外国语学院
毕 业 论 文
论文题目：农村高中生英语学习现状的调查
学生姓名：刘 松 学号：022725012
专 业：英 语 方向：教学法
指导教师：杨 荣 才
2006年4月30日
The Survey of English Learning Situation among Students in Rural Senior High School
A thesis
Submitted in Partial Fulfillment of the requirements
For the B. A. Degree in English Language and Literature
By
Liu Song
Undergraduate Program
School of Foreign Languages
Xianning College
Supervisor: 杨荣才
Signature____________
Approved
May 2006
论文原创性声明
本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。
学位论文作者签名：
2006年4 月30日
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本学位论文作者完全了解学校有关保障、使用学位论文的规定，同意学校保留并向有关学位论文管理部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权省级优秀学士学位论文评选机构将本学位论文的全部或部分内容编入有关数据库进行检，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。
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CONTENTS
1.Introduction………………………………………………..….………..1
2.Design of the Survey……………………….…...………….…….…..2
2.1 The goals of survey……………………….………………...…..2
2.2 The methods of survey……………………….…………............2
3.The Statistics and Analysis of the Survey………………..……..….3
3.1 The study attitudes towards English…………….……...........…3
3.2 On the ways of learning English in general.………….....……3
3.3 About language learning environment…………………..….......4
3.4 About the teaching method …………..……………….…..…....4
3.5 On grammar learning……………………………………..….......5
3.6 On vocabulary expansion …………………….……………...…6
4.Some Suggestions to Improve the Situation ………..………..….…6
4.1 How to motivate the students’ study interests ……….............6
4.2 Some effective ways of learning English …….…...……...…..7
4.3 How to learn grammar …………………………….…..…..…..8
4.4 How to expansion vocabulary……………..…………….…...…9
Bibliography ……………………………………………………………11
Acknowledgement………………………………………………………12
The Survey of English Learning Situation among Students in Rural Senior High School
学 生：刘 松
指导教师：杨 荣 才
单 位：外国语学院
摘要:农村高中生英语学习缺乏主动性，这已经成为英语教学的一大难点。我们所作的问卷调查显示了学生有明确的学习要求，然而由于受师资力量、教学方法、外语学习条件、应试教育等因素的影响，学生学习兴趣低下。因此，学校教学特别是教师应当创造机会，激发学生的学习兴趣，提高学生学习的主动性。
关键词：英语学习现状 ; 教学方法 ; 激发学习兴趣
Abstract:The students in rural senior high school lack of initiative in English learning, which has become one of the most difficulties in English teaching. The survey result shows the students have definite target,however,effected by the qualified of teachers ,outdated teaching method, language environment, exam teaching and so on, they lead to low efficiency in learning. Thus, the school education should create more opportunities and cultivate their interests to help them improve their initiative in English learning.
Key words:English learning situation; Teaching methods; Stimulate study interest
1. Introduction
With the development of modern science and technology, as well as the adoption of “reform-and-open to the world” policy .China has closely interacted and cooperated with countries all over the world. What’s more, as we entered into the 21st century, the globalization and integration of the world’s economy have been further enhanced.
English as an international language now, in various contemporary international activities, English is used the most extensively (薄冰 2005:1) .Under this circumstances, the international view consider English as a communicative tool, whose main use is to build up and maintain social relations between people (王蔷：2000:3) .So the wave of learning English in no time surges throughout China.
Consequently, English learning becomes more and more popular and important in our country’s educational system. In order to meet the urgent need of development of society and the challenges of current situation in China, a new syllabus of English Teaching and a series of English textbooks have been adopted in secondary school, which is so-called “a tremendous reform of English teaching”. Then there must be a great deal of alternations both in English teaching and English learning, accordingly.
Until now, the number of students in rural school is the four fifth of the total students In China. As the most important part of students in china, students in rural school has been regarded as the most important person leading to the bright future, so learn English well becomes more and more important to them. But what’s the English study situation in rural school now?
In an attempt to expose all these mysteries, I try to present a latest survey of students’ interests, preferences, difficulties, studying methods etc. The survey was carried out among Grade Two students of NO.4 Senior High School in DaYe city of HuBei province. Otherwise, considerable investigations based on the results of the survey will be made so that proper reforms and adjustments can possibly be proposed for the teachers and students.
2. Design of the Survey
Since 2002, a new English Teaching Syllabus and a series of English textbooks have been adopted in secondary school across China. In order to be aware of the present situation of English learning, we carried out this survey. From the survey results, we can see almost all of the students consider English learning is very important on their study way. But at the same time, I was surprised by the severe facts: traditional teaching approaches resulting in low efficiency have been hardly modified, regardless of the adoption of new teaching syllabus and new textbooks. With the passing of time, increase of difficulty in text, the expanding of vocabulary, students’ interests in learning English fade away. (赵卫华,2003:421)
2.1 The Goals of Survey
In order to look into the represent English learning situation and according to this research data to improve the underlying problems of the process of English teaching and English learning in rural senior high school. Armed with the latest and precise information, effective measures can be taken to improve the dramatic situation and solve these problems.
2.2 The Method of Survey
To master the general and true facts of the situation, we adopted the method of sample survey and chose some students of Grade Two, Class two and three in No.4 Senior High School of DaYe city as our very target, while I was doing my teaching practice. Altogether, I have distributed 54 pieces of papers, in which 50 pieces were handed in and all of the 50 turned to be validated. Our final results are based on these 50 pieces of paper, which consists of 16 multiple choices and 2 questions. It was calculated in the form of percentage.
