学生课堂展示研究

论文摘要

学生课堂展示是英语国家大学里普遍进行的活动。该活动以学生为中心,强调在运用中学习英语。本文作者对学生课堂展示做了一项研究。研究目的是尽可能多地总结学生课堂展示的作用和找出决定这些作用能否成功发挥出来的主要因素,并且探究一些大学英语教师不愿意让学生做课堂展示的原因。本文有四个主要部分:首先,作者阐释了学生课堂展示的定义,并且总结了一些大学英语教师对该活动的研究。其次,作者在各种理论的基础之上总结出学生课堂展示的十三种作用。然后,作者通过一份问卷收集了教师对学生课堂展示的观点,调查了他们在该活动中的做法。问卷调查的参与者是广西大学的四十三位大学英语教师。结果显示大多数教师承认该活动曾对自己在大学期间的英语学习有益,但他们却不愿意让学生做课堂展示。通过数据分析,作者找到了两个他们不愿意让学生做课堂展示的原因:其一,他们仍然持有传统教学理念和心存诸多担心;其二,让学生做课堂展示时他们没能给学生提供尽可能多的指导,从而导致教师和学生都不满意学生课堂展示的效果。最后,作者对学生课堂展示进行了一项行动研究。行动研究旨在探究一个问题,即什么决定了学生课堂展示发挥其作用。结果证实该活动确实可以发挥那十三种作用,并且教师的指导是决定那些作用能否成功发挥出来的主要因素。研究结果表明:如果教师为非英语专业大学生提供足够的指导,学生课堂展示会有助于促进他们的综合英语能力和个人发展。作者期待本研究能让大学英语教师重视学生课堂展示的作用,同时希望本研究能对广西大学及其它高校的大学英语教学改革作出一定的贡献。

论文目录

• 摘要
• ABSTRACT
• Chapter 1 Introduction
• Chapter 2 Literature Review
• 2.1 Definitions
• 2.1.1 Definition of the Word "Presentation"
• 2.1.2 Definition of Students' Presentation
• 2.2 Theoretical Background of Students' Presentation
• 2.2.1 Task-based Framework of Willis
• 2.2.2 Similarities and Differences Between the Task-based Framework of Willis and Students' Presentation
• 2.3 Previous Studies on Students' Presentation
• 2.3.1 Researches on the Functions of Students' Presentation
• 2.3.2 Research on the Effect of Implementation of Self-assessment and Peer-assessment in Students' Presentation
• 2.3.3 Research on Presenting Skill Training
• 2.3.4 Researches on Steps of Students' Presentation
• 2.3.5 Focuses of the Present Study
• 2.4 Relevant Studies
• Chapter 3 Functions of Students' Presentation
• 3.1 Functions on the Basis of Cognitive Psychology
• 3.1.1 Constructing Students' Knowledge
• 3.1.2 Cultivating Students' Metacognitive Abilities
• 3.1.3 Boosting Students' Cognitive Abilities
• 3.2 Functions on the Basis of Pedagogy
• 3.2.1 Promoting Students' Autonomous Learning Ability
• 3.2.2 Strengthening Students' Memory
• 3.2.3 Making Learning Meaningful and Effective
• 3.3 Functions on the Basis of Applied Psycholinguistics
• 3.3.1 Overcoming Students' Anxiety
• 3.3.2 Forming Students' Critical Thinking
• 3.3.3 Triggering Students' Intrinsic Motivation
• 3.4 Functions on the Basis of SLA
• 3.4.1 Providing Opportunities for Comprehensible Input and Output
• 3.4.2 Improving Students' Overall English Competence
• 3.5 Functions on the Basis of Sociology
• 3.5.1 Developing Students' Competitive Abilities in Society
• 3.5.2 Fostering Students' Team Spirit
• Chapter 4 Investigation on Teachers' Actions in Students' Presentation
• 4.1 Investigation Methodology and Subjects
• 4.2 Results of the Questionnaire and Brief Data Analysis
• 4.3 Further Data Analysis and Suggestions
• 4.3.1 Teachers' Teaching Philosophy and Worries
• 4.3.2 Teachers' Guidance in Students' Presentation
• 4.4 Challenges and More Suggestions
• Chapter 5 Action Research on Students' Presentation
• 5.1 Problem Identified and Investigation
• 5.2 Hypothesis
• 5.3 Planning Actions
• 5.4 Collecting Data and Adjusting Plan in the Teaching Process
• 5.5 Data Analysis and Evaluation
• 5.5.1 Questionnaire
• 5.5.2 Students' Diary
• 5.5.3 Students' Summary
• 5.5.4 Students' Achievements
• 5.5.5 Interview and Free Talks
• 5.5.6 Students' Report Manuscript
• 5.6.7 Classroom Observation
• 5.6 Report of the Action Research
• Chapter 6 Conclusion
• Bibliography
• Appendix
• Appendix Ⅰ Interviews of the Pilot Study
• Appendix Ⅱ Questionnaire on Teachers' Actions in Students' Presentation
• Appendix Ⅲ Effects of Students' Presentation
• Appendix Ⅳ Questionnaire on Students' Opinions on Students' Presentation
• Appendix Ⅴ Outline of Students' Diary
• Appendix Ⅵ Students' Summary on Students' Presentation
• Appendix Ⅶ Copies of Report Manuscripts
• Acknowledgement
• Papers Published During the Study for M.A.Degree