english learning.docx

english learning.docx

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englishlearning

Surveydata:

WehaveinterviewedmanystudentsinCentralSouthUniversityandsomeotherkindofschools,suchasEasternSouthUniversity,NorthChinaElectricPowerUniversityandsoon.Hereisoursurveydata.Thedataisnotveryvisualized,soImadesomecharts.

Hereareourresults.

FromtheChartI,wecanseethatthemorethanhalfofthestudentsthinkthatlearningEnglishjusthastheshort-termaffection.However,thedisagreementisnotverylarge.Nearlyhalfofthemagreetotheoppositeopinion.Itseemsthatwehadlostoneimportantchoice.ThatisbothofthemareOK.Wewouldcorrectthismistakeinthenexttime.

Thisquestionismorelikeaadvertisement.Butactually,theNEWORIENTAListhemostpopularEnglishteachingagency.Asweknow,theSpeed-upeducationalwaylikeNEWORIENTALismoreeffectivethantheTraditionalway.HowevertherearemorepeoplechoosetheTraditionalthanthepeoplechoosetheformerone.About61%ofpeoplechoosethecombinationwaybetweentheboth.Itseemsthatpeoplewanttohavenotonlyahighspeedbutalsoahighquality.

Aboutonethirdofpeoplewanttolearnsomethingaboutwriting.Ontheotherhand,thereare25%ofpeoplewanttolearntheaspectofreading.Thepeoplewhochoosethesetwochoiceshavetookupthemostinthepeopleweinterviewed.AsweknowthegrammarisoneofthebasicskillswhenwestudyEnglish,butinoutresearch,thereareonlyabout10%peoplewanttolearngrammar,itindicatesthatpracticalskillsismoreusefulthanbasicskills.

TherearenearlyhalfofthestudentswenttoNEWORIENTALjustwanttoimprovetheirshort-termEnglishability.Ontheotherhand,thereareonly7%ofpeoplewanttolearnsomethingtoimprovetheirlong-termEnglishability.Tomygreatsurprise,thereare23%ofpeoplewanttopasstheGRE,TOEFLexaminations.However,theydon’twantgoabroadaftergraduatingfromthecollege.

Fromthegraph,wecanseethatoverhalfofthestudentswholearntEnglishinNEWORIENTALhavehighEnglishability.Thereareonly20%ofpeoplethinktheyhavelowEnglishabilityincludingoneofmybestfriends,IknowhehasgreatEnglishability.Maybeheismodestinthattime.TheyhadhighabilitybeforelearninginNEWORIENTAL,theyjustwanttolearnmoreaboutEnglishmaybe.

Thereare65%ofpeopleagreewiththemethodstheNEWORIENTALused.Actuallythemethodsareusefulwhenyouwanttogetahighmarkinexaminations.Theoppositeopinionismainlyfromthepost-graduatedstudentsintheuniversity.Theythinktheseso-calledskillsarebadforEnglishlearning.Only15%ofpeoplesaidtheyhadnoideaaboutthis.TheyaremainlythepeoplewhohavealreadypassedtheCET-6.

ThoughthestudentswholearntinNWORIENTALhasgreatEnglishability,theystillfeelitverytiredwhiletheywerelearning.Theytakeupoverthree-thirdofthepeopleweinterviewed.Theysaidtheyhadtolearnmanythingsinashorttime.Andthenextday,theystillhavemanythingstolearn.

Thisresultisconfusing.Thereare34%ofpeoplesaidtheylearntnoneorafewskills.Ontheotherhand,thereare25%ofpeoplesaidtheyhadlearntalargeamountofskills.

Recommends:

1）WecangototheEnglishlearningagencytogetashort-timeimprovement,butifwewanttolearnmoreabouttheusefulskills,pleasegetitinanormalway.

2）WecanseethatmostofpeoplearefondofEnglishlearning,soitisnecessarytochoosethebestwaytolearn.Ifwechooseawrongway,itmaybeharmfultooutstudy.

Result

Accordingtothesurveywehavedoneandsomereferencesanddocumentswehavereferredtoaswellasthediscussionandotherprocessesconcernedwiththestudy.Wehavedrawnsomeconclusionsbelow.Nowletthemcomeintoviewonebyone.

IMethodusedintraditionalEnglishclasses

ThereisnodoubtthattherearealargeamountofmethodsinteachingEnglish.Butintermsofouranalysis.WefoundallofthemethodsrevolveroundafewmainprocessesandEnglishlearnersoftenusethesemethods.

（1）Enrichingvocabularies

Inordertoletstudentshaveagoodknowledgeofmorewords.StudentsareaskedtoreadmuchmoreEnglishbooksandtorepeatanumberofwordsinalimitedtime.Thenourteacherswilldosomequizzestocheckourprocesses.

（2）Strengtheningtheabilityofdictation

Ingeneral,studentsareusuallyaskedtolistentosometypesofEnglishexamsorsomebroadcastnewssuchasVOAandBBCforthepurposeofimprovingtheirlisteningability.Insomecases,studentsalsoarerequiredtowritedownwhattheyheard.Theycannotonlystrengthentheirlisteningabilitybutalsoenrichtheirvocabulariesinthisway.

