电大英语教育本科论文.docx

1、电大英语教育本科论文Project Title:Effective English Words Teaching andStudents Memorization of New Words InvestigatorXX XXXXLongchuan Radio & Television University Submitted on 20th April 2012In fulfillment of the coursePractical Project DesignAcknowledgmentI would like to show my deepest gratitude to my supe

2、rvisor Miss XXX, for her patient guidance and valuable comments and advice to my report.I also want to express my sincere appreciation to my colleagues Miss Wu, Miss Luo and Miss Yu for their time spent on brainstorming and panel discussions with me.My sincere thanks also go to my students without w

3、hose willing participation in the project implementation it would have remained on paper.Finally, my special gratitude goes to my family members without whose support, I would not have self-confidence to finish this project.AbstractThe present study presents a detailed report of a project implemente

4、d to solve the problem that most of my students find it hard to remember new words. It is hypothesized that students memorization of new words will be greatly enhanced by the effective new words teaching in this respect. This hypothesis is justified by a four- week practice of well-organized new wor

5、ds teaching.Methodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey and brainstorming activation. Key wordsEffective; English; teaching; memorization; new wordsMain Headings of the Project Report1. Introduction 12. Summary of the Preliminary Resear

6、ch 12.1 Problem 12.2 Problem analysis 12.3 Project objective 52.4 Project hypothesis 52.5 Possible solutions 53. Full-scaled Implementation of the Solutions 63.1 Design words teaching procedure. 63.2 Teach new words by their pronunciations and structures. 63.3 Teach new words in the context. 73.4 Me

7、morize new words in different ways after class. 73.5 Check their homework regularly. 74. Effective English Words Teaching Design 75. Data Analysis 105.1 Students general impression of the project 105.2 Students voluntariness of memorizing new words in class and after class 126. Problem Unsolved 137.

8、 Conclusion 13ReferencesAppendix A The timetable of the projectAppendix B Questionnaire One for Problem AnalysisAppendix C A post-trial questionnaireAppendix D Teaching Diaries1. IntroductionI have been teaching English for three years. Now Im teaching the students who are in their first year of a j

9、unior middle school in my hometown. In my teaching Ive found there are some problems. One of problems is that many students have considerable difficulty to memorize English words. They remembered few English words. And then lots of students couldnt write down anything when they had exams. And their

10、English was very poor. Moreover, as we know that words are the first and foremost important step in language acquisition. In that case, Ill finish my study in Longchuan Radio & Television University. I hope I can deal with the problems that have troubled me for some time through the action research

11、so that I can apply my knowledge and theory into practice, which I learned from Longchuan Radio & Television University.2. Summary of the Preliminary ResearchThis part of my study was conducted from February 10th to February 26th, 2012.2.1 ProblemThe problem I have in my teaching is that most of my

12、students find it hard to remember new words.2.2 Problem analysisIn my teaching, the problem identified was really a serious problem. My preliminary research confirmed that there were three main reasons that led to students hard to remember English words.First of all, some students usually memorized

13、new words one by one after class. They felt bored and forgot them easily. Secondly, some students only read the English words one by one again and again without context every morning. And they never used them and didnt know how to use them into practice. Thirdly, some of them thought English lessons

14、 are bored and difficult. They had to memorize a lot of new words in each class. They also needed to learn some useful expressions and grammar points in each class. So they didnt have so much time knowing well all of them. The problem had been troubling me for a long time and now I was determined to

15、 find a solution to the problem. In my study, I used four methods of analysis.2.2.1 Analytic methodMost of my students said that they couldnt memorize English words well and didnt know how to memorize them efficiently. They always got poor scores in the exams even if they knew grammars well. The pro

16、blem made me think of the other side of the issue: a few top students did well in memorizing English words. This made me think of these: Why most dont, while a few do? Who are they?Moreover, my students were in contrast with my colleagues students. This inspired me to make a chain of reflections. Wh

17、at about my colleagues students? Was it also the causes that were poor in remembering English words? On the other hand, if all of my colleagues students were good at memorizing new words, then my problem is actually caused by myself, not by students. Perhaps that the ways of teaching new words in my

18、 class were poorly designed and or my teaching approach was inefficient. Through the above analysis, I realized that my problem is probably caused by my teaching technique and methods.2.2.2 Cause analysisI considered my problem from the teachers side, the students side, the homework and exercises si

19、de and the class size side. In this situation, I asked myself a series of questions and tried to provide some answers to them. In order to know more about this problem, I designed a cause exploration procedure like this:The teachers side Is it because the teaching ways and steps of new words are poo

20、rly designed? Yes.Is it because that I do not spend enough time teaching new words in each class? Maybe.Is it because that I dont have enough enthusiasm when I have English classes? Possibly yes.Is my voice not loud and clear enough for the students at the back to hear? Maybe.The students sideIs it

21、because they are not interested in English? Maybe.Is it because they do not think it is important and necessary to memorize English words and then they can learn English well in other sides? Maybe.Is it because they have some difficulties unsolved by themselves? Yes.Is it because they dont have enou

22、gh time to remember so many new words after class? Yes.The homework and exercise design The homework and exercises were poorly designed and the forms of them were inflexible.The class size My class has 60 students. Such a big class may have some negative effects. The class is too noisy. Some of stud

23、ent are not concentrated enough. Moreover, most of them didnt pay enough attention to English learning and lost interests in English learning in the primary schools as they didnt need entrance examination when they get in junior middle school.Of all the causes, I believed that the teacher was mainly

24、 responsible for the failure. I wanted to know what my students thought about the problem. 2.2.3 Questionnaire surveyIn order to know about the situation, I made a pilot investigation for it. For this purpose, I did a research procedure like the follows. One day, I asked them to memorize twenty new

25、words in two ways remember them through one by one and memorize them in the context. The next day, I checked how many words they had memorized as below: Only five students could memorize all new words in the context correctly.Around five students remembered all new words through one by one correctly

26、.About ten students only remembered a few new words through one by one.The rest did not memorize any new words.Then I asked them two questions. One was why some students had memorized the all new words correctly I arranged. The students answers:At first, those who had remembered new words in the con

27、text said they were interested in English and they also considered memorizing new words with sentences easily and unforgettable. And they wanted to learn English well.Secondly, those who had memorized new words through one by one said they had mastered them in order to finish the homework what I arr

28、anged and get high scores in the future exams.The other question was why a few students only remembered a few new words through one by one and the rest did not memorize any new words. The students answers:First of all, most of them thought memorizing new words was boring. Moreover, they didnt like E

29、nglish class especially teaching new words period.Secondly, they thought it was hard for them to memorize so many new words in one time. And they didnt know how to memorize new words in the context effectively. They could only remember new words through one by one and forgot them shortly after finis

30、hing them.Thirdly, some students had forgotten the pronunciations of the new words after class. So they didnt know how to read them and remember them.Fourthly, they thought they didnt have enough time to finish so much homework given by the teachers of different subjects must be handed in the next d

31、ay. Furthermore, all the teachers would check it carefully, while the English teacher might spend a little time checking students memorization of new words before class.Since most of my students found it hard to remember new words and didnt know how to memorize new words effectively, I designed a qu

32、estionnaire (to see Appendix B) to find out why it should be so. I intended to get more detailed, more exact opinions from all the students through the questionnaire. 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 ten minutes to finish it.