《论文整体较好》doc版.docx
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《论文整体较好》doc版
《论文整体较好》doc版
《论文整体较好》doc版论文整体较好，内容清晰，主体结构完整。
但在很多细节上有欠缺，语言上的问题也较多，请作者参考文中批注及修改示例修改。
Improvingthestudents’listeningcomprehensionbythroughpredictionactivityiesinthelisteningclass大写实词词头字母Submittedby张XXStudentIDnumberW200XA5105BXXSupervisedby冯雪老师使用英文拼写ApapersubmittedinpartialfulfillmentoftherequirementsofthedegreeofBachelorofArtsTheInstituteofOnlineEducationBeijingForeignStudiesUniversity正文之前的几页不需要页码，请参考《论文辅导手册》中相关说明修改页码设置北京外国语大学网络教育学院学士学位论文诚信声明本人郑重声明：
所呈交的学士学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。
论文所涉及的项目为本人亲自负责或者参与实施的项目。
除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。
本人完全了解本声明的法律结果由本人承担。
学士学位论文作者签名：
张青竹日期：
2009年5月17日摘要听力理解是英语学习中最重要的能力之一，在教学过程中，作者发现她的学生的听力理解能力较差，他们在听英文材料的时候，专注于听某一些词或某几名话，缺乏对材料的全面理解能力。
针对学生在听力理解中的误区，本项目对初二年级30名学生进行了分析试验。
首先，笔者运用了苏格拉底法和集思广益法对学生的问题进行了剖析。
调查发现导致问题的根源在于学生在听力之前对听力材料没有准备，缺乏听前预测，这样导致他们在听的过程中茫然失措，找不到方向。
根据在《英语教学法I》听力教学中学到的听前准备的教学知识，笔者以初二的听力训练课本学为基础，设计了四个星期的培养学生们听前预测习惯的教学实践。
本项目的假设是学生通过听前预测使大脑对听力材料作好充分准备，以达到提到提高对材料的听力理解教学过程中，笔者将学生分为实验组（２班）和对比组（３班）分别用改良的和传统的方法进行三周的对比教学。
在对实验组的教学过程中，作者在每堂听力课的前20分种，鼓励学生们以小组为单位，根据听力材料和题目中的已知的信息讨论将要听到的听力材料中的内容，并将各自预测的内容写在黑板上，。
同时，为鼓励学生们的积极性，采取了小组竞争的方式，听后对每一组的听力训练成绩进行了现场评分。
四周的教学后，通过对两组同学的听力练习成绩的比较，作者得出以下结论：
1）实验组在加入了听前预测训练后对听力材料的理解远远好于对比组。
2）加入了听前预测训练后，实验组学生对听力训练的信心和兴趣仅仅通过测验成绩能获得这两方面的数据吗？
都比以前有所增加。
实践证明：
听前预测技巧的掌握对于提前学生们的听力理解能力有很大的帮助。
关键词：
听力理解，英语学习，英语教学，听前预测，AbstractListeningcomprehensionisoneofthemostimportantabilityinEnglishstudying;andthispaperisbasedontheprojectwhichaimstoimprovestudents’listeningcomprehensionbyapplyingpredictioninpre-listeningstage.Theauthorfoundthatthestudentsencounteredgreatdifficultytoinunderstandingthelisteningmaterial,astheylistenedtothearticlewordbyword,orevensoundbysound,whichshebelievedcouldberemovedavoidedbyagoodclassteachingmethod.However,traditionallisteningclassfailed.Shewentontofindoutthecauseoftheproblem,toaccomplishit;sheused,usingSocraticdialogueMethodandclassanalysistodigouttherootofproblem--thelackofmentalpreparationandpredictionoflisteningmaterial.Itishypothesizedthatthestudents’listeningabilitycouldbeimprovedbytrainingthemtomakeenoughpredictionbeforelistening.Twogroupsofmiddleschoolstudentswereinvolvedinthefour-weekexperiment,theTargetGroupandtheControlGroup.WhenteachingtheTargetGroup,theteacherappliedpredictioninpre-listeningstage,whereshehadthestudentstopredictwhattheywouldhearinthearticlesfromanyaccessibleinformationoftheunit,suchasthetitle,mainsentences,exercisesdesignedfortheunit,andalsotherelationshipsofbetweenthespeakersetc.Afterthefourweeksofteaching,theteacherusedinterviewandteachingdiariestobetheevidenceoftheteachingresult.ThecomparisonofexercisescoresofthetwogroupsshowedthatthepredictionstrategyreallyhelpedtheTargetGrouptogethighermarksandespeciallyinlastweek’spractice.Themostimportantwasthatthestudents’foundbacktheirconfidenceandinteresttolisteningactivity.参中文摘要意见修改Tosumup,thepredictionstrategyishelpfultoimprovethestudentsunderstandingtoofthelisteningmaterials.Itisshownthatthehypothesishasbeenprovedtobecorrect.KeyWords:
