Listening Practice Design & Learners’ Interest英语课堂教学行为研究项目设计报告.doc

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1、英语课堂教学行为研究项目设计 一、选题 Listening Practice Design & Learners Interest选题的目的、意义和必要性 This paper is intended to help students with listening practice. After the project, the students will like doing listening practice better in and outside class.主要研究方法 I have used Analytic method, Cause analysis, Brainstorm

2、ing and Questionnaire Survey设计过程 In the project, I first made a brief introduction if my own teaching. Then I gave a summary of investigation. After that, I practiced the resolution methods. Next, I designed of English listening activities. Next, I made the assessment of the plan. I also offered the

3、 questions unsolved. Finally, I gave a good conclusion.研究结果 I spent over two months designing, and preceding such a project. Now the project has benefited not only the students but myself greatly. On the one hand the students have become very interested in English listening. On the other hand I have

4、 found a better way to reach listening English.指导教师总评语 The writer does a good job in this report. She makes very careful research into the solutions to the problem with her students being unable to do listening well in the English classroom. She first tries to find information about her own teaching

5、 and her students current English learning situation. Then she puts forward some possible solutions. Next, she designs a four-week activity. After that, she makes a careful questionnaire to check the results. Finally, she gives a very good conclusion. I m very satisfied with her attitude toward teac

6、hing research and the efforts she has made to complete this project. This report is sure to be very useful for basic teaching in Junior Middle School.学生自述情况: Hello, everyone. I have worked as a Junior Middle School English teacher for a few years. Being an English teacher is great fun and I am very

7、satisfied with the progress I have made in my teaching. However, so far, I have found some problems with my students doing English listening practice. How to improve it remains a big problem. I have tried my best to find the solution to the problems through practice and what I have learned from Gans

8、u TV University. I am glad to say that I have made a great success. Here, through the interview, I hope I can learn more from all of my teachers and seniors答辩教师提问学生回答情况1. Mr. Zhuang: Now, please make a brief introduction of your reportIn the project, I first made a brief introduction. Then I gave a

9、summary of investigation. After that, I practiced the resolution methods. Next, I designed English listening activities. Next, I made the assessment of the plan. I also offered the questions unsolved Finally, I gave a good conclusion. Of all the methods, I have used the five methods: Analytic method

10、, Cause analysis, Brainstorming observation, Questionnaires and Diary?keeping2. Mr. He: Why do you think memory English so important in your English teachingEnglish Listening is important for students to learn English. In order to study English better, students should improve listening in different

11、ways. The aim of the teacher is to enable students to improve their listening as much as possible in English. It means the teacher should make it free for students to listen more effectively in class3. How many activities did you take in the four week designI took eight activities in the four week d

12、esign, two for each week.4. What do you think of your data analysisI think my data analysis all came from my practice in the eight activities. I did a thorough job about it. First I asked my students to answer the questions. Then I collected all the information5. What is your unsolved problemThe rem

13、aining problem is that some of the students still dont have good English listening as effectively as expected. They think it is a hard time to do it in and after class. I will have a long way to go6. Please give a brief conclusion of your reportThe present study is intended to improve the pupils int

14、erest in English listening through interaction. It is capable for the learners to study better. In order to solve the identified problems, several solutions were implemented during the action research. Data collected from the questionnaires shows that the teaching ways can make the children improve

15、their English listening答辩小组意见及成绩评定The interviewer does a very good job. She is very good at English and expresses herself very well. From what she has stated, she made very good preparations for the project. We think this project report is well writtenListening Practice Design & Learners Interest In

16、vestigatorAcknowledgment I am mostly grateful to my supervisor Mr. He Genwang without whose support this project would not even have got off the ground. I am also grateful to my colleagues Dang Xiangju, Zheng Xiaotiao and Li Genhong for their time spent on brainstorming and panel discussions with me

17、. No amount thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper. Last but not the least, big thanks go to my husband, who did all the housework and encouraged me to concentrate on this project. Abstract The present

18、 study presents a detailed report of a project conducted to solve the problem that most of my students do not like doing practice of listening. It is hypothesized that learners interest in listening will be greatly improved by better design. This hypothesis is verified by a four-week practice of wel

19、l- organized listening activities. Methodologically, four methods are used, and they are analytic method, cause analysis, questionnaire survey and brainstorming activation. Main Headings of the Project ReportIntroductionSummary of the Project Research Problem identificationProblem analysis Project o

20、bjectiveProject hypothesisPossible solutionsFull-scaled Implementation of the Solutions Provide more activities for studentsTeach students some skills of listening Give students advice on timing their studies Listening Practice DesignData Analysis Students general impression of the project Students

21、voluntariness of doing listening tasksProject EvaluationProject Findings and Discussions ReferencesAppendices: Appendix A:The timetable of the projectAppendix B:Questionnaires Appendix C:Teaching cases Appendix D:Worksheets for students Appendix E:Diaries 1. Introduction I have been teaching the stu

22、dents who are in their second year of a junior middle school. In my teaching I have found there are some problems. Now I will finish my courses Help Yourself to Advance English as a distance learner. I hope I can solve the problems that have troubled me for a long time so that I can apply my knowled

23、ge and theory into practice, which I learned from the courses.2. Summary of the Preliminary Research 2.1 Problem identification The problem I have in my teaching is that most of my students do not like doing practice of listening 2.2 Problem analysis In my teaching the problem identified was really

24、a serious problem, for it had a great effect on improvement of students listening. My preliminary research confirmed that there were three main reasons that accounted for students reluctance to do listening practice: Firstly, some students did not feel interested in listening practice. They thought