Duringtheprogressofourresearch,somestudentshaveformedtheirpersonalmethodstoimprovetheirlisteningability.SuchaslisteningtoEnglishsongsorwatchingEnglishmoves.Theyalsothinkit’sagoodchancetotakepartinsomeEnglishspeechestopracticetheirdictation.

（3）IntensifyingtheabilityoforalEnglish

Almostallofourteachersinsistthatthereisn’tanythingelsewecandotoimproveouroralEnglishbuttomakestudentsspeakmoreinthestandardEnglish.SostudentshavemoreroleplaysintheiroralEnglishclasses.Thenthestudentsarewantedtoaskmorequestions.Studentswillbeawardediftheyasksomequestionsinordertoengagestudentsintheactivitiesinsomeclasses.Ofcourseourviewsareonlybasedonourresearch.

ThenafterclassstudentstrytheirbesttosearchforotherwaystopracticetheiroralEnglish.ForexampletheybooksaloudinEnglish.BesidestheymakemoreEnglishcommunicationsafterclass.

（4）Tohaveagoodknowledgeofgrammar

Variousviewswereheldfromteachertoteacher.Someteachersareforthatwehavenochoicebuttodomoreexercisesandthemorethebetter.Othersholdtheviewthatthereisnoneedtoteachstudentsinthisaspect.It’smeaninglesstheyshouldletstudentscontrolthisfieldbythemselves.Theythinkstudentswilltakechargeofgrammargraduallyduringtheirstudyprocess.

Inspiteoftherearedifferentargumentsatpresenttheformerismorepowerful.SointraditionalEnglishgrammarclassestherearesomeunchangedsteps.Firstlyteacherstellstudentshowtousethegrammar.Thenstudentsdosomeexercises.Finallystudentscheckuptheirresultsandteacherstellthemwhytheyarewrong.Suchexercisesincludeselections,fillingmissingwordsandsoon.

（5）Methodsofcomposition

Intraditionalclassesunchangedmethodshavebeenusedformanyyearstomakestudentsmastertheskillsofcomposition.Generallyspeakingtheyincludethoseaspects.TEACHERSpassonsomecompositiontechniquestostudents.thenstudentsdosomeexercisesortakesomeexamsuntiltheyhavetheskillsinhand.What’smorestudentsarerequiredtowritediaryorjournalorcompositioneverydayoronceaweekoronceamonth.Additionallystudentsalsoshouldreadmoreafterclass.

II．MethodsusedinNewOrientalclasses

（1）Enrichingvocabularies

InthisaspectNewOrientaldoesn’tasktheirstudentstoreadmanyEnglishbooksandessay.Instead,theyrequiredtheirstudentstorecitealargeamountofwords.Thentheypassonmanytechniquesonmemorytotheirstudents,whichisdifferentfromtraditionalEnglishclasses.Forexampleteacherstellstudentstorecitevocabulariesbytheirrootsandaffixes.Besidestheyalsomakestudentsmasteramethodscalledassociativememory.Moreovertheywouldlikestudentscouldremembersomewordduringtheirreading.Ontheotherhand,studentsareforcedtodosomeexercisestostrengthentheirmemoryandcomprehensionofvocabularies.

BesidesthoseaboveNewOrientalalsoformedtheirownmethodsbasedonhumanbeingsphysicalregulationforstudentstorecitevocabularies.Inthisso-calledmnemonichowmanywordsshouldbeinhandforadayhowmanytimesstudentsshouldrecitewhichtimeismostcorrectforrecitingandthemostcorrectcircumstanceandgestureareincluded.

（2）Strengtheningtheabilityofdictation

NewOriental’smethodsfordictationincludethreesections:

1）Chineserepeat:

listeningtotheEnglishrecordingsthenrepeatwhatyouheardinChinese.Theytrainstudentsinthiswaysentencebysentenceorchapterbychapter.Ingeneralstudentsareaskedtolistenatmostfivetimesforachapter.Theyalsoshouldwritedownwhattheyheard.

2）Englishreport:

thesametotheformabove.TheonlydifferenceisstudentsshouldrepeatinEnglish.TEACHERSinNewOrientalinsiststhattheabilityofimmediatetranslationshouldbefortifiedinthisway.

3）Originaltextdictation:

inthiscasestudentsshouldwritedownwhattheyheardcorrectly.TEACHERSholdtheviewthatitcancultivatetheabilityofwritingandmemoryquickly.

（3）IntensifyingtheabilityoforalEnglish

NEWORIENTALcreatedaseriesofsteptoimprovetheirstudents’leveloforalEnglish.Thecontentsinclude:

1）Takingchargeofglossaryandsyntacticalstructure

2）Masteringthepronunciation（listentoarecordingthenreadtherecordingbyyourselfthencheckyourpronunciationwiththerecording）

3）Readingthemessagebyyourself

4）Inspection（correctyourfalsepronunciation）

5）Readingaftertheradio

6）Consolidation（repeattherecordinginstandardpronunciationformanytimes）

III．ThecommonanddifferentthingsbetweentraditionalclassandNewOrientalclass

It’seasyforustodrawaconclusionaccordingtoourresearchthatbothtwosidescultivatestudentsinnearlysameaspects.SuchasvocabularyspokenEnglishgrammarcomposition.Perhapsaskindeeplearnershouldhaveaspectsinhandatleast.Intermsofthosemethodsabovewecanknowthatthenaturalqualityoftwosidesaresame.Inotherwordstheirorigin