3. The Statistics and Analysis of the Survey
I sum up the survey, including the multiple choices and answers to the two questions, and list them on a piece of paper. Then I begin to delve into the tables and apply linguistics and language teaching to the research. Later, I translate the mess phenomena into regularly-formed results as follows:
3.1 The Study Attitudes towards English
Table 1: The survey of recognize towards English
|
Importance
|
Very important
|
Just-so-so
|
Not at all
|
|
Number
|
45
|
3
|
2
|
|
Percentage
|
90%
|
6.2%
|
3.8%
|
Table 2: Do you like study English?
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Interesting
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Very interested
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Just-so-so
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dislike
|
|
Number
|
17
|
6
|
27
|
|
Percentage
|
34%
|
11.7%
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54.3%
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From the statistics we gathered, though I could see the importance of English is widely realized among students. Most of them are willing to get along well with English studies, to my great surprise; about 54.3% of the students show no interests in learning English at all. Most of the students complain that it is dull and boring, so they prefer to give up learning rather than work forward. As a result of lack of interest, more than 90% of students consider their scores are low in the class.
Obviously, they have little confidence in English learning, and even feel frustrated about it. As far as I am concerned, this is the key point of English teaching. How to arouse the students’ interest and how to let students learn English actively in the class, should be attached much importance by teachers, instead of ignoring the students’ participation in class.
3.2 On Ways of Learning English in General
Table 3: The survey of learning habit:
|
Exchange ideas with teacher or classmates
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Always
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Sometimes
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Never
|
|
Number
|
8
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20
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22
|
|
Percentage
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16%
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40.2%
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43.8%
|
Table 4: Do you preview before class?
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Preparation
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Never
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About 15minutes
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More than 15 minutes
|
|
Number
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43
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5
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2
|
|
Percentage
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86%
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10.8%
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3.2%
|
On the basis of statistics, only a few students are aware of the effective ways of learning English. They don’t know which way fits themselves. For example, more than half of the students still retain traditional way of learning English, unwilling to modify them, about 43.8% of students haven’t formed the habit of exchanging experience with other students or teachers, 86% of the students have no sense of previewing text even if they are asked to do so by the teachers.
3.3 About Language Learning Environment
Table 5: What kind of learning condition does your school occupy?
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Condition
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Multi-media
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Foreign teacher
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English corner
|
Nothing
|
|
Number
|
9
|
0
|
8
|
35
|
|
Percentage
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14%
|
0
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16%
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70%
|
We can see from the statistics that 70% of the students believe that there have no language learning environment in their school .In nowadays, with the multi-media teaching is widely used in every school, language learning environment becomes one important part of English learning. From those statistics it shows in rural senior high school the learning environment is very poor. Such as foreign teacher, English corner and multi-media are very shortage. In fact, those basic conditions can stimulate the students’ learning interests.
3.4 About the Teaching Method
Table 6: What kind of teach-style does your teacher use?
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Teach-style
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Ask and answer
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Discussion
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Communication
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Mechanically
|
|
number
|
12
|
6
|
9
|
23
|
|
percentage
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24%
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12%
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18%
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46%
|
It is showed that in rural senior high school, the teachers still use the out-dated teaching method, they nearly never adopted the newly-style teaching method in class or they even don’t know how to stimulate the student’s study interest by using discussion, communication and other methods, though most of the students don’t like to learn English mechanically. So the qualified of teachers was also very important during this teaching process.
3.5 On Grammar Learning
Table 7: what about the situation you mastered grammar
|
About grammar grasp
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Very good
|
Just-so-so
|
Very poor
|
|
Number
|
8
|
15
|
27
|
|
Percentage
|
16%
|
30.3%
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53.7%
|
As I am told by the survey, 53.7% of the students believe that they are weak in grammar. Some students complain that the grammatical rules are dull and boring, so they forget them quickly after class. There are several reasons for this:
Firstly, Grammar is one of the three elements which form the language. It’s the most important part of the language; it was used in every aspect of listening, speaking, writing and translating. (范谊2002:79) This “grammar” is subconscious and is not the result of any teaching. So its learning largely depends upon the sense of language rather than memory. And the sense of language needs to be cultivated in a social environment, but actually students have little access to it.
Secondly, grammatical rules are arbitrary and different from Chinese grammar. That’s why “Chinglish” comes out and students always make a lot of grammatical mistakes.
It is generally accepted that pronunciation and grammar are the first tasks for the beginners to accomplish. Grammar will be the main content of learning after the mastery of pronunciation. After several years’ teaching practice, English teachers in colleges and high schools tend to believe unanimously that we should learn some grammar, but we should not give it top priority. It is not easy to come to this conclusion, which indicates people’s idea and concept about learning English.
3.6 On Vocabulary Expansion
Table 8: The methods of study new words:
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Method
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By word-formation
|
By pronunciation
|
By recite
|
|
Number
|
15
|
9
|
26
|
|
Percentage
|
30%
|
18%
|
52%
|
It is showed that almost of the students complain that there are so many new words need to remember which is the big headache on their way of learning English.
