英語(yǔ)自學(xué)本科畢業(yè)論文-activatingstudentsthroughgroupworkandpairwork

1、<p><b>　　摘 要</b></p><p>　　本研究報(bào)告展示了一個(gè)通過小組和成對(duì)合作來激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)興趣的詳細(xì)的實(shí)施方案。本項(xiàng)目的假設(shè)是小組和成對(duì)合作能夠幫助學(xué)生快速而又簡(jiǎn)單地掌握學(xué)習(xí)材料，從而激發(fā)學(xué)生愉快的學(xué)習(xí)英語(yǔ)的興趣。據(jù)此，我采納了一個(gè)12周的項(xiàng)目設(shè)計(jì)過程，通過調(diào)查問卷和測(cè)試的手段來收集數(shù)據(jù)，通過討論結(jié)果更加證實(shí)了小組和成對(duì)合作確實(shí)能激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。然

2、而，該項(xiàng)目對(duì)極個(gè)別基礎(chǔ)比較差的學(xué)生收效甚微，所以我有必要進(jìn)行深入的研究來激發(fā)他們的英語(yǔ)學(xué)習(xí)興趣。</p><p>　　在實(shí)驗(yàn)過程中，我使用了分析、原因分析、調(diào)查問卷和頭腦風(fēng)暴四個(gè)理論方法驗(yàn)證了該假設(shè)。</p><p>　　關(guān)鍵詞：小組合作，成對(duì)合作，興趣，技巧</p><p><b>　　Abstract</b></p><

3、p>　　This study presents a detailed report of the project implemented to foster students’ motivation in English learning through group work and pair work in English. Based on the hypothesis that group work and pair wor

4、k can help the students master the teaching materials quickly and easily and thus motivate the students to learn English happily, in this aspect a twelve-week program was adopted. Data were collected through questionnair

5、es, analysis and discussion of which shows that group work and pair</p><p>　　Methodologically, four methods are used. and they are analytic method, cause analysis, questionnaire survey and brainstorming acti

6、vation.</p><p>　　Key words：Group work ，Pair work，Interest，Methods</p><p><b>　　Contents</b></p><p>　　Acknowledgment………………………………………………………………………… Ⅰ</p><p>　　Ab

7、stract(in Chinese) …………………………………………………………………… Ⅱ</p><p>　　Abstract(in English) …………………………………………………………………… Ⅲ</p><p>　　Contents………………………………………………………………………………… Ⅳ</p><p>　　Introduction……

8、…………………………………………………………………… 1</p><p>　　Summary of the Preliminary Research ……………………………………………1</p><p>　　Possible solutions…………………………………………………………………… 3</p><p>　　Project objective……………

9、……………………………………………………… 3</p><p>　　Project hypothesis…………………………………………………………………… 3</p><p>　　Project rationale………………………………………………………………………3</p><p>　　Research design………………………………………………………

10、………………4</p><p>　　Project implementation…………………………………………………………… 5</p><p>　　8.1 Use group work and pair work to teach vocabulary……………………… 5</p><p>　　8.2Use group work and pair work

11、 in sentence patterns…………………………6</p><p>　　8.3Use group work and pair work to teach dialogues……………………………8</p><p>　　8.4Use group work and pair work to master texts…………………………… 10</p><p

12、>　　Data analysis…………………………………………………………………………12</p><p>　　9.1Data from the questionnaires…………………………………………………12</p><p>　　9.2Data from tests……………………………………………………………… 13</p><p>　　Co

13、nclusion……………………………………………………………………………14</p><p>　　Problem unsolved……………………………………………………………………14</p><p>　　Reference…………………………………………………………………………… 14</p><p>　　Appendix A Questionnaire 1

14、for problem analysis……………………………… 16</p><p>　　Appendix B Questionnaire 2----the post-trial questionnaire…………………… 17</p><p>　　Appendix C Teaching notes…………………………………………………………18</p><p>

15、　　Appendix D Teaching diaries……………………………………………………… 20</p><p>　　Appendix E Text papers……………………………………</p><p>　　Activating Students Through group work and pair work</p><p>　　Investigat

