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英语教学法在初中英语教学中的运用现状调查研究

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本文是一篇英语硕士论文,英语专业是培养具有扎实的英语语言基础和比较广泛的科学文化知识,能在外事、经贸、文化、新闻出版、教育、科研、旅游等部门从事翻译、研究、教学、管理工作的英语高级专门人才的学科。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。

 
Chapter 1 Introduction
 
1.1 Background of the Research
Methods are critically important in doing everything. It is the foundation ofefficiency. Moreover, effective help people get twice the result with half the effort inlearning a foreign language.Likewise, teaching methods are playing an extremely important role in Englishteaching. After entering the 21st century, together with the advancement of fundamentaleducation curriculum reformation, the reformation of teaching method also turnsincreasingly urgent. This is because that curriculum reformation would necessarily pushforward the reformation of teaching methods. As for English subject, educationadministration department advocates the Task-Based Language Teaching in the firstedition Compulsory English Teaching Curriculum Standards (2001) and such advocacygenerates direct and prominent impacts on the reformation of Basic English educationteaching method. Many schools start to use the Task-Based Language Teaching method,most textbooks are based on the Task-Based Language Teaching and even manyteaching competitions and public teaching activities directly apply the Task-BasedLanguage Teaching. All of these have produced significant influences on thereformation of teaching methods. At the same time, in the 21st century, many experts inforeign language teaching methods holds that English teaching method has entered thepost-method era where method becomes less important than ever before. Butpost-method era does not mean that the methods will be eradicated but stress thatteachers should incorporate the merits of multiple teaching methods based on the fullunderstanding about the advantages of various teaching methods and create a uniqueteaching method according to practical teaching conditions and student conditions. Thefeature of such post-method is that multiple teaching methods will appear during theprocess of basic education teaching. At present, the English teaching textbooks indomestic junior middle school present diversified characteristics. Many textbooks are directly introduced from foreign countries. The compilation of textbooks is based on theteaching methods. Consequently, it is necessary to study the English teaching methodsat home and abroad. The post-method era is the multi-method era. The influences onEnglish teaching method reformation, the appearance of multiple English teachingmethods and the advent of post-method era highlight the significance of the study onEnglish teaching methods.
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1.2 Purpose of the Research
This thesis focuses on an investigation and analysis of the status quo ofEnglish teaching methods application in junior middle schools based on teachers'and students' feedback. It further analyzes the problems and difficulties in thisrealm. At last, the author summarizes the problems and makes a conclusion. Theaims of this investigation are as follows.(1) To help the related researchers to know about the status quo and problemsin the teachers' use of English teaching methods in junior middle schools.(2) To work out suggestions and solutions to those problems is to providereferences in the field of English language teaching.(3) To help the related researchers to know about the status quo and problemsin the teachers' use of English teaching methods in junior middle schools.
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Chapter 2 Literature Review
 
There are a lot of researches on English teaching methods. Firstly, the researchobjects and contents have changed greatly. The research objects mainly focus onEnglish learners or English teaching in China and it is closely combined with teachingpractice. The content of the study has shifted from how to teach to how to learn, andhow to study the content in a deeper and more detailed way. Secondly, the scope ofresearch has been expanded rapidly and the application research has been greatlyincreased. The research topic of this stage involves almost all aspects of Englishteaching. Thirdly, there are great innovations and breakthroughs in the research method.The research method has changed from the previous theory and qualitative research tothe combination of theory and practice, and the combination of qualitative andquantitative research. Scholars at home and abroad have carried out in-depth researchon junior English teaching methods from the following aspects: English teachingmethods,application of English teaching methods.
 
