prop up, but in China, the present situation of English language teaching is still not so optimistic. For instance, the ELT is still traditional.

　　I have worked 3 years in Gansu Water Resources Hydropower College, as a English teacher, In my teaching course, I found some problems, I found the English level of the student is very poor, especially their oral English, that is communication ability. I also find many English learners can understand and even write English articles of considerable with their large vocabulary and good command of grammatical rules, but they can’t open their mouth and speak out, they also can’t communicate with others in English.

　　In order to improve their oral English, I make up my mind to do some work. I think there are 2 ways to improve their communication ability. First is proper surroundings, the second is creativity.

　　Now I will finish my study in Gansu TV university, I hope I can solve the problems that have troubled me for long time through the teaching course, so that I can apply my knowledge and theory into practice, which I learned from Gansu TV university.

　　2 Summary of the preliminary Research

　　2.1 Problem

　　The problem I have in my teaching course is that most of my students do not like doing the oral practice that I assign them to do after class.

　　2.2 problem analysis

　　In my class, the problem identified was really a serious problem. There are three reasons that accounted for students’ reluctance to speak out.

　　First, some students is not interested in practicing oral English. They think oral English is useless. Second, some students didn’t know how to speak, because they didn’t know the words that they want to speak, so it is difficult for them to open their mouth. Third, they dare not to speak, they are afraid of laughing by others, so they are full of shyness.

　　The problem had been troubling me for a long time and now I was determined to find a solution to the problem, In my study. I used three methods of analysis.

　　2.2.1 Analytic method

　　Through carefully analysis, I was led to a series of questions: why my students don’t like oral English, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice oral English, the problem was actually caused by myself. Not by students. Probably the oral English I assigned my students to do was poorly organized.

　　2.2.2 Questionnaire survey

　　I made an investigation to know some about the situation, for this purpose, I designed a research procedure like the follows, one day, I gave them two assignments, recite lesson 5 and form groups to make a new dialogue. The title was “traveling”, The next day. To my disappointed, only two groups made a new dialogue and spoke it out. Six students recite the lesson. And the rest of them don’t do. Then I asked them why some of them had done the tasks. The students’ responses: First: Those who had made new dialogue said they were interested in oral English, Second: Those who had recited the text said that they think it was important to recited it, others didn’t do the homework because they were not interested in it, they also said they don’t know how to speak, and they were afraid of laughing by others. So they didn’t do the homework.

　　So I designed a questionnaire to find out why it should be so, I intended to get more detailed. More exact opinions from all the students through questionnaire.

　　Since most of my students did not do the homework (oral English), I asked them to do after class, I designed a questionnaire to find out why it should be so. I intended to get more detailed, and tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire, then I modified some of the items, after that I gave them 15 minutes to finish it, all of them, thirty-five students, returned their questionnaires which were left anonymous.

　　2.2.3 Brainstorming activation

　　When I was engaged in the problem analysis, I consulted my thesis supervisor Miss Wang and after talked to my classmates about all the problem analysis, I determined to overcome this problem.

　　2.3 Problem objective

　　My research objective is to enhance learners’ interest in doing oral practice.

　　2.4 Problem hypothesis

　　It is hypothesized that learners’ interest in oral English is improved by better organization.

　　2.5 Possible solutions

　　With these reasons in my mind, I have provided some possible solutions:

　　2.5.1 Help my students to make up six groups.

　　2.5.2 Give them some related material, necessary background information and useful vocabulary.

　　2.5.3 Choose a leader in each group.

　　2.5.4 Gave them chance to speak it out before the class

　　3 Full-scaled implementation of the solutions.

　　3.1 make up groups

　　In order to make that most of the students would be highly involved into oral practice, I decided to make groups. I found two principal

　　3.1.1 In my class there are 40 students, so I divided them into 9 groups.

　　3.1.2 Every group was composed of the students of different English levels. So that good students could help those who are pool in English.

　　3.2 The role of the students.

　　In the whole stage, the students are participates and performers. I hope my students can try their best to do the work.

　　3.3 The role of the teacher.

　　In the whole stage, I think the teacher is a promoter and participant. First, the teacher should tell their students some background information before their practice. Second, when the students begin, the teacher can walk around the class, prompt them, because in this stage. Some students may chat each other and not to do practice. Third, the teacher can also discuss with some students and interact them. This can make them having more high interesting.

