孙双燕论文Word文档下载推荐.docx

孙双燕论文Word文档下载推荐.docx

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Ⅲ.Full-ScaledImplementationoftheSolutions……………5

3.1Adaptthesuitablespeedofteaching.…………………………………………5

3.2Giveweakerssomemorehelpandpracticeinvocabularylearninginclass.…6

3.3Developtheirabilityofwordsmemorization………………………6

Ⅳ.VocabularyTeachingandLearningDesign………………………………6

Ⅴ.DateAnalysis…………………………………………………………………9

Ⅵ.ProblemUnsolved…………………………………………………………11

Ⅶ.Conclusion…………………………………………………………………12

Ⅷ.References…………………………………………………………………13

Ⅸ.Acknowledgements……………………………………………………………14

VocabularyTeachingandLearning

Student:

SunShuangyanteacher:

liuxiaojun

Abstract:

Thepresentstudypresentsadetailedreportoftheprojectimplementedtosolvetheproblemthatsomeofmystudentsdonotremembernewvocabularyandusethemfreely.Itishypothesizedthatlearners’vocabularylearningstrategiescanbedevelopedbyvariedteachingtechniques.Thishypothesisisverifiedbyafour-weekclassroomteachingofvariedtechniques.

Amongthemethodsofscientificinvestigationusedareanalyticmethods,causeanalysis,questionnaireandbrainstorming.

Keywords:

vocabularyteachinglearningtechnique

References

AppendixAThetimetableoftheproject

AppendixBThequestionnaireforproblemanalysis

AppendixCTeachingnotes

AppendixDTeachingdiaries

Ⅰ.Introduction

Asiswidelyknown,vocabulary,thebuildingmaterial,isessentialtoalanguage.Itisoneofthethreebasiccomponents（pronunciation,vocabularyandgrammar）,andisofutmostimportancetopeople’scommunicationandlanguagelearning.Therefore,vocabularyteachingisplayingafundamentallyimportantandactiveroleinlanguageteachingandlearning.Nevertheless,atpresent,vocabularyteachingisstillconsideredtobetime-consumingandloweffective,therearestillsomemisunderstandingsinvocabularyteachingandlearning,whichmakevocabularyclasseslesseffective.Thussomemorespecializedanddeeperstudiesinthisfieldareessential.IhopeIcansolvetheproblemsinmyteachingthroughtheirtheoryandmyactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromGansuUniversity.

Ⅱ.SummaryofthePreliminaryResearch

ThispartofmystudywasconductedduringSeptember4,2007-,September122007

2.1Problem

TheproblemIhaveinmyteachingisthatsomeofmystudentsdonotremembernewvocabularyandusethemfreely.

2.2Problemanalysis

Inmyteaching,theproblemidentifiedwasreallyaseriousproblem.Mypreliminaryresearchconformedthattherewerethreereasonsthatmayaccountedforthestudents'

ineffectivevocabularylearning.

Onewassomestudentshavedifficultyinpronouncing.Theycouldn'

tgetanyhelptosolveit.Secondsomestudentsusedasinglemethodtorememberalargeamountofvocabularyinvocabularylist.Inaddition,wordswerealmostneverfoundinisolation,theywerealwayscollocatedwithotherwordsincontext.Theyusuallyemphasizedpronunciationandmeaningsofwordsmorethanotheraspectsofvocabularylearning.Asamatteroffact,studentswerealwaysforgettingEnglishwords.Theylearnednewwordseveryday,butcaredlittleaboutnecessaryrevision,thusalwaysforgettingwords,loweringtheirinterestandconfidenceinEnglishlearningbecausetheydidn’tlearnwordsinascientificway.Theydidn’trealizethatvocabularyshouldbemasteredinspecialcontexts.

2.2.1Analyticmethod

Throughcarefulanalysis,Iwasledtoaseriesofquestions:

forinstance,Ifoundsomeofmystudentsdidnotfinishthetaskofvocabulary,andIwantedtoknowwhyitshouldbethecase,andwhethertheythoughtitimportantandnecessarytorememberalargenumberofvocabulariesornot?

Iftheythoughtitimportantandnecessary,theproblemwascausedbymyself,notbymystudents.Probablymyvocabularyteachingshouldbebetterdesigned.

2.2.2Causeanalysis

Inthissituation,Iaskedmyselfaseriesofquestions.Whydidsomeofmystudentsdonotfinishthetaskofvocabulary?

Inordertoknowmoreaboutthisissue,Idesignedacauseanalysisprocedurelikethis.

Thestudents'

side

☆Isitbecausetheyareabsent-mindedduringlearningwords?

☆Isitbecausetheyarenotmotivated?

☆Isitbecausetheyhavesomedifficultiesunsolvedbythemselves?

☆Isitbecausetheyforgetrevisingthevocabulary?

☆Isitbecausetheydonothaveenoughtimetoremembertheadequatevocabulary?

Theteacher'

sside-thatismyself.

☆Isitbecausetheteachingstepsarepoorlydesigned?

☆Isitbecausevocabularyteachingandlearningmethodsarenotscientificandeffective?

☆Isitbecauseteacher’sexplanationsarenotclear?

