英语教育毕业论文1.docx

英语教育毕业论文1.docx

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英语教育毕业论文1

题目

利用兴趣提高中学生英语阅读水平

陕西广播电视大学汉中分校

班级;10春英语班

学号:

*************

*****

提交时间：

2005年3月10日

课程名称：

论文项目设计

ProjectTitle

IMPROVINGTHEMIDDLESCHOOLSTUDENTS’READINGABILITYTHROUGHTHEIRINTERESTS

Investigator

BeijingTVUniversity

SubmittedonMarch10,2005

Infulfillmentofthecourse

PracticalProjectDesign

Acknowledgment

IammostlygratefultomysupervisorZhengYingxiu,whosehelpandpatiencemadethisprojectgetoffthegroundandcometoaclosesmoothly.

IamalsogratefultoProfessorGuYueguo,whowrote“PracticalProjectdesign”forusandgaveusgoodbeforetheprojectgotofftheground,andProfessorLiuYongquan,whosespeechhadpromotedourself-confidence.

Noamountofthankswillbeadequateformystudentswithoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedinmymind.

Lastbutnottheleast,thanksaregiventomyparentswhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject.

摘要

本文从英语语言教学的角度出发，研究了中学阅读方面的问题。

与同类研究相比，本文旨在突出研讨中学英语教学中总计教学的重要性。

我们的主要研究目的包括如何利用兴趣有效提高中学英语阅读兴趣爱好水平，本文共由四个部分组成。

我们首先简单介绍了阅读教学中的一般情况，然后提出了兴趣爱好理论用以验证兴趣爱好同阅读之间的关系。

此外，我们还讨论了必要的背景知识和阅读技巧与阅读理解和速度之间的关系。

最后我们得出了利用兴趣，掌握必要的背景知识和阅读技巧，可以提高学生的阅读水平的结论，以此结束了全篇的讨论，本项研究发现以上三个要素是影响中学生阅读能力的主要因素，本项研究可望对相关研究产生积极影响，这些影响主要体现在通过上述三个因素的控制，我们可以设计一种整合型的教学方案，促进和发展中学阅读教学，提高学生的阅读能力。

关键词：

英语阅读,学习动机,背景知识,阅读技巧

语言教学

Abstract

Iexaminethereadingissuefromalanguageteachingperspective.Differentfrompreviousresearch,thispaperwantstoemphasizetheimportanceofmotivationinthestudyofreadingatamiddleschool.Inwhatfollows,Iwanttoknowhowtoenhancetheabilityofstudentsinreading（readingskills,speedandresult）.Therearefourpartsinthispaper.Istartwithabriefintroductiontoreading,thenweproposeamotivationaltheorytotestifythecorrelationbetweeninterestandreading.Anadditionaldiscussionofnecessarybackgroundknowledge,readingskillandspeedinreadingisalsoprovided.Weendthestudywiththeconclusionthatstudents’readingcomprehensioncanbegreatlyenhancedbytheirmotivationdevelopment,masteringofthenecessarybackgroundknowledgeandskills.Ifoundinourresearchthattherearethreemajorfactorsinfluencinglearners’readingability.Basedonthesefindings,itmaybeconducedthatifwewanttoimprovestudents’readingability,wehavetofirstdealwiththeissueofmotivationdevelopment,necessarybackgroundknowledgeandreadingskills.Someusefulimplicationsobtainedfromthisstudyincludethatdueattentionshouldbepaidtotheinterplayoftheabove-mentionedthreefactors.

KeyWords:

languageteaching;motivation;readingtraining;backgroundknowledge;readingskills.

Contents

1.Introduction--------------------------------------------------1

2.LiteratureReview-------------------------------------------1

3.ProblemAnalysis--------------------------------------------1

4.ProjectObjective--------------------------------------------2

5.ProjectHypothesis------------------------------------------2

6.Projectrational----------------------------------------------3

7.ReadingLessonDesign------------------------------------4

8.Projectimplementation------------------------------------5

9.DataAnalysis------------------------------------------------6

10.Evaluation----------------------------------------------------8

11.Conclusion---------------------------------------------------8

AppendixAQuestionnaireOneforproblemAnalysis---9

AppendixBWorksheet-Note-----------------------------------10

AppendixCWorksheet-guessingthemeaning-------------11

AppendixDWorksheet-Fillingintheblanks---------------12

AppendixEQuestionnaireTwo-thepost-trial

questionnaire------------------------------------------------------------13

AppendixFTeachingMaterial------------------------------14

Bibliography-----------------------------------------------------15

1.Introduction

Inlearningalanguage,especiallyaforeignlanguage,readingisaveryimportantlink.Wecangetinformationfrompassagesthroughreading;IhavetaughtEnglishinmiddleschoolsforthreeyears.Infinalexams,themarksofreadingareaboutonethirdofallthemarks.Butmostofthestudentsareafraidofreading.Theyaresonervousthattheydon’twanttoreadthepassagesassoonastheyseethem.Sotheydoworseandworseinreading.Somestudentscan’tdoreadingtaskswellbecauseoftheirlimitedvocabulary,somebecauseoftheabsenceofnecessaryknowledgebackground,stillmanyofthemdon’thavetheinferringandjudgingabilityaccordingtothecontextwhilereading.Theyknoweverywordofthesentence.Letalonetherealmeaningaccordingtothewholepassage.Ofcourse,otherscan’tunderstandbecausetheydon’tknowtherealmeaningofacertainwordinthesentence.Thatistosay,theyhaven’tmasteredthewordwhichmayhavemorethanonemeaning.Allthesefactorsleadtotheirabilitytounderstandthetext.Sotheyfeeldulltodoreadingtasks.Theycan’tintentionalityread.Howtoenhancethereadingabilitythroughorganizingreadingclasswellisveryimportant.Howtoenhancetheeffectofteaching,trainingthereadingabilityisanimportantquestion.Somescholarspayalotofattentiontothetheoryofreading.Muchworkhasbeendoneaboutthesequestions:

whatelementsdoreadingcomprehensioninvolve?