　　3.4 provide materials:

　　It is necessary and useful for the students to choose proper topics. In this stage, I follow the rules:

　　3.4.1 Because my students are high school students, So the materials should have as possible as simple, otherwise they don’t know how to speak.

　　3.4.2 Because the students can only speak a little English, the have little social experience, their brains of thought are limited, so I selected those materials that were close to real-life and similar with them. I found with such, help they could make up very good speaking and they could speak English more smoothly than before.

　　3.5 Ask them to perform

　　After their practice, I created chances for the students to speaker out their topic, before class one student in each group. At the beginning, some of students are very shy and don’t dare to speak before class, I told them we would choose the best group, praise them, so they looked very excited and anxious to speak. One by one, they were very active, most of the students were very happy.

　　4 Oral practice design

　　This part of my study was conducted during May 18,2005 ~ June 18,2005.

　　My hypothesis is that learner interest in oral English is creased by designed four these activities are reported as follows.

　　Week 1:

　　Activity 1 the weather

　　Purpose: practice using useful expression of the whether.

　　Instructions: students worked in groups. They discussed the given topic they would discuss.

　　Procedure: First, as soon as the bell rang, I told them the topic they would discuss. Second, I told them some important information that related to the topic, moreover. Some vocabulary. Third, they should discuss it as more as possibly around it. the next class, I ask somebody to speak it out before class.

　　Activity 2 go shopping

　　Purpose: to imitate the text, practice in pairs, arouse students’ interest in the topic and to motivate them to act the text, to practice the sentences:

　　“—How much is it? —It’s 148 yuan.

　　—Here you are. —Thank you. Here is your change.”

　　Instructions: Students listen to the tape carefully and then act it out in pairs Procedure: Teacher ask the students to read the text two times, then ask students to form in pairs: A and B, suppose A is acting Sam, now he is asking B, who is shop assistant, sell the goods, change the money. Then they exchange their roles or they can turn around and form two new pairs with the students behind them. They perform the same role–play, but with different partners, to make it more interesting.

　　Week 2:

　　Activity 1. Albert Eistein

　　Purpose: practice students’ retelling skill.

　　Instructions: First I told them to read the text several times. Next I let them to retell it by their memory before the class.

　　Procedure: In the class, first I taught some important vocabulary and grammar to the students. Second I explain the text to them, third I told them how to retell a text. They should mast the important point, for example, time, place, people and so on. It is not the same as recite text. Forth, they should prepare it and next class I would ask them to do.

　　Activity 2. People

　　Purpose: to describe a person’s personality, to play with different partners, to help them to extend the text.

　　Instructions: Students listen to it and they make up a dialogue.

　　Procedure: Tell students that you are going to call out two students’ names. The students stand up and student A asks students B, “Student B answers and then asks Student A, “What are you like?” and Student A answers. After they ask each other, they can discuss with others. To extend the dialogue, the teacher can ask the class, “ What is he/she like?” and point to one of the students. This will help them to practice “I am”, “he is” and “she is”. Next, the students listen to the text, try to extend it according to the text.

　　Week 3:

　　Activity 1. At the office

　　Purpose: divided into pairs and imitate the dialogue.

　　Instruction: Students listen to the dialogue carefully and then imitate it in pair. A: How do you want to send this package? B: I want to send it by air.

　　Procedure: Teacher ask the students read the text, then let them divide into pairs: A and B (A acted as a post officer, B acted as a customer). A asked B how to mail, B answered by air. Then they can exchange their roles and imitate the dialogue.

　　Activity 2

　　Purpose: to create their imagination, provoke the students to contribute their ideas freely to act out the topic

　　Instructions: to look at the pictures, make up a drama and act it out

　　Procedure: The teacher may bring in pictures (they might be taken from newspapers, magazines or advertisements) reflecting the life and work of different people and then ask students to discuss in groups about the story, their joys and worries, troubles and problems. There are all kinds of people: Sam, Amy and mother. Teacher asks the students to imagine what had happen? what would they do?

　　Week 4:

　　Activity 1. Look picture

　　Purpose: create their imagination and practice oral English.

　　Instructions: Look at the picture and say something about it.

　　Procedure: In the class, the teacher toke a big picture about a large city, teacher ask the students to create their imagination and say something about it, they can say all kinds of things that related to the city. The students were all very active.

　　Activity 2

　　Purpose: to play a drama.

