论文定稿.docx

1、论文定稿Project Title: Enhancing Students InterestsIn Learning English Vocabulary in Class InvestigatorMeng hongxia Northeast Normal UniversitySubmitted on Apr. 14th2014In fulfillment of the course Practical Project DesignAcknowledgmentI am mostly grateful to my supervisor Mr. Liu Chang, without whose s

2、upport and patience this project would not even have got off the ground.I am also grateful to my colleagues He zuo bang, Zhang Yaan, Chang Hong for their time spent on brainstorming and panel discussions with me.No amount of thanks will be adequate for my students without whose willing participation

3、 in the project implementation it would have remained on paper. Last but not the least, big thanks for my husband and my son who gave shared with me my worries, frustrations and hopefully my ultimate happiness in eventually finishing this project.AbstractThe present study presents a detailed report

4、of a project implemented to solve the problem that some of my students did not learn English vocabulary well in class though I have spent a lot of time. It is hypothesized that students will learn English vocabulary much better through improved teaching design.Methodologically, four methods used, an

5、d they are analytic method, Cause analysis, questionnaire survey, and brainstorming activation.Key words: vocabulary; problem; teaching designMain Headings of the Project Report1. Introduction.2. Summary of the Preliminary Research2.1 Problem2.2 Problem analysis2.3 Project objective2.4 Project hypot

6、hesis 2.5 Possible solutions3. Full-Scaled Implementation of the Solutions3.1 Make up groups 3.2 Ask them to perform3.3 Check their reading and writing work3.4 Reduce their pressure 4. Project Design5. Problems Unsolved6. ConclusionReferences:Appendix: A. The timetable of the project B. Teaching not

7、esC. DiariesD. Writing exercisesE. Students handoutsF. Tape for classroom teaching1. Introduction I have been teaching the students who are in their first year of Qingqi Middle School. In my teaching Ive found there are some problems. Now Ill finish my study in Northeast Normal University. I hope I

8、can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from Northeast Normal University.2. Summary of the Preliminary ResearchThis part of my study was conducted Mar .2nd 2014-Apr.14th 2014.2.1

9、 Problem The problem I have in my teaching is that I have spent much time teaching my students to learn English words in class but some of them havent done it well.2.2 Problem analysis In my teaching, the problem indentified was a serious problem. My preliminary research confirmed that there were tw

10、o main reasons accounted for students reluctance to learn English words well. Firstly I havent spent much time in helping students remember English vocabulary. Secondly that I havent asked the students to review the learned words or make up sentences with the new English words after class. 2.2.1 Ana

11、lytic methodI was led to a series of questions. For instance, I found a majority of my students cant study the new English words well and I wanted to know why it should be the case, and whether they thought it important and necessary to learn English words well or not. If they thought it is importan

12、t and necessary. The problem was actually caused by me, not by my students; probably I didnt make a good design on vocabulary design.2.2.2 Cause analysis In this situation, I asked myself a series questions and tried to provide answers to them.Why did some of my students not learn the new English wo

13、rds well? In order to know more about this issue，I designed a cause exploration procedure like this. Questions Answers Is it because English is not important? MaybeIs it because they dont like English class? Possibly yes Is it because the tasks are poorly designed? MaybeIs it because they are motiva

14、ted? Possibly yesIs it because my instructions are not clear? MaybeIs it because they do not like the tasks alone? MaybeIs it because they have lots of things to do ? Possibly yesIs it because they do not think the tasks are important and necessary? Maybe Is it because they have some difficultiesUns

15、olved by them? Yes2.2.3 Questionnaire surveyI made a pilot investigation in this respect to know more about the situation. For this purpose, I designed a research procedure like the follows. One day, I gave them two tasks -Making sentences with given words and Fill in the blanks with the suitable fo

16、rms of given words. The next day, I got the following feedback:Only twenty-five students made sentences.Only twenty-nine students filled blanks with the suitable forms.The rest didnt do the tasks.Then I asked them two questions. One was why some students had done the tasks. The students responses:Th

17、ose who had done the tasks said they enjoyed making sentences in English and filling blanks with the suitable forms of the given words.The other question was why some of students hadnt done the tasks. Some of the students who had recited the tasks said because they didnt know the drills and how to u

18、se the suitable forms of a given word.Second, they thought a huge amount of other homework given by the teachers of different subjects must be handed in the next day. And all the teachers would check it carefully, while the English teacher might spend a little time checking the tasks, so they had to

19、 finish other homework first and sometimes they had no time to do the tasks.Since some of my students did not do the tasks I asked to do in class, I designed a questionnaire to find out why it should be so. I intended to get more detailed, more exact opinions from all the students through the questi

20、onnaire. And I tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire. Then I modified some of the items. After that I gave one of my questionnaires to my students and gave them fifteen minutes to fin

21、ish it. All of them, forty-four students, returned their questionnaires which were left anonymous.When all these data came in, I made some statistical evaluation. The results showed that over 70% of the students thought making sentences and filling in the blanks with suitable forms of the given word

22、s after class could improve their English level and that about 63% of then thought the tasks were very necessary for their future, Therefore I thought the students were clear about the importance and necessity of the tasks. But they might run up against difficulties that they could not overcome, so

23、they lost their confidence and interest.2.2.4 Brainstorming activation When I was engaged in the problem analysis, I consulted my thesis supervisor Mr. Liu Chang and often talked to my colleagues about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more

24、deeply and carefully.After a lengthy problem analysis, I determined to launch a project to overcome this problem.2.3 Project objective My research objective is to enhance my students interest in learning English words better in class.2.4 Project hypothesisIt is hypothesized that students interest in

25、 learning English words in class is increased by better organization.2.5 Possible solutions With these reasons in mind, I have correspondingly provided some possible solutions which are as follows.2.5.1 Help my students to make up ten groups 2.5.2 Let them read the words loudly after the models.2.5.

26、3 Let them read the text loudly after the models several times and realize the using of the words in the sentences.2.5.4 Give them some words to make sentences regularly. 2.5.5 Check some of them carefully regularly 2.5.6 Look on the tasks as some of written homework.3. Full-Scaled Implementation of

27、 the SolutionsThis part of my study was conducted during Mar 2nd 2014-Apr 14th 2014.3.1 Make up groupsIn order to guarantee that some of the students would be highly involved into learning the new English words, I decided to make up groups. Through the investigations, I found there were two main pro

28、blems for them to learn the new words by themselves after class. One was the family members of most students did not know or hardly knew English .when the students met difficulties or had problems, they couldnt get any help. And they made mistakes in the practice they couldnt be corrected in time. T

29、he other was they thought there was little pleasure to learn the new words. Through the analysis, I would like to give speaking the purpose of the knowledge of learning new words, so it was the most effective that I should create chance for them to learn the new words after class. I was also conscio

30、us that the students were all 13 or 14 years old and they were all English learning beginners, so they had strong mutual dependence. If they were taught to read the drills fluently, and could read the new words, they would want to make sentences and fill in blanks with the correct form of the given

31、words. Then ask them to correct the exercises in pairs or in groups, not only the problems above could be solved, but also they could achieve the purpose of learning new words. Moreover, I could cultivate their spirit of cooperation and help each other.In my class there were 44 students, so I divide

32、d them into 11 groups. When I did the work, I followed three principles:3.1.1 Members of each group sit together in the classroom. They cold select freely any space time to read the text and make sentence with the giving words or fill in the blacks with the suitable forms of given words together.3.1.2 Each group was composed of the students of different English levels so that good students could help those whose had lagged behind.3.1.3 Each gr