16、or: Shan Xiujuan</p><p>　　1 Introduction</p><p>　　I have been teaching English for 9 years. Now I’m teaching students who are in Grade Three of a junior middle school.</p><p>　　It i

17、s known to all that initiative is the key to success, and interest is the best teacher. What the teacher should do in class is to activate the students and provide conditions for learning to take place. I have been a tea

18、cher of English for 9 years. This term 1 found that the classroom atmosphere was getting less and less active. Many of them idled in class. They were taking a less active role in classroom activities. A few students even

19、 dropped out. So how to improve their initiative in Engl</p><p>　　2.Summary of the Preliminary Research </p><p>　　2.1 Problem </p><p>　　The problem I have in my teaching is that mos

20、t of my students are not active in English class, most of them are not interested in English learning, and they are easy to forget what they have learned.</p><p>　　2.2 Problem Analysis</p><p>　　

21、Then why are the students lack of interests in English? Why did they idle in English class? By means of interviews and questionnaires, I found that there were three kinds of reasons:</p><p>　　Top students st

22、yle. Most of them are intelligent as well as diligent, They spare no efforts to enhance their English appreciating, writing and acting, but some of them are not satisfied with their teachers’ teaching because they are du

23、ll and arbitrary and can’t give them a free opportunity to express themselves. This kind of mood makes them lack of motivation in English.</p><p>　　Secondary students style. This kind of students covering ab

24、out one third of the whole class were neither ”good” nor “bad”. Their test marks are of an average level. So they don’t care about whether their teachers’ teaching method is interesting or not , they just sit there and d

25、o what the teacher tells them to.</p><p>　　Elementary students style. This sort of students has nothing to say about their teachers’ lessons, because they can’t follow them. Then they are tired of the classe

26、s and often fall asleep in class.</p><p>　　The problem had been troubling me for a ling time and now I am determined to find a solution to the problem. In my study, I used four methods of analysis.</p>

27、;<p>　　2.2.1 Analytic method</p><p>　　Now that the students of mine are lack of interests in English learning. I wanted to know why it should be the case. Do they have the motivation to learn English

28、well? Do they know how to learn it. They may be lack of effective measures to learn English. So how to improve their interests in English learning became a task of priority. Then I decided to motivate them by group work.

29、 And pair work..</p><p>　　2.2.2Cause analysis</p><p>　　In order to know my students from the bottom of their hearts. I decided to make cause analysis.</p><p>　　Is it because my teac

30、hing approach lacks interest?May be.</p><p>　　Is it because they are accustomed to the traditional pattern of teaching and learning?May be.</p><p>　　Is it because they are ingoing?</p>

31、;<p>　　Is it because they don’t like learning English?May be.</p><p>　　Is it because they have some difficulty in learning English?Yes.</p><p>　　2.2.3 Questionnaire Survey.</p>

32、<p>　　After I have gone through the problem analysis by the analytic method and cause analysis. I fell quite confident about what sorts of questions I should raise in my questionnaire. Since most of my students are

33、 not interested in learning English, and they are tired of listening passively or repeating what is said verbatim. I designed a questionnaire (see Appendix A) to find out why it should be the case. I wanted to get more e

34、xact opinions from all the students through the questionnaire. And I tri</p><p>　　2.2.4 Brain storming activation.</p><p>　　When I considered the problem for a long time. I decided to consult wi

35、th my supervisor Mr Tian Zuogang. At the same time I asked my students for their advice. They gave me much help. So I decided to launch a project to overcome this problem.</p><p>　　3 Possible Solutions</p

36、><p>　　Taking the above factors into consideration, there are several ways to stimulate the interest and awaken the motivation of learning English. In general. I mainly motivate the students through the group

37、work and pair work.</p><p>　　Now let me explain it in details.</p><p>　　1)To wake full use of demonstration in English teaching and try to joint listening and perception together so as to activa

38、te the perceptive organs and act with gestures, putting the vivid and lively demonstration method into practice </p><p>　　2)To hold some necessary English contests and to perform various activities suck as d