The famous English linguist D.A.wilkins mentioned in his book Linguistics In LanguageTeaching“Without grammar little can be conveyed; without vocabulary nothing can be conveyed”. so we can see the importance of remember new words in English learning (Lewis 1997：16). Newly-adopted textbooks contain a large number of new words, which are supposed to be known in college. No wonder, I, as a student of English major, sometimes run into unknown words and have to consult the dictionary. There are several factors account for this. On one hand recently, English finds its place in primary school, where pupils begin to learn English when they are in Grade Three. So these students may accumulate fairly large vocabulary before they go to Senior High School. However, to those who are learning English in Senior High School now, English was Greek to them when they were pupils. Consequently, there is a gap between students in different periods. On the other hand, 52% of the students memorize new words mechanically rather than apply some skills, even if they are aware of them. For example, remembering new words by its pronunciation, review, application etc. Some students do know suffixes and prefixes can promote memory, yet they hardly understand how to apply them, thus creating a very unsatisfied situation.
4. Some Suggestions to Improve the Situation
4.1 How to Motivate the Students’ Study Interests
As we all know, interest is the best teacher, since it serves as their driving force on studies and helps them get into a good habit of learning English. Thus, they study English by instinct and bear no pressure, which is considered to be the perfect state of learning English. If they turn to love learning English and become curious about the content of learning, learning will just like having fun. All the students are able to improve English, as long as they urge themselves to learn, when learning become a kind of enjoyment.
But how to motivate the student’s study interests? This question possibly can be answered in terms of teaching methodology.
Firstly, hold a high but realistic expectation for students. Set realistic expectations for students when the teacher make assignments, give presentations, conduct discussions and grade examination. Meanwhile, help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weakness. For example, consider asking students to submit self-evaluation forms with one or two assignments.
Secondly, strengthen students’ self-motivation. Avoid message that reinforce the teacher’s power as an instructor or that emphasize extrinsic rewards. Instead of saying, “I require”, “you must”, or “you should”, stress “I think you will find…”or “I will be interested in your reaction.” At this rate, an active and lively atmosphere is created. Students will be more likely to cooperate with others and teachers, when their desire of learning is sustained.
Thirdly, vary teaching methods. Music, movie, jokes, plays; news etc. of English version can be possibly introduced into English learning for a change. Without these entertainments, the class seems to be filled with numerous new words, complex grammar and difficult phases.
Teachers should make the best use of modern equipment to attain the goal of promoting the learning climate. If the application of English can be identified by students, it will be a tremendous harvest for them, after spending long hours learning English. (胡壮麟, 2001:340)
Generally speaking, teachers are problem-solvers who help keep the students moving down their own language tracks. Developing the learners’ confidence in their ability to speak English will play an important role in maintaing or increasing motivation .The teachers are also responsible for creating a cooperative, encouraging classroom atmosphere . Beside the main course book, the teachers should use the available materials to ensure that; whenever possible, the classroom language used and activities performed are obviously relevant to the learner’s need: passing the exam or job hunting armament .The teachers should also be humanistic, ready to help any student when help is needed .The teacher should make clear to the learners that learning is an interactive process and they can learn from their peers through group work. The teachers should be prepared to take full responsibility for the content of each class, get feedback from the students to improve teaching skills if needed. (楼荷英2001：186)
4.2 Some Effective Ways of Learning English
All these shocking results reveal that students are ignorant of the way of learning English, not only because they pay little attention to it, but also because teachers abuse their responsibilities. It is the inefficient studying methods that impair their improvement of English. So if teachers want students to achieve success efficiently, they can introduce the following effective ways of learning English to the students.
Firstly, teachers should make students active participant in learning. Students learning by doing, making, writing, designing, creating, solving. Passivity dampens students’ motivation and curiosity. Pose questions; don’t tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See “leading a discussion,” “supplements and alternatives to lecturing,” and “collaborative learning” for methods that stress active participation. Meanwhile, teachers have better let the students preview the text when the class is about to begin, which has a better effect on learning.
Secondly, teachers should work from students’ strengths and interests. Find out why students are enrolled in your course, how they feel about the subject matter, and what their expectations are. They try to devise examples, case studies, or assignments that relate the course content to students’ interest and experiences. For example, when teaching the “dining-tool”, you can let the students prepare the knives and forks or chopsticks, then let some students introduce the usage and the different dining culture between China and foreign country to other students. During this course, we can see all the students are very interested in and concentrate upon listening and watching. They not only memory all the names of the dining-tools but also learned some cultures about foreign country.
Thirdly, when possible, let students have some saying choosing what will be studies. Give students’ options on term papers or other assignments (but not on tests).let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. At the same time students should be required to make clear notes of the key points on the notebook and prepare clues for review. However, some students are lazy and sloppy about taking notes, so teachers should monitor their notes and check their notes if possible and necessary. What’s more, teachers should go all out to equip their students with the ability of how to make notes efficiently and leave time for note taking, while lecturing. Above all, teachers should guide students towards the right way of learning English efficiently.
4.3 How to Learn Grammar
To cope with grammar, there are a couple of ways, contributing to the proficiency of grammar.
Firstly, teachers should cultivate students’ awareness of grammar, together with the “Four Basic Skills of English”(四会能力 FBSE), that is, listening, speaking, reading, writing. Because the improvement of the “FBSE” can promote the mastery of grammar, while the learning of grammar will enhance students’ ability of mastering “FBSE”.
