于二次改.docx

于二次改.docx

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于二次改

Writingworkorganizationandimprovingoflearners

interestinmiddleschool

Investigator

ChaiXiaojuan

Submittedon30thJune2014

Infulfillmentofthecourse

PracticalProjectDesign

Acknowledgment

IammostlygratefultomytutorMsMaLan,withoutwhosesupport,thisprojectwouldnotbeimplemented.Hereffectiveguidanceresearchenabledmetoimplementtheworksmoothly.Herinsightfulcommentsonthestudyhavebeenbothencouragingandhelpful.Herconstanthelpandcarehavealwaysinspiredmetolearnmore.

IamalsogratefultomycolleaguesWeiWeiandZhaoLifortheirtimespentonbrainstormingandpaneldiscussionswithme.

Noamountofthankswillbeadequateformystudents,withoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.

Lastbutnottheleast,bigthanksgotomyhusbandandmyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject.

Abstract

EnglishwritingisoneofthemostimportantcontentsandrequirementsofmiddleschoolEnglishteaching.ThepresentstudypresentsadetailedreportofaprojectimplementedtosolvetheproblemofthewritingpracticewhichmostofmystudentsdonotlikedoingwhatIassignthemtodoafterclass.Itishypothesizedthatlearners’interestinwritingpracticeafterclasswillbegreatlyincreasedbyabetterorganizationandteachingmethods.Thishypothesisisverifiedbyafour-weekpracticeofclassroomteachingwiththespeciallydesignedwritingexerciseactivities.

Thenhowcanwemakeourstudentswritecorrectly?

Wewouldbettertryourbesttoimproveourstudentswritingabilitylevelbymakingsentences,discussion,writinginterestingstories,keepingdiaries,andweshouldusesometechniques,publishingthestudentscompositionstodealwiththeerrorsintheircompositions.Inaword,it’sveryimportantandnecessaryforusEnglishteacherstoimproveourstudents’writingskills.

MainHeadingsoftheProjectReport

1.Introduction

2.Problemanalysis

　2.1Problem

　2.1.1Analyticalmethods

　2.1.2Causeanalysis

2.1.3QuestionnaireSurvey

2.1.4Brainstormingactivation

　2.2Possiblesolutions

3.Full-ScaledImplementationofthesolution

　3.1Makeupgroups

　3.2Providematerials

　3.3Askthemtoperform

　3.4Checktheirwritework

　3.5Reducetheirpressure

4.Projectrationale

5.WritingPracticeDesign

6.DateAnalysis

7.ProblemsUnsolved

8.Assessment

9.Conclusion

References:

AppendixA:

Teachingnotes

AppendixB:

Diaries

　　AppendixC:

Questionnaire1

　　AppendixD:

Questionnaire2

　　AppendixE:

VCD

1.Introduction

AsamiddleschoolEnglishteacher,it’sverynecessarytogiveguidanceonthestudents’writingandit’squiteimportantforthestudentstopracticewritingmore.Studentshavetofacemanydifferentsituations,inwhichtheyshouldwriteinEnglish.However,foralongtimeitisaverydifficultjobforstudentstowriteinEnglish.ThisrequiresEnglishteacherstousemoreeffectivemethodstoteachEnglishwriting.ThispaperaimsathelpingstudentsrecognizetheimportanceofEnglishwritingandtrytheirbesttopracticewritinginclassorafterschool.

Nowtherearemoreandmoreteachersappealingforprocesswriting.Everyonehasseenthefruitlessnessoftheproduct-orientedapproach.Anyway,whilewearefocusingontheprocessofwriting,itisnecessarytoobservethecommunicationprinciple.Ifthewritingactivitycanbemadecommunicative,itcanbettermotivatethestudentsinmoreinvolvement.Toenablethestudentstorespondappropriatelyinwritinginthosesituationsthatrequireit.Toenablestudentstoconsolidatetheirknowledgeofthelanguage

Ihavebeenteachingthestudentswhoareintheirthirdyearofthemiddleschool.InmyteachingIhavefoundtherearesomeproblems.NowI‘llfinishmystudyinHamiTVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforalongtimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromHamiTVUniversity.Besides,IwishthepapercanhelpEnglishteachersfindsomeeffectivemethodstoimprovestudentsEnglishwritingability.

2.Problemanalysis

ThispartofmystudywasconductedduringMarch,2014-April2,2014.

2.1Problem

TheproblemIhaveinmyteachingisthatmostofthestudentsdonotlikedoingthewritingpracticeIassignedthemtodoafterclass.

Inmyteaching,theproblemidentifiedwasactuallyaseriousproblem.Ithinktherearethreemainreasonsthataccountedforstudents’reluctancetodothewritingassignmentsafterclass.

Firstly,somestudentsdonotfeelinterestedinpracticingwritingworkafterclass,Theydidnotwanttodoit.

Secondly,Theirvocabularyistoolimited.Therearetoomanygrammarerrorsintheircomposition.

Thirdly,Manystudents'Englishwritinglevelcannotbeimproved,duetotheirlackofconfidence.

TheProblemhadbeentroublingmeforalongtimeandnowIwasdeterminedtofindasolutiontotheproblem.Inmystudy,Iusedformethodsofanalysis.