39、ifferent kinds of contests of programs so that the students can be encouraged to take part in the class activities and to study hard out of class, at the same time raising their interest and strengthening their will to E

40、nglish study .In this process students learning is reinforced and their skills in listening , speaking ,reading and writing are improved </p><p>　　4. Projective Objective </p><p>　　This project

41、is aimed to activate the students in English learning through group work and pair work.</p><p>　　5. Project Hypothesis</p><p>　　Considering the age factors of the students, group work and pair w

42、ork can help students understand teaching materials quickly and easily and thus motivate the students to learn English happily.</p><p>　　6. Project Rationale </p><p>　　As is known to all, we can

43、 do anything well if we are full of enthusiasm, responsibility and patience, and it is with the students. Enthusiasm and responsibility come from successful experience. Successful experience is able to help students arou

44、se interest. According to some results of psychology study, a pleasant and relaxing situation is also helpful for developing the learners’ interest. group work and pair work can make the learners in high spirits and have

45、 competence to develop their inter</p><p>　　According to Williams and Robert Burden, motivation refers to “a state of longitude and emotional arousal which leads to a conscious decision to act, and which giv

46、es rise to a period of sustained intellectual and physical effort in order to attain a previously set goal. Motivation is one of the most important factors in learning a foreign language. As Darwin said “Just as eating w

47、ithout liking does harm to one’s health, learning without liking harms memory and retains nothing it takes in. Former</p><p>　　7.Research Design </p><p>　　7.1Subjects</p><p>　　For t

48、his research, I chose two classes of my students as subjects, one as the Experimental Group, the other as the Control Group. Throughout the project, the Experimental Group will receive special kind of teaching, i.e. to m

49、otivate the students by means of contest of group work; While the control Group will receive traditional teaching.</p><p>　　7.2Procedure</p><p>　　This project lasted three months from September

50、to November.</p><p>　　7.3 Principles to follow</p><p>　　a. Accord the students’ interest and practicability with the contents of the teaching materials and the age of the students.</p>&l

51、t;p>　　b. Create a good teacher-student relationship, motivate and encourage them without forcing.</p><p>　　c. Provide a ‘stress-free’ and ‘learner-centered’ environment.</p><p>　　7.4 Techniqu

52、es for Data Collection</p><p>　　During this research two techniques were adopted, namely questionnaire and test. To gather information for the design of the research and to test whether the research is effec

53、tive, two questionnaires will be issued, one at the beginning of the research and the other at the end. Two tests will be included(one as the pretest, the other as the post test for comparison) to test the co-efficiency

54、between motivation and school recording.</p><p>　　8. Project Implementation</p><p>　　My hypothesis is that we can activate the students by group work and pair work, so I designed four activities

55、 tried out in four weeks and these activities are reported as follows.</p><p>　　8.1 Use group work and pair work in vocabulary revision. </p><p>　　The purpose of this activity is to systematize

56、the words of a given sphere. The teacher divided the whole class into 6 groups, and told the students of each group to think out as many words as possible. The one who can say the largest number of words will get the fir

57、st prize. This sort of contest is used to stimulate the students in vocabulary learning.</p><p><b>　　Example 1</b></p><p>　　I offered a word school to every group. Then asked each gr

58、oup to write down as many words as are related to the word school. At last each group should use these words to write a passage about it. One of the suggested answers is as follows:</p><p>　　classroomreadin

59、g-roomdining-roomschoolmaster</p><p>　　teacherstudentdeskchairbench</p><p>　　chalkblackboardpenbookruler</p><p>　　pencilpencil-boxeraserschool-bag</p><p>

60、;　　exercise-bookhomeworkplaygroundsound lab</p><p>　　chemistry-labphysics-labcomputer-room</p><p>　　recordermultimedia-classroomdormitory office</p><p>　　In the end, Group

61、2 won the prize. </p><p><b>　　Example 2</b></p><p>　　When teaching such animals: snake, tortoise, hare, owl, giraffe and elephant. I divide the class into two groups. Write Blue Cat

62、on the right side of the blackboard and Red Fox on the left. Make one student come to the front and imitate their actions. The others guess what is it in English. The one guessing correctly can draw a star on the blackbo