☆Isitbecausetheteacherisnotenthusiastic?

Theclasssize：

Myclasshas68students.Theclasssizeofover50mayhavesomenegativeeffect.Theclassroomistoonoisy.Idonothaveenoughtimetoguidethemindividually.

2.2.3Questionnairesurvey

Imadeapilotinvestigationinthisrespecttoknowmoreaboutthesituation.Forthispurpose,Idesignedaresearchprocedurelikethefollows.

Sincemostofmystudentsdidnotremembernewvocabularyandusethemfreely,Idesignedaquestionnaire（SeeAppendixB）tofindoutwhyitshouldbeso.Iintendedtogetmoredetailedandmoreexactopinionsfromallthestudents.Throughtheinvestigation,andItriedtomakeitasscientificandeffectiveaspossible.AtfirstIaskedfourstudentswhowereofdifferentEnglishlevelstotryoutthequestionnaire.ThenImodifiedsomelftheitems.AfterthatIgaveonemyquestionnairetomystudentsandgavethemfifteenminutestofinishit.Allofthem,sixty-eightstudents,returnedtheirquestionnaires,whichwereleftanonymous.

2.2.4Brainstormingactivation

WhenIwasengagedintheproblemanalysis,IconsultedmythesissupervisorMissLiuJinandoftentalkedtomyclassmatesaboutalltheproblemsImet,ThengavemealotofadviceandhelpsothatIponderedtheproblemdeeplyandcarefully.

Afteralengthyproblemanalysis,Ideterminedtolaunchaprojecttoovercomethisproblem.

2.3Projectobjective

Myresearchobjectiveistomakevocabularylearningmoreeffectivebyvaryingclassroomteachingstrategies.

2.4Projecthypothesis:

Itishypothesizedthattheresultsofvocabularylearningwillbeimprovedbyscientificandeffectiveguidance.

2.5Possiblesolutions

Withthesereasonsinmind,Ihavecorrespondinglyprovidedsomepossiblesolutionsthatareasfollows.

2.5.1Adjustthespeedofteaching.

2.5.2Showstudentsvariousscientificandeffectivevocabularylearningmethodsanddeveloptheirabilityofwordsmemorizationtohelpthemmasterwordsincontexteffectively.

2.5.3Giveweakersomemorehelpandpracticeinvocabularylearninginclass.

Ⅲ.Full-ScaledimplementationoftheSolutions

ThispartofmystudywasconductedduringSeptember14,2007-September20,2007.

3.1Adaptthesuitablespeedofteaching.

Membersofeachclassisconsistfromstudentsthathavedifferentpersonality,knowledge,learningexperiences,whichinfluencesourteachingdesignandtheresultsoflearningprocess.Notalllearnersareequallygoodatallofthem:

somelearnersareexcelinword-in-contextmemorization,othersarebetteratword-in-vocabularylist.Thepaceatwhichtheclasscopeswiththeactivitiessetforthisnottoohigh（becausethentheweakerstudentswillnotbeabletocatchupwiththerestoftheclass,thustheyfeeldisappointedandwillmaybeevengiveuplearningatallnortoolowbecausethestrongerstudentswillfeeltheycannotlearnanything）oratleastcannotlearnthingsfastenoughandwillthusbebored,Therefore,weshouldadaptedavarietyofstrategiestosuittheirneedsandinterests.

Inordertosolvetheproblem,Iadoptedtwomeasures:

OnewasthatIgavethemlesstimewhenthematerialsfromtextbookwaseasytolearn;

OtherwiseIgavethemmoretimetofinishthetask.TheotherwasIgaveeasierassignmentstothelowerlevellearners,butgivemorechallengingtaskstothehigherlevellearners.

3.2Giveweakerssomemorehelpandpracticeinvocabularylearninginclass.

FirstlyIcaredaboutmystudents:

Irespectedmystudentsandpraisedthemiftheytriedtheirbest:

Iconsideredwhattheysaidordidasvaluableandencouragedeachofthem,whichmadethemfeelsecureandgainedconfidenceandwouldnaturallymakeprogressinlearningaswell.

SecondlyIoftenhelpedweakerstudentswithremedialworkbyspendingsomeextratimewiththemafterclass,orbymakingexercisesforthem（tasksheets,tapes,etc.）thatusedtogooverthelessonagainattheirownpace.

ThirdlyIoftenusedgroupwork,sothatthestudentsofdifferentlevelslearnedtogether,goodstudentscouldhelpthosewhohadlaggedbehind.

3.3Developtheirabilityofwordsmemorization

WhenIdidthework,Ifollowedthreesteps:

3.3.1Showstudentsvariousscientificandeffectivevocabularylearningmethods

Suchasbyusingalotofdrawings,picturesgesturesandetc.

3.3.2Givesomedirectionandpracticetodeveloptheirmethodsofvocabularylearning.

Ⅳ.VocabularyTeachingandLearningDesign

Myhypothesisisthattheresultofvocabularylearningwillbeimprovedbyscientificandeffectiveguidanceandpractice.Idesignedfouractivitiestobetryoutinfourweeks.Andtheseactivitiesarereportedasfollows.

Week1Activity1How