2.1.1Analysismethod

Englishisbecomingmoreandmoreimportant.Accordingly,theimportanceofEnglishwritingisbecomingobviousThoughcarefulanalysis,Iwasledtoalotofquestions:

forexample,Ifoundamajorityofmystudentsdonotlikedoingthisassignments,andIwanttoknowwhyitshouldbethecase,andwhethertheythoughtitimportantandnecessarytopracticewritinginEnglishornot?

Iftheythoughtitimportantandnecessary,theproblemwasactuallycausedbymyself,notbymystudents.ProbablythewritingtaskIassignedmystudentstodowaspoorlyorganized.

（1）Content-orientedapproach

Thisapproachplacesmoreemphasisonthecollectionofmaterials.Duringtheinstructions,theteachermainlydirectsthestudentsingettinginformationfromdifferentchannels.Thefocusofinstructionisonthepreparationstage,withthepurposetomakewritingrichincontent.Thisapproachusuallyconsistsofthefollowingthreesteps:

CollectionofinformationFirstdraftRevising

（2）.process-orientedapproach

◆Helpstudentwriterstounderstandtheirowncomposingprocess

◆Helpthemtobuildrepertoiresofstrategiesforprewriting,drafting,andrewriting

◆Givestudentstimetowriteandrewrite

◆Letstudentsdiscoverwhattheywanttosayastheywrite

◆Givestudentsfeedbackthroughoutthecomposingprocess

（3）communication-orientedapproach

Thisapproachemphasizeswritingforcommunication.Itencouragesstudentstowriteonrealpurposes,towriteonsomethingtheyhavereallyexperienced,somethingtheyarereallyconcernedwith,andthelike.Itencourageswritingforrealreaders,forexamplewritingtoone’sparents,toafriend,andsoon.Inthisway,itaimstomotivatestudentsinwriting

（4）.product-orientedapproach

Thisisarathertraditionalapproachofwriting.Itisaccuracy-oriented.Itischaracterizedbya3-stepprocedure:

theteachergivingthetitletowriteon---studentsdrafting----theteachercorrecting.Underthisapproach,thestudentsareplungedintoanisolatedenvironment.Whattheydoisalmostimitationwriting,thatis,theyreadsamplesandthentrytoimitate.Thefirstdraftisusuallythelastdraft.Thoughtheremaybeawritinglesson,mosttimes,writingisassignedashomework.

2.1.2Causeanalysis

Inthissituation,Iaskedmyselfmanyquestionsandtriedtoprovidesomeanswersforthem.WhydidmostofmystudentsnotdowritingtaskIassignedthemtodoafterclass?

Inordertoknowmoreaboutthisissue,Iassignedacauseexplorationprocedurelikethis:

QuestionsandAnswers

1IsitbecausetheydonotlikewritingEnglish?

Maybe.

2Isittheyarenotmotivative?

Possibleyes.

3Isitbecausetheydonotlikedopracticewritingtasksalone?

Maybe.

4Isitbecausetheydonotthinkwritingtasksareimportantandnecessary?

Maybe.

5IsitbecausetostudyEnglishisuseless?

Maybe.

6Isitbecausethewritingtaskarepoorlydesigned?

Maybe.

7Isitbecausemyinstructionarenotclear？

Maybe.

8Isitbecausetheyhavelotsofotherthingstodo?

Yes.

9Isitbecausetheyhavesomedifficultiesunsolvedbythemselves?

Yes.

10IsitbecauseIestimatemystudentstoohigh?

Yes.

2.1.3QuestionnaireSurvey

Imadeapilotinvestigationinthisrespecttoknowmoreaboutthesituation.Forthispurpose,Idesignedaresearchprocedurelikethefollows.Igivemyquestionnairetoallstudentsandaskthemtofinishit.Allofthem,thirtystudents,returnedtheirquestionnaireswhichwereleftanonymous.Whenallthesedatacamein,madesomestatisticalevaluation.Theresultshowedthatover90%ofthestudentsthoughtitwasusefultostudyEnglish.About79%ofthemthoughtitwasdifficulttostudyEnglish.MostofstudentsdonotlikeEnglishandarenotinterestedinEnglish.Theythoughttheylikevaried,relaxed,pleasedEnglishclassinsteadofboringactivation.

2.1.4Brainstormingactivation

WhenIwasengagedintheproblemanalysis,IconsultedmythesissupervisorMr.Wang,MissZhangandoftentalkedtomyclassmatesaboutalltheproblemsImet.

TheygavemealotadviceandhelpsothatIponderedtheproblemmoredeeplyandcarefully.

Afteralengthyproblemanalysis,Ideterminedtolaunchaprojecttoovercomethisproblem.

2.2Possiblesolutions

WeknowthatmoststudentsdarenottowriteinEnglish.ThisisbecausetheirEnglishwordsandexpressionsaretoolimited.Ithinkoneofthemostusefulwaytoimprovethestudents’Englishwritingskillistoexpandandenrichtheirvocabularybyreadingandimitation.TohelpthestudentsusethewordscorrectlyisthecornerstoneofEnglishwriting.Enhanceself-confidence,morewritingpra