63、ard. At last, Let’s count which group gets more stars and it will be the winner. For Example:</p><p>　　Blue Cat Red Fox</p><p>　　8.2 Use group work and pair work i

64、n learning sentence patterns</p><p>　　English is full of sentence patterns. If the students only look at the book and read the sentences after the teacher, which is what I used to do, they can hardly be moti

65、vated and the structures will be difficult to master. When group work and pair work were applied in sentence-pattern instruction, the situation was changed.</p><p><b>　　Example</b></p><

66、;p>　　When teaching the Go for it Unit5 Book5, there is a sentence pattern “if clause + main clause “. Through a series of chain sentence, the students can master it better. The detailed steps are as follows:</p>

67、<p>　　First, I explained the pattern to the students and told them to attention the usage of it. Then I divided the whole class into six groups, and told the students of each group to make as many sentences as pos

68、sible according to my requirement. Next I set up a situation to instruct the exercise.</p><p>　　I’ve got a pet monkey recently. It’s lovely. It jumps up and down from the floor onto the chair or from the bed

69、 onto the bed. It likes eating fruits, especially peaches. It can also make faces to my family. If you like it. I’ll give it to you. I told the students to make sentences with the” if clause “, the condition is that the

70、later if clause must agree with the former main clause.</p><p>　　T: If I give you a pet monkey, what will you do ?</p><p>　　St1: If you give me a pet monkey. I’ll take it home. </p><p

71、>　　St2: If I take it home, my sister will see it. </p><p>　　St3: If my sister sees it ,she will be frightened.</p><p>　　St4: If she is frightened, she will cry out.</p><p>　　St5:

72、 If she cries out, our neighbour will hear her.</p><p>　　St6: If our neighbour hear her, they will come to our house to see what’s happened.</p><p>　　St7: If they come to see what’s happened, th

73、e pet monkey will get frightened.</p><p>　　St8: If the pet monkey gets frightened, it will run away.</p><p>　　St9: If it runs away, I’ll run after it.</p><p>　　St10: If I run after

74、it ,the traffic policeman will stop me.</p><p>　　St11: If he stops me, I’ll tell him about the pet monkey.</p><p>　　St12: If I tell him about the pet monkey, he will help me to catch it.</p&g

75、t;<p>　　St13: If he helps me, I’ll catch the pet monkey.</p><p>　　St14: If I catch the pet monkey, I’ll take it home.</p><p>　　St15: If I take it home, I’ll tell my sister not to cry.<

76、/p><p>　　St16: If my sister doesn’t cry, the pet monkey will not run away.</p><p>　　St17: If the pet monkey doesn’t run away, it will live with us.</p><p>　　St18: If it lives with us,

77、it will amuse my family, too.</p><p>　　After this kind of contest. The students in each group were all excited and exhausted, but they were much more familiar with the pattern, and those who made the largest

78、 number of correct sentences will be given a present.</p><p>　　Example 2. When teaching Go for it Book5 Unit 4 "What would you do", I asked the Ss to do the pair work with the pattern "What

79、would you do", One of the examples is as follows. </p><p>　　8.3 Use group work and pair work to teach dialogues.</p><p>　　Almost every unit of the go for it ,Book 5 has a dialogue, and ever

80、y dialogue is designed in a small scene. And in our Experimental Group. I divided our class into six groups after I gave them a simple explanation of new words and key phrases. I provided the students with a lot of relat

81、ed materials to make a simple dialogue. So they discussed actively. In order to acquire a high mark, each member in the group will go deeper into the dialogue, and try his/her best to make it better, the class’s a</p&

82、gt;<p>　　A: Excuse me, could you tell me the way to the post office?</p><p>　　B: Oh, I’m sorry, I’m a stranger here myself. You can ask that policeman over there.</p><p>　　A: Thank you al

83、l the same.</p><p>　　B: It’s a pleasure.</p><p>　　A then came up to the policeman.</p><p>　　A: Excuse me, could you tell me the way to the post office.</p><p>　　B: Go s