　　Instructions: try to act out the drama by yourself

　　Procedure: 1.listen and point: Teacher give a tale story about Little Red Riding Hood, ask the children to look at the page and to guess as much as they can about the story from the pictures. Use as much English as possible, but you may need to ask some questions in Chinese. Point to each picture in turn and ask the children; Play the cassette or read the dialogue. The children listen and follow in their books. This story reviews the language in the book. However, it does contain a few new words and write them on the blackboard. 2.Tell the story: Tell them to retell the story in your own words but use some of the text from the book to help them. 3. Act it out: Ask one student to act little red riding hood, one is grandma, one is wolf, the other is hunter. Then they act out the drama.

　　5. Project implementation

　　My students are all 15 or 16 years old. They had learned English for 3 years, and some are very interested in studying English, but they don’t know how to learn and they need me to help them.

　　I spend four weeks on implement my project, for each week I am scheduled to do these teaching notes: to see Appendix B.

　　Diary-keeping: students response and my own observation. To see Appendix C.

　　I want to know if the hypothesis has been provided by the four weeks use of varied speaking to help them do it better than ever. I want to know what had my students gained and which method they preferred. The project here consists of three aspects: degree of interest, practicality and satisfaction, after comparing the results of the two questionnaires. I found out that oral-practice there has been improvement after the implementation. The results of the two questionnaires are presented in Graph I.

　　like a little dislike

　　Graph I The attitudes of the students to study English

　　Inorder to know if the students make the progress after the implementation, I let the students to do the questionnaires, three class including 172 students did the questionnaires, before the implementation, 38 students like English and 48 students like a little, the others dislike English. After the implementation, the questionnaire indicates that 78 students like English and 94 students like a little , no one dislike English after the implementation.

　　the objective of our research is to enhance my students’ oral-English interest and effect. I am so pleased that my students change the attitude to the English, although the title I assigned to the students is oral English, I know culture the interests is very important to them, because no interests no improvements.

　　Oral-English puts students is situations in which they are required to use and develop those facial expressions necessary in the work of social relationships. But these expressions are often neglected by our language teaching. Students just regard the purpose of language learning as to develop the ability to convey specific information. They learn and practice m little on these facial expressions, such as extending greetings, showing gratitude and starting a conversation, that they sometimes appear to be abrupt and even absurd. While for advanced students, it is even more necessary to build this kind of skill to show their respect for another language and culture, oral-English provides chances for doing so.

　　Provided a well-done materials

　　Choosing materials is the preliminary stage of conducting role-play class. Since our oral-English is designed for students, the materials should be simple, otherwise it might appear difficult. If the students are not accustomed to oral-English activities at the beginning, materials should not be so emotional loading lest they will feel inhibited in speaking. Materials for role-play can be in two forms, written descriptions or pictures. Written role cards tell students who those characters are, what they are intended to do and what kind or emotion they possess. Students are required to act out according to these written materials. In mother form, pictures are quite useful for creating atmosphere, which is difficult to convey in written words, and often has strong influence on language and behavior.

　　Allocation of roles is also an important process of oral-English class. We should leave the choice of roles to students themselves since students know more clearly what kind of roles suit themselves. Or we can assign those roles at random, which will be more challenging. The temptation to give the main role to the best students should be resisted…this will only deprive the weaker students of the chance to practice.

　　Before students, acting out, it is beneficial to warm them up. Even if your students are already highly advanced, they may sometimes feel nervous in acting out in another language. Warm-up exercises are the best way to ease their tension. Teachers may ask some relevant questions and discuss some background knowledge with students.

　　Now it is time to ask students to act out the oral-English. I will offer an example I have practiced in my class, which brought out a lot of appropriate and fluent spoken English. Emotions are also well controlled.

　　The oral-English is about hidden emotions. I divided my 44 students into eleven groups, and each group was given one of the following three situations, A) An anniversary. The husband brought a present, but it was not what the wife wanted. Hidden emotion: disappointment. B) An employee in a large company is acting as a guide to a new employee who is much younger. Hidden emotion: jealousy. Classroom observations I took in my diary .My students became more active than before. They are willing to do role-play. They even feel it interesting.

　　6 Project evaluation

　　6.1 The problem

　　Is the problem a researchable one? Yes. I think it is. But if given me enough resources, time, I will solve the problem completely.