Englishteaching;listeningcomprehension,prediction,pre-listeningstage,teachingmethodTableofContents信息不完整，请补充Pages1.ProjectIntroduction12.ProjectProblemIdentificationandAnalysis22.1Projectproblem22.2Problemanalysis22.3Resultsofproblemanalysis33.ProjectObjectiveandHypothesis33.1Projectobjective33.2Projecthypothesis34.ProjectRationale44.144.244.344.455.ProjectDesign55.155.265.366.ProjectImplementation87.ResultsandDiscussion117.1117.1.1117.1.2137.1.3147.2148.Conclusion15Bibliography15AppendixI.16AppendixII.AppendixIII.（PleasewritethetitleofyourBAdegreepaperhere）替换为本文的标题1.Introduction（一级标题采用Arial12号黑体）Asoneofthefundamentallanguageskills,listeningisamediumthroughwhichlistenersgainalargeportionoftheirinformation.Especiallyinthisageofmasscommunication,itisofvitalimportancethatourstudentsaretaughttolisteneffectively.段落之间加空行，全文同理修改。
HavingbeenanEnglishteacherinamiddleschoolforhalfayear,theresearcherfoundcertainpotentialobstaclesordifficultiesthatstudentsencounterintheirlisteningclassasbelow:
1）Theyfounditdifficulttokeepupwiththespeakerinthetaperecording,w.When避免run-onsentences（单独使用逗号链接两个完整句子）theyarebusyworkingoutthemeaningofonepartofwhattheyhear,theymisswhatcomesnext.2）Theylistentothetapewordbyword,orevensoundbysound,sothey’reatalosswhendoingtheexercisesafterlistening.Itseemedthatthebottom-uplisteningtechniquesmostyounglearnersusedinlisteningpracticewasnoteffective.Acarefulanalysisshowedthattheirproblemsinlisteningwerecausedbythelackofmentalpreparationorpredictionofthelisteningmaterial.Tosolvethisproblem,afour-weekexperimentwasdesignedandcarriedoutwithtwogroupsofmiddleschool;itaimstoimprovestudents’listeningcomprehensionbyapplyingpredictioninpre-listeningstage.AllstudentsinthisprojectwereGradeTwostudentsinaprivatemiddleschoolinShenzhen.StudentsinClass2comprisedtheTargetGroupandwereaskedtospend20minutestoconductgroupdiscussionaboutwhattheywouldhearintapefromtheavailableinformationtheycouldgetinbooks;whilethestudentsinClass1servedastheControlGroupandcontinuedtousethetraditionalmethod,whichincludedonlythebottom-upmethod.Theprojecthypothesisisthatmakingenoughpredictionbeforelisteningcangetthestudentsmentallyreadyfortheplayingoftapeandenhancestudents’listeningcomprehension.Thelisteningmaterialselectedfortheprojectwasinterestingandclosetothestudents’dailylife正文页码设为1.Arangeofresearchmethodswereemployedintheproject,theyarepost-testscores,teacher’sreflectionnotes,andthestudentinterview,sothatmoreobjectiveandcomprehensiveresearchresultcanberecordedthroughouttheimplementationperiod.2.ProblemIdentificationandAnalysis2.1ProblemIdentificationHavingtaughtEnglishtomiddleschoolstudentsforhalfayear,I全文需统一人称：
I或theresearcher或theteacher，不要混用foundthatmanystudentsofminehavegreatdifficultyinunderstandingthelisteningmaterialIpreparedforthem.Althoughtheyareveryattentiveinlisteningclass,theycan’tunderstandthespeechwell.Whentheylistentothelongsentences,theycannotgetthemcomplete;theycanonlyrememberthefirstorthesecondhalfofthesentence.They’reatalosswhenaskedtotransfertheinformationfromthelisteningpassagetoexercises.Thereforetheycomplainstronglylisteningcomprehensionissodifficultthattheyareverynervousinlisteningexamination,andeveninthelisteningclass.前面动词是过去时，从这开始变为现在时。
请统一.2.2ProjectAnalysisA.TheSocraticMethodTable1:
TheSocraticmethodforProblemAnalysisQuestionsAnswersa）Whydothestudentsfearoflisteningactivity?