What’stherelationshipbetweenthebackgroundknowledgeandthelanguageinreading,etc.

2.LiteratureReview

Usuallyreadingistaughtpassively.Thestudentsarenotkeenonit.

Theyjustreaditbecausetheyhaveto.Generallyteachingofreadingcanbedividedintothreekinds.Theyreflectthethreestagesofthedevelopmentofreadingtheory.

Firstly“bottom-up”patternwasproducedinthe1960s.Itwasinaccordancewiththearticle.Itwasfromlowerwordsdecodingtoobtaininginformation.TherepresentativefigureswereD.labergem,S.T.Samuels,P.B.Goughect.Thesecondis“top-down”pattern,whichwasformedintheendof1960sandthebeginningof1970s.Itwasinaccordancewithcognition.Istressedtheeffectofthereaders’backgroundknowledgeinreading.Itisthoughtthatreadingisaprocesschoosing,predicting,testingandversifying.Itwasagameofpsycho-linguistics.TherepresentativefigureswereK.S.Goodman,F.Smith,T.Hudsonetc.Thethirdoneis“interactive”pattern.ItwasproposedbyD.E.Runein1977.Itisthoughtthatreadingisnotonlyaprocessof“bottom-up”or“bottom-down”schemeisthebasisofreading.Ofcourse,eachpatternhasitsownbenefit.

3.Problemanalysis

BeforeIbegintodesignmynewteachingplan,Iwouldliketofindoutthereasonwhysomeofmystudentsfeelthatitisdifficultforthemtodoreadingcomprehension.Itrytofindtheanswersfromthreerespects:

theteacher,thestudentsandtheclasssize,andweshouldchoosetherightteachingmaterials,neithertoodifficultnortooeasyforthem.

3.1.Theteacher’sside

IhavetaughtEnglishforthreeyears.Afterreflectingonmyteachingexperience,Ifindmostofmyclassesweretaughtbyold-fashionedteachingmethodsbywhichImyselflearnedEnglish.ThatistosaywhenIwasastudent,myteacherusedthesemethodstoteachmeandnowIusethemtoteachmystudents.Inclass,Ispendmuchtimeinexplainingthemeaningofthesentences,newwordsandgrammarpoints.WhenIlistenedtotherecordingofmylessonIfoundIdidmostoftalkinginclass.IfoundIdidnotgivemuchtimetomystudentstopracticewhattheylearnedandgivethemfewopportunitiestoread.IdidnotrealizetheproblemuntilIlearnedthecourseEnglishLanguageTeachingMethodology.“Traditionalmethodsoflearningaforeigndiehard.（Alexander.94）Thatistrue.

3.2.Thestudents’side

FromQuestionnaireOne（seeappendixA）,Iknowwhatthestudentsthinkofthereadingtask.Thefollowingarethemainreasonswhytheydonotlikereadingthetext.

Someweak-learnerslackedconfidence.TheythinktheirEnglishispoorandtheydonotquiteunderstandsomewordsandsentencesinthetext,eveniftheyknowthewords.Theylacklogical,assumingandreasoningability,sotheycan’tunderstandthetxtexactly.

Somestudentslackthenecessaryhistoricalandgeographicalknowledge,eveniftheycanreadthepassages,theycan’tdothemultiplecorrectly.

Manystudentstoldmethatwhenthecontentofthetextwasnotfamiliartothem,theyfeltthattheydidn’twanttotouchit.Somedonotthinkitisnecessarytoreadinclass.Theythinktheyonlylearnthebasiclanguageknowledge,andtheyneedn’tdomorereading.Afewstudentsthinkreadinginclassisawasteoftime.Theteachershouldtellthemmoreimportantthingsaboutreadingstrategiesinclass.

3.3.Thesizeoftheclass

Theclasssizeof39studentsmighthavesomenegativeeffect.Itisimpossibletogiveeveryonethechancetotellthemeaningofthepassage.Thefewchancesforstudentstoreadmaybegiventothosewhodonotwanttoreadwhiletheothermayneverhavethechancetopracticereading,theymaydoirrelevantthingsinclasswhileothersarelearning.Allthesereasonsmakethestudentsunabletoreadontheirowninitiative,sothereadingclasshasn’tgotanyeffectiveness.

4.Projectobjective

Enhancetheinterestinreadingandreadingabilitybyinitiativereading.Iftheyaren’tinterestedinit.Theywon’tcalmdowntoreadordoanyreadingcomprehensionexercises.

5.Projecthypothesis

Itishypothesizedthatthestudents’readingabilityisincreasedbyinitiativereading.Iftheywouldn’tliketoread,howcantheygetthecorrectmeaningaboutit!

6.Projectrational

Ofcoursetherearemanyfactorsininiti