　　6.2 The methods used in problem analysis

　　In this course, I think the methods that analyze the problem are useful, suitable and properly. For example, I used analytic method, questionnaire, survey and brainstorming activation.

　　6.3 The project objective

　　My research objective is to enhance learners’ interest in doing oral practice, I think we tried our best to do it and finally made lots of progress.

　　6.4 The project hypothesis

　　The hypothesis is that learners’ interest in oral English is improved by better organization. I think it is very effective.

　　6.5 Oral practice design

　　I have mentioned my project objective and project hypothesis, I have worked out the project implementation.

　　7 Problem unsolved

　　I spent much time and energy in exchanging of views on the project with my students. Though I found out that ability in the oral practice had been improved a lot through the project design. There was still need further improvement. That is to say, even though we have made such progress, there was still some problem. It can be categorized into the following aspects: First, most of the students have a weak point. It is that they have little vocabulary and the oral practice. Second, they often enjoy playing and chatting when oral lesson begin. A few students still don’t want to open their mouths to speak. Third. I think the teacher should provide some interesting topic to the students.

　　8 Conclusion

　　This present study is chiefly based on the project that I proceeded from May 18,2005 to June 18,2005, which aim to enhance the students’ interest in doing oral practice, Because in my teaching, I found the oral practice of the students are very poor and there are a lot of problem in it. So a long time ago, I want to do something and to help my students. But for some reasons, this thought can’t be done. A month ago, this thought hit me again, and this time I made up my mind to do it and made this project. In this project, I realized what problem should be solved above all. Next, I formulated a specific research hypothesis. And then I used some problem analysis, for example, analytic method questionnaire survey, and brainstorming activation. Next, I implemented my project and during the four weeks, I designed the oral tasks and organized them to practice. Finally we made great improvement. At last, I did a questionnaire survey to see the result. Most of the students felt it was very popular, and the problem have been solved successfully.

　　As we can see, the project design is useful and helpful. It helps not only the students but also me. from the active research. I have gained a lot of benefits, my teaching has been improved considerably, and I know how to do with some problems that I would meet in oral practice and so on. So I become more confident in myself as a language teacher.

　　Teaching is not a lonely profession, however, a feeling of isolation from peers and a lack of continuing professional growth are generally found among teachers in Hong Kong. Developing a clear cooperative interdependence among teachers has many advantages over encouraging competitive or individualistic relationships. Structuring teachers into professional support groups can have important effects on teacher morale as well as on the competence in using cooperative learning procedures.

　　Not only do teachers need to learn how to use cooperative learning procedures with students, but principals and other administrators may need to learn how to structure cooperative relationships among teachers and encourage the implementation of effective cooperative learning procedures. As principals or administrators, they should be members of the professional support group in school. They should always think in terms of staff development, not in radically changing everything the teachers are already doing.

　　Perhaps the use of cooperative learning in our school is facing some unresolved problems, but research shows that students who work in groups develop an increased ability to solve problems and evidence greater understanding of the material (Davis, 1993). Given enough time, teachers will experience increased confidence in professional competence and students can benefit from group work. The focus of schools should be on developmental planning in this direction for two or three years. Also, it is possible for principals or administrators to provide teachers with support, encouragement, and feedback, in order for teachers to learn how to use cooperative learning procedures successfully.

　　Even if we have learned a lot and improved a lot, but we should not be satisfy at this, we should find more questions and solved them, because learning is never end.

　　References：

　　Appendix A: The methods for problem analysis

　　The analytic method:

　　Some of my students always only recite the dialogue, and they don’t know how to extend it. On the contrary, the others do it very well, this make me think a lot:

　　1 .why anybody don’t know to extend while others know?

　　2 .who are the students that know and who are not know?

　　Moreover, my students is in contrast with my colleagues’ students, this prompted me to make a chain of reflections.

　　What about some of my colleagues’ students? It is also the case that they always recite the dialogue. If so, then my problem is not clearly, through the above analysis I realized that my problem is caused by misunderstanding the meaning and recite the dialogue.

　　Brainstorming:

　　I discuss the problem with my students and with my colleagues.

　　Interview:

　　I interview some of my students and asked them why they don’t want to speak, I found some of them are not interested in it. Some of them are very shy and the dare not to speak, some of them are afraid of making mistake and laughed by others. so they only want to recite it.