Secondly, grammar is the rule when organized a language, which endowed language as a structure system. However, vocabulary is the architecture material of language, which gives language meaning and content. (章振邦2000:1) So it should not be studied extremely detailedly. For students, they should pay more attention to the most important parts of grammar, namely the structure of the sentence and the usage of the verbs, in particular. On one hand, both of them are essential to the interpretation and application of sentences. On the other hand, it is comparatively difficult to assimilate them, for the structure of sentences and the usages of verbs have enormous alternative formats, confusing students. So students should endeavor to master and apply them very skillfully.
Thirdly, Practice makes perfect. Teachers should assign grammar learning and using through reading. Grammar rules guide us how to use words and sentence making, it not only good for us to review and solidify grammar knowledge, but also encourage us maintain to learn grammar all the time.
4.4 How to Expansion Vocabulary
It is said that a good mastery of new words is essential to learning English. Here “mastery” embodies two meanings, one is “to memorize”, the other is “to apply”, in which application is more important. But to my astonishment, most students remember new words mechanically, that is to say, “learning new words for learning’s sake.”
To conquer the new words, there are several propositions, which are designated to improve the situation:
Firstly,teachers can apply word-formation to the mastery of new words. The application of word-formation can help expand their vocabulary and get a better understanding of the rules among spelling, pronunciation and meaning. For example:
1) Root words: e.g. care-careful-carefully-careless-carelessness
2) Prefix: If we add suffixes like “sub-, un-, re-, in-”etc. to some words, the opposite or repetitive meaning of these words are formed: title-subtitle; tell-retell etc.
3) Suffix: If we add suffixes like “–er (or), -ment, -ion” etc, noun form of these words can be formed, such as employer, actor, movement etc. While “-ful”, “-less” can help to form the opposite adjectives like careful, careless.
Secondly,to remember new words by distinguishing the synonyms and antonyms. There are many words and phrases, which have the opposite or similar meanings. Eg: come-go; right-left; black-white; forget-remember etc. If teachers make comparisons and summaries of these words in the context, a deep memory can be guaranteed. This method is conducive to the understanding of words’ differences and similarities.
Thirdly,to put the words in the textual context can deepen your memory. Previously, students remembered words solely. For example, they would like to recite the new words 10 times, thinking they “master” these new words, only to find that they forget about all the words soon. If the students master new words within the phrases and sentences, which not only enhance their memory, but also enable them to learn the words’ application. Take “basketball” for example, we can reinforce students’ mastery of this word by the following sentences.
(1) I like watching basketball match very much.
(2) I am a basketball player of my college.
(3) I play basketball with my classmates every weekend.
By remembering these sentences, students can associate words with diverse situations and other words. Thus, a network of words is formed, which surely strengthen your memory.
Bibliography
[1] Lewis，M.(1997).Implementing the lexical approach: Putting theory into practice. Language Teaching Publications.
[3] 陈申.(1999) .《外语教育中的文化教学》.北京：北京语言文化大学出版社.
[5] 高亚兵.（2001）.“高二学生英语学习方法的调查和研究”.《中小学外语教学》.
[6]胡壮麟.（2001）.《语言学教程》.北京：北京大学出版社.
[8] 乔华林，闫江涛.（2001）.“农村初中学生英语学习行为调查”.《新乡师范高等专科学校学报》.
[9]王笃勤.(2004).《英语教学策略论》.北京：外语教学与研究出版社.
[11] 赵卫华.（2003）.《关于英语学习情况的调查与研究》.上海:上海外语教育出版社.
Acknowledgement
I want to acknowledge the invaluable help of Professor. Yang, who has been constant consultant in my writing this essay. If there are any errors, they are not his, but all mine. Also, I’d like to thank my family and my classmates, whose persistent encouragement were often the sustaining force that kept me writing. Finally, I would like to express my faithful thanks to my dear roommates, since they give me comfort, spirit and good ideas.