2.1 Definition of English Teaching Methods
Most foreign scholars believe that the teaching method consists of three levels,which includes method, design and procedure. Richards noted that English teachingmethods is regular, and systematic teaching course (2014: 26-39). Prabu believed thatteaching methods are the basis and foundation for guiding classroom activities (1990:161-176). Larsen-freeman and Diane pointed out that the language teaching methodrefers to the formation of a series of continuous non-breaking connections betweenactions and thoughts in language teaching, among which actions include language skillsand ideas (2000: 82-98). Richards and Rogers further analyzed it, and he believed thatthe teaching method covered the definition, teaching design and teaching process of theteaching system (2014: 103-132).Based on this research, domestic scholars studied further in the teaching methods.Chen pointed out that teaching methods have similarities and differences in teachingideas, teaching modes and teaching techniques (2014: 57-62). Wang believes thatteaching method is based on practical teaching, as well as practical teaching theory andmethod (2016: 56-64). Zheng and Chen pointed out that teaching method is a theoreticalmethod which can be applied in different environments. This method is suitable formany teachers (2007: 33-35). Chen Jing pointed out that the English teaching methodchanged from the grammar translation method to the listening and speaking method,then the communicative method and the task-based teaching method, and finallytransferred to the post-method era (2012: 82-85).
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2.2 Development of English Teaching Methods
The sources of English teaching method are closely related to the development ofthe times. As time goes on, knowledge of English teaching methods has become moreand more abundant. A study conducted by Bob Adamson showed that the influence andaction factors of formal education system, such as junior middle school Englishteaching method (2004: 77-78). Jane Spiro changed the method of TESOL by studyingthe process of teaching English (2013: 86-88). Zheng Xin-min and Chris Davidsonfocused on the pedagogy of Chinese high schools and explored the nature of the Englishcurriculum (2008: 36-38). Zou discussed the English teaching method has gone throughgrammar translation method, direct method, audition method, communicative method,task method, cooperation method, autonomous method and eclectic method (2017:79-80). Lei rose that the source of the development of English teaching methods is thehistory of criticism of the drawbacks of various teaching methods. It is precisely thiskind of criticism that makes people see the future development of English teachingmethods and innovative education in English teaching (2016: 152-153).
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Chapter 3 Methodology........ 11
3.1 Research Questions............ 11
3.2 Subjects............ 11
3.3 Research Instrument .......... 12
3.3 Data Collection and Analysis...... 15
Chapter 4 Data Analysis and Research Results ..... 17
4.1 Data Analysis............ 17
4.1.1 Teachers' Understanding of English Teaching Methods ........ 17
4.1.2 Application of English Teaching Methods........... 20
4.2 Analysis of Research Results...... 42
Chapter 5 Conclusion........... 43
5.1 Major Findings ......... 43
5.1 Implications ..... 45
5.3 Limitations of the Research ........ 45
5.4 Suggestions for Further Research........ 46
 
Chapter 4 Data Analysis and Research Results
 
This chapter, as the most important and difficult part, will mainly analyze the dataand discuss the research results.
 
4.1 Data Analysis
This section is to analyze the data which was collected from the interviews andquestionnaires. It mainly analyzes the teachers' understanding of English teachingmethods based on the data collected from interviews and focuses on analyzing theapplication of English teaching Methods in junior middle schools based on the datacollected from questionnaires.This subsection is to analyze teachers' understanding of English teaching methodsaccording to the data collected from the interviews, including teachers' generalunderstanding of English teaching methods and teachers' understanding of thesignificance of English teaching methods.Teachers' understanding of the significance of English teaching methods is dividedinto three parts. The first part is to analyze the data about teachers' attitude towards theimportance of applying English teaching methods in class. The second part is to analyzewhether the teachers agree that improving English learning achievement is the purposeof applying English teaching methods. The third part is to analyze the data aboutteachers' attitude towards the question whether application of English teaching methodsshould be an indicator of classroom evaluation of English teachers.
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Conclusion
 
This paper summarizes the major findings of the research, analyzes its implications,points out some limitations and proposes some suggestions for future research. Theconclusions are as follows.Although the application of English classroom teaching methods in Englishclassroom teaching has attracted the attention of teachers and reached an agreement onthe purpose of applying teaching methods, there are still some uncertainties in thepractical application of English teaching methods in the classroom. The application ofEnglish teaching methods as an indicator of English teachers' classroom evaluation hasnot won the approval of most teachers. In addition, although English teachers in juniormiddle school still pay less attention to English teaching methods, their cognition of theconnotation of English teaching methods is also limited, they cannot fully understandthe connotation and content of English teaching methods.From the perspective of teachers' understanding of English teaching methods inordinary and key junior middle school, most teachers still have a low level of mastery ofEnglish teaching methods. The concept of the English teaching method has not yet beenpopularized and is not well known to most teachers. Basically, this is also related to theweak development of teachers' professional awareness.
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References (abbreviated)

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