84、traight along the road. It’s 200 meters away. You can’t miss it.</p><p>　　A: Thank you. Thank you very much.</p><p>　　B: You’re welcome.</p><p>　　Another example of using group work

85、 and pair work to teach dialogues is in “Go for it” Book 5 unit 4. The dialogue made by the best group is the following:</p><p>　　JIM: Where are you from?</p><p>　　BRUCE: I’m from……</p>&

86、lt;p>　　HAN MEL: Don’t tell him, BRUCE, Let him guess.</p><p>　　JIM: Well, you re from Australia, aren’t you?</p><p>　　BRUCE: Yes. How did you guess?</p><p>　　JIM: The way you spe

87、ak. Bruce, you came here at a bad time of year, I’m afraid!</p><p>　　BRUCE: Why do you say so?</p><p>　　HAN MEL: Because it’s winter now. the weather here is very cold, isn’t it?</p><

88、p>　　BRUCE: Yes. It’s very different from Australia at this time of year.</p><p>　　JIM: Really? What’s the weather like in Sydney now?</p><p>　　BRUCE: It’s hot. It’s summer now!</p><

89、;p>　　HAN MEI: Hmm, that’s interesting.</p><p>　　Example 3, When I taught Go for it unit 5 “It must belong to carla”, I asked the student to make a dialogue , In order to practice “can’t, must, Could, mig

90、ht”. This is one of the examples.</p><p>　　A: What do you think “anxious” means?</p><p>　　B: Well, it can’t mean “happy”.</p><p>　　A: It might mean “worried”.</p><p>　　

91、B: Oh, yes. She’s worried because of her test. </p><p>　　8.4 Use group work and pair work to improve one’s fast reading.</p><p>　　Reading is one of the four basic skills which students are req

92、uired if they study a foreign language. For Chinese middle school students, to have a good command of English reading is of great importance. In my teaching in order to activate the students in reading comprehension, cul

93、tivating their fast reading capacity is very important. I designed a airline schedule and I had the schedule typed, each student in a group shared a piece. Then answer the questions as quickly as possible. Those who sp&l

94、t;/p><p>　　How many British Airways flights are there?</p><p>　　Which place is flight 604 going to?</p><p>　　Which air line is flying to Amman?</p><p>　　Which flight takes

95、 off at 10:58?</p><p>　　How many different destinations are there?</p><p>　　How many planes take off between 10:25 and 10:45?</p><p>　　Which place is the Pan Am going to?</p>

96、<p>　　When does flight 902 take off?</p><p>　　How many different airlines are there?</p><p>　　When does the flight for Stuttgart take off?</p><p>　　Another example of using gr

97、oup work and pair work to improve students’ reading skills is in “Go for it” unit 5. I divided the whole class into six groups, each group should answer the questions that I designed as quickly as possible. The fastest a

98、nd the best one will get an award. The questions I designed are as follows.</p><p>　　1 Where was your grandfather/grandmother born?</p><p>　　2 Where did he/she study?</p><p>　　3 Wha

99、t was his/her favourite subject at school?</p><p>　　4 What did he/she do after he/she left school?</p><p>　　5 In which year did your grandparents get married?</p><p>　　6 How many ch

100、ildren did they have?</p><p>　　7 Where is your grandmother/grandfather now?</p><p>　　8 Is he/she now working?</p><p>　　Example3. In unit 6 Book 5 “ Go for it”, There is a reading co

101、mprehension “ should I be allowed to make my own decisions”, I asked the Ss to scan the reading to find more examples to place under each heading. The following is one of the best examples.</p><p>　　Through

102、this kind of contest of fast reading, the students’ reading comprehension can improve a lot.</p><p>　　9. Data Analysis </p><p>　　9.1 Data from the questionnaires</p><p>　　I offered

103、two questionnaires in this research, one at the beginning of the project, the other at the finish of the project, After four weeks’ action research, I designed Questionnaire 2, questionnaire 2 was partly based on questio

104、nnaire I so that comparisons could be made to see the difference of the two results. In designing this new questionnaire, I also used feedback information from my solutions to the problems so that their effectiveness cou