咸 宁 学 院
毕业设计（论文）课题任务书
（ 2005 ---- 2006 学年）
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课题名称
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农村高中生英语学习现状的调查
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学生姓名
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刘松
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院系
|
英语系
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专业
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英语
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班级
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5班
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指导教师
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杨荣才
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指导人数
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11
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课题概述：
本课题从对大冶四中高二年级54名学生的英语学习(包括学生的学习兴趣、方法、时间、效率等)着手。通过调查了解农村高中生的英语学习积极性不高,缺乏主动性以及对语法学习和词汇学习普遍感到吃力的现状,同时发现农村外语教学语言环境差,师资力量不足和应试教育思想严重的事实。然后针对学生学习过程中出现的学习兴趣低下，学习方法不好和效率不高等问题提出相应的方法以供参考.从学生对语法,词汇的学习现状和学习方法以及教学各个环节出现的问题做出分析并提出自己的改进意见。
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原始资料及主要参数（设计类）：
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参考资料及文献（包括指定给学生阅读的外文资料）：
外语教育中的文化教学 陈申北京语言文化大学出版社 1999年
语言学教程 胡壮麟北京大学出版社 2001年2月
大学外语教学与研究 楼荷英 复旦大学出版社 2001年6月
英语学习方法指津 范谊 上海外语教育出版社 2002年11月
英语教学策略论 王笃勤 外语教学与研究出版社 2004年8月
英语教学法教程 王蔷 高等教育出版社 2000年5月
关于英语学习情况的调查与研究 赵卫华 上海外语教育出版社 2003年5月
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设计（论文）成果要求：
外文翻译原文可为一篇或多篇外文，译文字数不得少于3000个汉字；
文献综述内容必须同此课题密切相关，字数要求为3000字左右；
在完成前两项工作后应尽快完成开题报告的撰写和开题准备；
论文正文部分长度不得少于3000英文单词。
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进度及要求
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起止日期
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要求完成的内容及质量
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2006年1月18日前完成外文翻译；
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3月初完成开题报告；
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毕业论文（设计）
外 文 文 献 翻 译
译文题目：激发学生学习兴趣
掌握一个好的词汇量
学生姓名：刘 松
专 业：英 语
指导教师：杨荣才
2006年3月10日
外文翻译
Motivating Students
General Strategies
Capitalize on students' existing needs.Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs. (Source: McMillan and Forsyth, 1991)
Make students active participants in learning.Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See "Leading a Discussion," "Supplements and Alternatives to Lecturing," and "Collaborative Learning" for methods that stress active participation. (Source: Lucas, 1990)
Ask students to analyze what makes their classes more or less "motivating."Sass (1989) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and students then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation:
· Instructor's enthusiasm
· Relevance of the material
· Organization of the course
· Appropriate difficulty level of the material
· Active involvement of students
· Variety
· Rapport between teacher and students
· Use of appropriate, concrete, and understandable examples
Incorporating Instructional Behaviors That Motivate Students
Hold high but realistic expectations for your students.Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so. Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. "Realistic" in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success. (Sources: American Psychological Association, 1992; Bligh, 1971; Forsyth and McMillan, 1991 -1 Lowman, 1984)
Help students set achievable goals for themselves.Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments. (Sources: Cashin, 1979; Forsyth and McMillan, 1991)
Tell students what they need to do to succeed in your course. Don't let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that "If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra help." Or instead of saying, "You're way behind," tell the student, "Here is one way you could go about learning the material. How can I help you?" (Sources: Cashin, 1979; Tiberius, 1990)
Strengthen students' self-motivation. Avoid messages that reinforce your power as an instructor or that emphasizes extrinsic rewards. Instead of saying, "I require," "you must," or "you should," stress "I think you will find. . . “Or "I will be interested in your reaction." (Source: Lowman, 1990)
Avoid creating intense competition among students. Competition produces anxiety, which can interfere with learning. Reduce students' tendencies to compare themselves to one another. Bligh (1971) reports that students are more attentive, display better comprehension, produce more work, and are more favorable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students' performance and from comments or activities that pit students against each other. (Sources: Eble, 1988; Forsyth and McMillan, 1991)
Be enthusiastic about your subject.An instructor's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructor's enthusiasm comes from confidence, excitement about the content and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way topresent the material, however dull the material itself may seem to you.
Structuring the Course to Motivate Students
Work from students' strengths and interests.Find out why students are enrolled in your course, how they feel about the subject matter, and what their expectations are. Then try to devise examples, case studies, or assignments that relate the course content to students' interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course will help students achieve their educational, professional, or personal goals. (Sources: Brock, 1976; Cashin, 1979; Lucas, 1990)
When possible, let students have some say in choosing what will be studied.Give students options on term papers or other assignments (but not on tests). Let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course.(Sources: Ames and Ames, 1990; Cashin, 1979; Forsyth and McMillan, 1991; Lowman, 1984)
Increase the difficulty of the material as the semester progresses.Give students opportunities to succeed at the beginning of the semester. Once students feel they can succeed, you can gradually increase the difficulty level. If assignments and exams include easier and harder questions, every student will have a chance to experience success as well as challenge. (Source: Cashin, 1979)
Vary your teaching methods. Variety reawakens students' involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work. (Source: Forsyth and McMillan, 1991)
De-emphasizing Grades
Emphasize mastery and learning rather than grades. Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a student's final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of the final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from.
Researchers recommend de-emphasizing grading by eliminating complex systems of credit points; they also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes) (Forsyth and McMillan, 1991; Lowman 1990). Instead, assign upgraded written work; stress the personal satisfaction of doing assignments, and help students measure their progress.
Design tests that encourage the kind of learning you want students to achieve. Many students will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, students will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study. (Source: McKeachie, 1986)
Avoid using grades as threats. As McKeachie (1986) points out, the threat of low grades may prompt some students to work hard, but other students may resort to academic dishonesty, excuses for late work, and other counterproductive behavior.
Motivating Students by Responding to Their Work
Give students feedback as quickly as possible.Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Rewards can be as simple as saying a student's response was good, with an indication of why it was good, or mentioning the names of contributors: "Cherry's point about pollution really synthesized the ideas we had been discussing." (Source: Cashin, 1979
Reward success. Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students' self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a student's performance is weak, let the student know that you believe he or she can improve and succeed over time. (Sources: Cashin, 1979; Lucas, 1990)
Introduce students to the good work done by their peers.Share the ideas, knowledge, and accomplishments of individual students with the class as a whole:
· Pass out a list of research topics chosen by students so they will know whether others are writing papers of interest to them.
· Make available copies of the best papers and essay exams.
· Provide class time for students to read papers or assignments submitted by classmates.
· Have students write a brief critique of a classmate's paper.
· Schedule a brief talk by a student who has experience or who is doing a research paper on a topic relevant to your lecture.
Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a student's weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded. (Source: Cashin, 1979)
Avoid demeaning comments.Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy.