25、it was boring to listen to the tape. Secondly, some students could not follow the teacher or the recorder. They felt both of them went too fast. Thirdly, most students did not have enough time to practice listening by themselves after class. They had to spend hours on homework every day. The problem

26、 had been troubling me for some time and now I was determined to find a solution to the problem. In my study, I used four methods of analysis. 2.2.1 Analytic method Through careful analysis, I was led to a series of questions. For instance, I found a majority of my students did not like doing this a

27、ssignment, and I wanted to know why it should be the case, and whether they thought it important and necessary to practice listening or not. If they did think so, the problem was actually caused by myself, not by my students. Probably the listening work I assigned my students to do was poorly design

28、ed. 2.2.2 Cause analysis In this situation, I asked myself a series of questions and tried to provide some answers for them. Why did most of my students not like doing practice of listening? In order to know more about this issue, I designed a cause exploration procedure like this: QuestionsAnswersI

29、s it because the listening tasks are poorly designed?MaybeIs it because my instructions are not clear enough?MaybeIs it because the teacher speaks too fastPossibly yesIs it because they do not like listening workMaybeIs it because they are not motivatedPossibly yesIs it because they do not think lis

30、tening practice is important and necessaryMaybeIs it because they have lots of other things to doYesIs it because they have some difficultiesunsolved by themselvesYes 2.2.3. Questionnaire survey I made a pilot investigation in this respect to learn more about the situation. For this purpose, I desig

31、ned a research procedure like this. One day, I gave the students two tasks ? revise the words and the text of Lesson 82 whose title is “The Moonlight Sonata ”. The next day, I got the feedback by dictation: About 60% of the students wrote out the words correctly. Less than 20% of them filled in the

32、blanks for the text right. The rest students could do neither of the tasks. Then I asked them two questions. One was why some students did well. The students responses were: First, those who had written out the new words correctly said they had revised them carefully because learning words by heart

33、was the most important thing in their English studies. Second, those who had filled out the blanks for the text correctly said there were some useful sentence patterns in it. If they did not revise them in time, they would forget. The other question was why most students could not do the exercises.

34、The students reasons were: First, some of the students said they had gone over both the words and the text but they were not able to keep them in mind for long. Second, some of them said they could not follow the tape or the teacher though they had memorized the words and the text. They thought the

35、tape and the teacher went so fast that they often fell behind them. Third, some of the students said they preferred to read the text alone rather than listen to them and even write them down at the same time. When a dialogue was taught, the teacher used to check up students revision work by asking t

36、hem to read in pairs or groups, not by dictation. Thus, they spent more time in reading than in listening. Since most of my students did not do the listening practice, I designed a questionnaire See Appendix B1 to find out why it should be so. I wanted to get more detailed, more exact opinions from

37、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 levels to try out the questionnaire. Then I modified some of the items. After that, I gave the questionnaire to my students, requiring the

38、m to finish it in 1015 minutes. All of them, sixty-seven students, returned their questionnaires which were left anonymous When all the data came in, I made some statistical evaluation. The result showed that over 80% of the students thought regularly practicing listening to English could improve th

39、eir English listening ability and that 65% of them thought listening practice was very necessary for their future. Therefore, I believed the students were clear about the importance and necessity of listening practice. But they might run up against difficulties that they could not overcome ?lack of

40、enough time, lack of listening skills and lack of spare time, so they lost confidence and interest 2.2.4 Brainstorming When I was engaged in the problem analysis, I consulted my thesis supervisor Mr. He and often discussed this problem with my students and my colleagues. They gave me a lot of advice

41、 and help so that I pondered the problem more deeply and carefully. After a lengthy problem analysis, I determined to launch a project to overcome this problem.2.3 Project objective My project objective is to enhance students interest in listening practice2.4 Project hypothesis It is hypothesized th

42、at learners interest in listening practice is increased by better design.Possible solutions With these reasons in mind, I have correspondingly provided some possible solutions which are as follows. 2.5.1 Provide more activities for students A. Read after tapes B. Write at the teachers dictation C. P

43、erform dialogues D. Ask and answer 2.5.2 Teach students some skills of listening A. Listen for gist B. Listen for specific information C. Listen for detailed information D. Listen for inferring E. Listen for note-taking 3. Full-scaled Implementation of the Solutions 3.1 Provide more activities for s

44、tudents Most students showed little interest in listening practice. One main reason was that they had experienced too much failure in this respect, which was caused by insufficient practice. In their studies, students read English more but listened to English less; they listened to the teachers expl

45、anations in Chinese much more than to the tapes. Even though when listening practice was being done, the students were often asked to write down words and phrases or only to judge whether the given statements were true or not. The simple practice made the students feel easy to do such work and then

46、paid little attention to the practice. Therefore, once the teacher required them to do a bit more difficult tasks, they seemed to be considerably worried. If they were not given necessary help at that moment, they would definitely lose heart to do listening practice. To enhance their interest, the f

47、irst thing was to design more activities for the students so that their listening ability could be strengthened. 3.1.1 Read after the tape It is very important for students to read English after the recorder quite often. Thus, they can gradually get accustomed to pronunciation and intonation of the

48、Queens English. At first, with the textbooks open, the students were asked to follow the tape word by word, then sentence by sentence. Then they were allowed to repeat after the tape with books closed. At last, such drills varied from the whole class to individuals, ensuring that the weak students learned to pronounce the words correctly as well. 3.1.2 Write at the teachers dictation After reading, the students should have a dictation to practice writing. For words, the teacher could offer some help, like spelling out the long ones, if necessary. For