Becausethey’reafraidthattheycouldn’tunderstandthelisteningmaterial.b）Whycouldn’ttheyunderstandthespeechwell,evenwhensometimesit’ssimpleenough?
Becausetheirlisteningmethodiswrong.Theylistenwordbywordorevensoundbysound,butnotthecompletesentenceorspeech.c）Howdopeoplelistenintheirnativelanguage?
Peopleoftenpredictwhatthepersonisgoingtosaynext-perhapsnotalwaystheexactwords,butatleastthemainideas.Weoftenfindourselvesfinishingotherpeople’ssentencesforthem.d）WhatshouldIdotohelpthem?
Ishouldtrytocultivatestudents’predictionabilitysothattheycanformanaturalandeffectivelisteninghabitandmakepredictionbasedonaccessibleinformationofexercisesB.CauseAnalysisa）Teacher’ssidei.Theteacher’是I吗?
smajorwasBusinessEnglishinUniversity,aftergraduation,sheworkedinatradingcompanyforabout7years,justlastyear,shequitherjob,andgotthisnewjobasanEnglishTeacher,thustheteachermaylackproperexperienceofteachingEnglish.ii.Shewasnotenthusiasticherself.iii.Sheignorestheimportanceofpredictionskillinpeople’slisteninghabit,anddoesnoexercisetocultivatestudents’predictionhabitinlisteningclass,iv.Thetopicofspeechtheteacherchoosesforlisteningactivityissometimesstrangetothestudents,thereforethestudentsarelackofschemaconcerningthetopicb）Students’sidei.Thestudents’generalEnglishlanguageproficiencyisnotgood.ii.Theylistentothespeechwordbywordorsentencebysentence,insteadofthewholesentence.iii.Theyhavenopredictionaboutwhatwillbetalkedaboutinthespeech,sothey’reunpreparedmentallyforthelisteningmaterial.iv.Someofthemarelazy.需进一步具体说明。
2.3ResultofprojectanalysisAftermakingtheaboveanalysis,theteacherfoundoutthecausefortheprobleminthestudents’listeninghabit.Itwasduetothelackofpredictionormetalpreparationinpre-listeningstage.Basedonthisfinding,theteacherdecidedtodesignaprojecttohelpthestudentsimprovetheirlisteningability.3.ProjectObjectiveandHypothesis3.1Theprojectobjectiveistoenhancestudents’listeningability.3.2Itishypothesizedthatlearners’listeningcomprehensioncanbeimprovedthroughthetrainingoflisteningskills,especiallyprediction.Theresultcanbeshownby…（eg.thetestscores?
/thestudents’beingabletoanswer…questions?
）4.ProjectRationale4.1Howdopeoplelistenintheirnativelanguage?
Despitethefactthatpeopleinreallifelistentoadiversityoftexts,theirapproac
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