Avoid giving in to students' pleas for "the answer" to homework problems. When you simply give struggling students the solution, you rob them of the chance to think for themselves. Use a more productive approach (adapted from Fiore, 1985):
· Ask the students for one possible approach to the problem.
· Gently brush aside students’ anxiety about not getting the answer by refocusing their attention on the problem at hand.
· Ask the students to build on what they do know about the problem.
· Resist answering the question "is this right?" Suggest to the students a way to check the answer for themselves.
· Praise the students for small, independent steps.
If you follow these steps, your students will learn that it is all right not to have an instant answer. They will also learn to develop greater patience and to work at their own pace. And by working through the problem, students will experience a sense of achievement and confidence that will increase their motivation to learn.
激发学生学习兴趣
主要策略
利用学生已存在的需求 当学生的学习动机满足了他们在课程中的需求时,此时，他们学得最好.学生带进教室的需求就是为了完成一项特别的任务或活动而学习的需求,追求新经历的需求,追求完美技巧的需求,克服挑战的需求,为了变得有能力的需求,为了成功和做得好的需求,这为了去感觉参与或与他人互动的需求,满足一些需求便是对它的奖励,这些奖励鼓励自己继续学习比分数更有效.设计任务、课堂活动和讨论问题去满足这些需求.
使学生在学习中积极参与 学生在做,写,设计,创造,解决问题的过程中学习,消极被动会抑制学生的动机和好奇心.当你能问学生问题的时候抓住机会提出问题,不要告诉他们答案,鼓励学生提出问题的方法或猜测一项实验结果,利用小组活动,组织一次讨论,对课文内容进行补充和替换, “共同学习”,以及强调积极参与的方法,让学生来分析是什么使课堂或气氛变得活跃.Sass(1989)让的学生回忆两个最近的课时,一个班级目的非常明确,而另一个班级动机不高,每个学生为影响各自班级动机程度的原因列出一张清单.然后学生在小组讨论时收回调查结果,找出影响动机高低的原因.在20门课程中,Sass记录道:把8个相同的特征出现作为学生动机形成的主要原因.
教师的热情
材料的相关性
课程的组织
材料的适当难易程度
学生的积极参与
多样性
师生的融洽和谐关系
使用恰当,具体和可理解的例子
组成能激励学生的教育行为
为你的学生定一个较高但现实的目标 研究表明,教师的期望对学生的表现有很大的影响.如果你期望你的学生被激励,努力学或对课程感兴趣,他们很可能如此,当你为学生分配任务确立现实的目标时,要给出陈述,实施讨论,批改试卷.内容的“现实”意味着你的标准足够高,能激励学生好好的学习,如果不高,那么学生将会努力地去适应这些目标.成为冲向成功的动力,学生需要相信成功有可能会实现,而你需要为此更早的准备.
帮助学生确立自己的目标 一个不切实际的目标会使学生感到灰心和失望,鼓励学生集中他们的精力在继续进步上面,而不是任何一次测试的分数,帮助学生判断自己的进步用自我评价作业,经常分析自己努力的所获和改进自己的不足之处.例如:用一两次考试让学生适应自我评估的形式.
告诉学生要想在这门学科取得成功需要做些什么 不要让学生努力去发现对他们的期望.让学生确信他们可以把这门课程学好,并且明确地告诉他们要成功必须做些什么.鼓励他们说:如果你能解答出纸上的那些例题,你一定能通过考试.”如果谁觉得有困难可以来问我.”或者说: “没有什么困难的!” 告诉学生:“这是你学习这篇材料的一种方法,还有什么需要我帮忙的吗?”
加强学生的自我鼓励 避免让一些话语加强你作为一名老师的权威,或者强调外在的奖励,而是说: “我命令”! “你必须!” 或 “你应该.”强调 : “我认为你可以发现……”或 “我会对你的答案感兴趣!”
避免在学生中制造紧张竞赛 竞赛会产生紧张情绪,它会妨碍学习。尽量减少学生间互相比较的倾向.布莱特(1971)说: 如果学生们能够团结合作而不是孤立无援，他们会更积极地发挥理解能力,完成更多的作业和更有利的促进教学.同时我们还要避免公开地批评学生和通过评价学生而使他们相互竞争.
对你的学科热情 老师的热情是学生产生学习动力的必要因素.如果老师都对这门课程感到厌烦,学生也会如此.比如说,教师的热情来自于自信,课文内容中能令人兴奋的事情和对教书这个行业由衷的喜爱.如果你发现自己对文章不感兴趣,再想想关于这个方面里有什么能够吸引你的，并且把这个学科的各个方面灵活地展示给你的学生,或者强迫自己去策划，用最有有趣的方式来引出你的材料.
组织课程去激发学生的兴趣
从学生的能力和兴趣出发 找出学生参加你课程的原因,分析他们对这门课程内容的感觉以及他们的期望是什么,然后试着设计例题,案例分析或者针对学生感兴趣的方面布置作业.例如:一个化学老师可能会利用上课时间去检测化学对解决环境问题的贡献,解释你的教学内容和教学目标会帮助学生更好地了解这些内容。
如果可能,让学生自己选择应该学什么给学生选择学期论文和其他作业的权力(考试除外),让学生选择话题进行更加深入的讨论.如果可能,还可以让他们选择所要学习的单元.
