| 本研究试图经由过程在英语教室上运用外交法说话教授教养，以进步中等职业黉舍先生的英语进修积极性。研究者采取问卷查询拜访、访谈和教室不雅察等研究办法，力争懂得先生们对外交法说话教授教养的立场和意见。经由一学期外交法说话教授教养的教室理论，研究者发明年夜多半先生英语进修兴致进步了，英语进修的积极性激起了。研究注解较传统法说话教授教养，法语论文题目，年夜多半先生更爱好外交法说话教授教养，由于外交法能进步他们的英语外交才能，法语论文网站，而传统法过于重视语法教授教养，以敷衍测验，晦气于他们英语现实外交才能的进步。先生对外交法持积极立场，并认识到控制英语外交才能是他们进修英语的历久目的。这一点与以后英语教授教养的成长偏向是相分歧的。另外，研究还注解有些先生爱好英语先生在教室上采取调和法停止教授教养一把外交法融会到传统法中。如许，他们的英语外交才能和语法才能都可获得进步。经由过程本查询拜访，研究者以为英语教室教授教养的重点应当从曩昔的语法教授教养逐步转向造就先生的英语外交才能，由此进步先生进修英语的兴致和积极性。 Abstract: This study tries to improve the English learning motivation of the middle vocational school by applying the foreign language teaching method in the English classroom. The researchers take the questionnaire survey, interviews and classroom observation and other research methods, and strive to understand the foreign speaking teaching method and the standpoints and opinions. Through a semester of foreign law to talk about the teaching of the classroom theory, researchers have invented the most advanced English learning interest, the enthusiasm of English learning has aroused. Research notes than the traditional teaching method of speaking, most prefer to talk Mr. foreign teaching, due to the diplomatic method can improve their diplomatic skills English, while the traditional grammar teaching method too much, in order to cope with the examination, is not conducive to their English practical diplomacy can progress. Mr. positive stance on foreign law, and realize the control of English foreign to English study in their long-term objective is. This point is consistent with the growing tendency of English teaching. In addition, the study also notes some English in the classroom, Mr. Mr. take a stop teaching method and method of combining foreign to traditional law. In this way, they can make progress in both English and grammar. Through the course of the investigation, the researchers think that the key of English classroom teaching should be from the past. 目录: ACKNOWLEDGEMENT 4-5 ABSTRACT (Chinese) 5-6 ABSTRACT (English) 6 INTRODUCTION 9-12 Stating the Problem 9-10 Aims of the Study 10 Research Questions and Hypothesis of the Study 10-11 Organization of the Study 11-12 CHAPTER ONE LITERATURE REVIEW 12-26 1.1. Communicative Language Teaching 12-18 1.1.1. Communicative Competence 12-13 1.1.2. Background of CLT 13-14 1.1.3. 0verview of CLT 14-16 1.1.4. Task-based Language Teaching: A Recent Extension of CLT 16-18 1.2. Motivation in Second/Foreign Language Learning 18-25 1.2.1. Definition of Motivation in Second/Foreign Language Learning 18-20 1.2.2. Importance of Motivation in Second/Foreign Language Learning 20-21 1.2.3. Motivation and Demotivation Factors in Second/Foreign Language Learning 21-23 1.2.4. Role of CLT in Improving Students’Motivation to Learn Second/Foreign Language 23-25 1.3. Summary 25-26 CHAPTER TWO COMPARISON AND CONTRAST BETWEEN CLT AND TRADITIONAL LANGUAGE TEACHING IN THEORY 26-32 2.1. Different Teaching Goals 26-27 2.2. Different Views on Language Learning Process 27-28 2.3. Different Activities Used in the Classroom 28-29 2.4. Different Roles of Teachers and Students in the Classroom 29-30 2.5. Summary 30-32 CHAPTER THREE METHODOLOGY 32-40 3.1. Setting 32-33 3.2. Participants 33 3.3. Instruments 33-35 3.3.1. Survey Questionnaire 33-34 3.3.2. Interview 34 3.3.3. Classroom Observation 34-35 3.4. Introduction of the CLT Lesson 35-39 3.4.1. Design of the CLT Lesson 35-37 3.4.2. An Example Lesson Plan of CLT 37-39 3.5. Summary 39-40 CHAPTER FOUR RESULTS AND FINDINGS 40-53 4.1. Results of the Survey Questionnaire 40-42 4.2. Findings of the Survey Questionnaire 42-44 4.3. Results of the Interviews 44-48 4.4. Findings of the Interviews 48-49 4.5. Results of the Classroom Observation 49-50 4.6. Findings of the Classroom Observation 50-51 4.7. Summary 51-53 CONCLUSION 53-56 Summary of the Study 53 Implications of the Study 53-55 Limitations of the Study 55-56 BIBLIOGRAPHY 56-59 APPENDIX Ⅰ 59-62 APPENDIX Ⅱ 62-64 |