　　Appendix B: Teaching notes

　　Week 1:

　　Dates: Tuesday, May 3, 2005 8:00—8:50 class 1

　　Today’s objectives: to practice using useful expression of the “whether”

　　Teaching methods: pairs

　　Order of doing things:

　　The teacher let the students discuss a topic, the students discuss it as possible as they can. They should follow 3 steps:

　　Step 1:

　　1. The teacher divided them into six groups.

　　2. The teacher gave them topic-the weather.

　　3. The teacher gave them some vocabularies that related to it.

　　Step 2: The teacher gave them 20 minutes and let them begin. At this time, the teacher can participate in it, he or she also can walk around the classroom and prompt them.

　　Step 3: The teacher can ask someone to speak it out loudly before the blackboard.

　　Homework: Do some additional exercises.

　　Week 2:

　　Dates: Tuesday, May 10 ,2005 8:00—8:50 Class: 1

　　Today’s objectives: To practice the students’ retelling skill.

　　Teaching methods:

　　Step 1: The teacher gave a text to the students, and ask them to read it loudly several times.

　　Step 2: During the time of reading. The students should memorize some key points, for example, time, place, people and so on.

　　Step 3: After reading, The teacher should ask them several questions that related closely to the text.

　　Step 4: The teacher should ask someone to retell the text before class, they should say some main idea of the text, not the whole text.

　　Homework: Do some exercise that related to the text.

　　Week 3:

　　Dates: Tuesday, May 17 ,2005 8:00—8:50 Class: 1

　　Today’s objectives: Let the students imitate the dialogue.

　　Teaching methods: Listening and role-play.

　　Step 1: The teacher divided the students into pairs.

　　Step 2: The teacher make the tape, and let them to listen.

　　Step 3: The teacher ask several pair to make a role-play before the class.

　　Week 3:

　　Dates: Tuesday, May 24 ,2005 8:00—8:50 Class: 1

　　Today’s objectives: Create the students’ imagination and practice oral English.

　　Teaching methods:

　　Step 1: The teacher show a big picture about a city to the students.

　　Step 2: The teacher ask the students to create their imagination and say something about it as more as possible.

　　Step 3: The teacher asked someone to speak it out before the class.

　　Appendix C: Diaries

　　Week 1:

　　Dates: Tuesday, May 31 ,2005 8:00—8:50 Class: 1

　　This class, when I told that they would discuss a topic. I found some students were very happy, but several students were afraid of this class, They often are not good at English, at this time, I gave the students that they don’t like English some encouragements, during the time of discussion, I participate in them and instructor them, they become more and more actively.

　　Week 2:

　　Dates: Tuesday, June 7 ,2005 8:00—8:50 Class: 1

　　This class I ask them to retell a text, I am very glad that the students could read the text loudly, even the several students that aren’t good at English, when I asked them to retell the text, they were very active one by one , even if they make some mistakes, but I thought it already enough.

　　Week 3:

　　Dates: Tuesday, June 14 ,2005 8:00—8:50 Class: 1

　　I am very happy that my students become more and more active in my oral English, This class I summarized several mistakes that they made in the last class, and asked them to avoid them in the future, They listened very carefully. This class I told them to play a role-play, and exchanged the roles, They all felt very interesting, when I asked them to play before class, they were very active, especially the several students that they were often afraid of oral English, I thought this is a great progress.

　　Week 4:

　　Dates: Tuesday, June 21 ,2005 8:00—8:50 Class: 1

　　This was my last experiment class, at this class, I gave them a big picture of a city. I asked them to say something about city as possible as they can, I walked around the classroom, I noticed the students were all very active, Even if they all said some simple sentences, their oral English were more fluent than before. At the end of the class, they all said the class like this would be more help.

　　It was very helpful to their oral English, I also felt very happy!

　　Appendix D: Questionnaires on oral practice(A)

　　Age----------------- Class----------------- Date--------------------- Name-------------------

　　Please tike it next to the answer that expresses your opinion, It’s very useful and helpful to your oral English.

　　1. Are you interested in oral English?

　　A. Very much B. A little C. Dislike

　　2. If you are not interested in oral English, please speak out your reason?

　　A. Because I feel shy and dare not to open mouth.

　　B. I am afraid of laughing by others.

　　C. I am afraid making mistakes.

　　3. Do you want to complete the oral-English between classmates in class?

　　A. Very much B. A little C. Dislike