随着学期的发展,增加材料的难度 让学生在学期初就有成功的机会,一旦学生觉得他们可以成功,你就可以慢慢增加难度.如果作业和考试包括简单和难的题目,每个学生就有机会像面对成功一样去面对挑战.
让你的教学方法多样化 使学生重新认识到课程变化多样的原因,打破教学常规,穿插活动在教学过程中,分角色表演、辩论、快速问答、讨论、实例示范、开视听课、嘉宾演讲或者小组合作.
不再过分地强调分数
重视学习和掌握情况而不是分数 Ames(1990)采访过两个中学数学老师.其中一个老师把家庭作业的百分之三十记作学生的最终成绩,另一个老师却要求学生每天平均花三十分钟左右在作业上,并且把不懂的问题拿到课堂上问老师,这位老师给作业评分只分为满意和不满意,他还给学生重做的机会,但只把作业的百分之十算做最后成绩。虽然作业只是这门课程分数的一小部分，但这个老师却成功的激发了学生交作业的热情.在第一个班级,许多学生放弃去争取评价能力的低分数.在第二个班级,学生们每次都没有认为要做作业而不能实现自我的价值。相反，他们期望学好，错误只被看作是从中学习的内容。研究人员认为不再过分地强调分数是消除复杂的学分制的有效方法.同时,他们建议试着用分数去控制学生逃学的行为(例如,如果逃学将会被扣除一定的分数)。而不是强调做作业来促进学生成绩的进步.
设计可鼓励学习的考试 许多学生只学那些对他们考试有用的知识,如果把考试基于记忆细节上面,学生便会集中于记忆每个细节。但如果你着重于考察分析和评价,学生便会在学习过程中有意识的训练这方面的能力.
避免利用分数作为威胁 Mackeachie(1986)指出,低分的威胁会促使一些学生努力的学习,促使另外一部分学生也反对舞弊,也会产生其他不好的行为.
利用作业反馈来激发学生
尽快给学生做出反馈 尽快返还试卷,并且立即公开对取得好成绩的学生进行奖励。给学生一些哪方面做得好以及哪方面需要改进的指导。奖励能够简单的说明学生的回答是好的,给出为什么好的原因.或者提及到成功者的名字，如: “Cherry,指出了环境污染问题真正地分析了我们已经讨论过的想法”.
对成功进行奖励 积极和消极的评论都会影响我们的动机,但研究表明学生会更多地被积极的反馈和成功所影响.赞扬会增强学生的自信心,竞争力和自尊心.承认收获少于付出是最主要的.如果学生的成绩很差,让学生知道你相信他能够取得成功.
在同学间介绍一些好的学习方法 和全班学生一起分享优秀学生的感想、知识和成绩。
把最好的论文和考试拿出来展示
为学生提供课堂时间读论文或同学提交的任务
让每个学生给同学写一个建议
规定时间让有经验或者正在做你课程相关研究的学生做一次简要的谈话
给出消极反馈时要具体 消极反馈能导致一个沉闷的课堂气氛,不论你何时指出一个学生的缺点,必须使他明确,你的评论涉及一项特殊的任务,努力保留否定的评论,适时做出表扬.
避免卑微的评论 许多学生可能会对他们的表现和能力很焦急,对你的评论保持高度敏感,避免随便或唐突的做出评论,这也会刺激他们不足的感情.
避免对学生软弱,特别是对家庭作业问题的答案 当你简单给出一些解决方法,你就剥夺了他们自己思考的机会,你可以使用一个更多产的方法.
问学生对解决问题可能的方法
让学生为他们自己的问题独立完成
阻止回答问题 “is this right”建议学生自己核对答案
对学生很小的进步都要做出表扬
如果你遵循这些步骤,你的学生会懂得没有一个即时的答案也是可以的,他们将会学会用更大的耐心去独立工作,从问题中工作,学生将会经历一种成功和信心,那将增强他们的学习动机.
外文来源：中国英语教研网
Building a Better Vocabulary
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Everyone—from beginning learners in English to veterans in journalism—knows the frustration of not having the right word immediately available in that lexicon one carries between one's ears. Sometimes it's a matter of not being able to recall the right word; sometimes we never knew it. It is also frustrating to read a newspaper or homework assignment and run across words whose meanings elude us. Language, after all, is power. When your children get in trouble fighting with the neighbors' children and your neighbors call your children little twerps and you call their children nefarious miscreants—well, the battle is over and they didn't stand a chance. Building a vocabulary that is adequate to the needs of one's reading and self-expression has to be a personal goal for every writer and speaker.
Making It Personal
Using some durable piece of paper—white construction paper or the insides of the ripped-off covers of old notebooks—begin to write down words in small but readable script that you discover in your reading that you can't define. Read journals and newspapers that challenge you in terms of vocabulary. Pursue words actively and become alert to words that you simply overlooked in the past. Write down the words in one column; then, later, when you have a dictionary at your disposal, write down a common definition of the word; in a third column, write a brief sentence using the word, underlined.
Carry this paper or cardboard with you always. In the pauses of your busy day—when you're sitting on the bus, in the dentist's office, during commercials—take out the paper and review your vocabulary words until you feel comfortable that you would recognize (and be able to use) these words the next time you see them. The amazing thing is that you will see the words again—even "nefarious miscreants," and probably sooner than you thought. In fact, you might well discover that the words you've written down are rather common. What's happening is not that, all of a sudden, people are using words you never saw before, but that you are now reading and using words that you had previously ignored.
Using Every Resource
Most bookstores carry books on building a more powerful vocabulary, some of them with zany names such as Thirty Days to a More Powerful Vocabulary. If you've got money to spare or if they're on sale, buy them and use them; they can't hurt. Books that group words according to what they have in common—more in meaning than in spelling—are especially useful.
Newspapers often carry brief daily articles that explore the meanings of words and phrases. These articles often emphasize peculiar words that won't find themselves into your working vocabulary, but they can still be fun. Often you'll find that learning one new word leads to other new words, little constellations of meaning that keep your brain cells active and hungry for more. Make reading these articles one of your daily habits, an addiction, even.
Knowing the Roots
At least half of the words in the English language are derived from Greek and Latin roots. Knowing these roots helps us to grasp the meaning of words before we look them up in the dictionary. It also helps us to see how words are often arranged in families with similar characteristics.
For instance, we know that sophomores are students in their second year of college or high school. What does it mean, though, to be sophomoric? The "sopho" part of the word comes from the same Greek root that gives us philosophy, which we know means "love of knowledge." The "ic" ending is sometimes added to adjectival words in English, but the "more" part of the word comes from the same Greek root that gives us moron. Thus sophomores are people who think they know a lot but really don't know much about anything, and a sophomoric act is typical of a "wise fool," a "smart-ass"!
Knowing the Greek and Latin roots of several prefixes and suffixes (beginning and endings attached to words) can also help us determine the meaning of words. Ante, for instance, means before, and if we connect bellum with belligerant to figure out the connection with war, we'll know that antebellum refers to the period before war. (In the United States, the antebellum period is our history before the Civil War.)
Authority for this table: The Little, Brown Handbook by H. Ramsay Fowler and Jane E. Aaron, & Kay Limburg. 6th ed. HarperCollins: New York. 1995. By permission of Addison-Wesley Educational Publishers Inc.
Suffixes, on the other hand, modify the meaning of a word and frequently determine its function within a sentence. Take the noun nation, for example. With suffixes, the word becomes the adjective national, the adverb nationally, and the verb nationalize.
Using Your Dictionary
The dictionary should be one of the most often used books in your home. (We'll allow room for sacred texts here.) Place the dictionary somewhere so that you can find it immediately and use it often. If you do your reading and homework in the kitchen and the dictionary is on a shelf in the den or bedroom, it's too tempting to say "I'll look it up next time."
The home dictionary should be large enough to contain much more than just spellings. It should contain extensive definitions, word origins, and notes on usage. Carrying in your purse or backpack a pocket dictionary with more concise definitions is also a good idea. Get in the habit of turning to it often. A well worn dictionary is a beautiful thing.
Using the Internet
You can use the internet as an aid to vocabulary development by exploring the abundant opportunities for reading available on the World Wide Web. Capital Community College maintains an extensive list of online newspapers and commentary magazines. Choose magazines such as Atlantic and Mother Jones that challenge your mind and your vocabulary with full-text articles. At least once a week read a major article with the purpose of culling from it some vocabulary words that are unfamiliar to you.
Source:http://www.englishfoot.com/dispbbs.asp?BoardID=9&replyID=270&id=99&skin=0
掌握一个好的词汇量
从英语初学者到有经验的新闻记者,每个人都知道当没有合适的词语来描述时的尴尬. 有时候回忆不起来适当的单词真是个麻烦;有时候我们根本就无从了解;有时候,阅读报纸或做作业遇到陌生单词也会令我们十分困惑.语言毕竟是一种强大的工具,当你的孩子与邻居家的孩子发生矛盾时.你的邻居骂你的小孩 “小无赖”,而你回应他们的孩子 “恶棍”.好了,这场口角结束了,并且他们也不可能再在一起了.扩大词汇量对人的阅读和个人发展是必须的,尤其是立志要成为作家或演讲家的人.
把它当作是私人的事来做 用一些双面纸—白纸或者是被撕掉封面的笔记本,开始记录下通书易懂的杂志上面你不认识的单词,根据你的词汇量来阅读期刊和报纸.主动找出新单词并且留心以前忽略掉的单词的定义,最后,用这个单词造一个简单的句子.
随身携带单词本,在繁忙日子的短暂休息时间—在公汽上,牙科医生诊所,在商务会谈后,打开单词本浏览一下,直到你满意,以至于你下次看到这些单词时能一眼认出,使你惊奇的事就是你将会再次碰到这些单词—甚至是 “恶棍”.可能会比你想象的要更早出现.事实上,你也许会发现你写下的这些单词会很普通,人们可能用一些你从来没见过的单词.但是你现在阅读和使用的单词是你以前忽略过的.
利用一切资源 大多数书店出售关于扩大词汇量的书,有些书用一个荒唐的书名,如:<30天掌握词汇>,如果这样你可以节约钱或者他们的价格,买几本来使用,它们对你没有害处.有些书根据单词的意义而不是拼写分为词组来记忆特别有效.
报纸上经常每天刊登一些简单的文章来探索词和短语的意义.这些文章常常强调特殊词汇不会出现在你的词汇表上,但是它们仍然是有趣的,有时候你会发现学一个新单词可以发现其它新单词,这些词的意义会让你的头脑兴奋起来去学习更多的单词,让每天读报纸上的文章哪个成为你的生活必须.
了解词根 在英语中至少有一半单词是从希腊和拉丁词根中派生出来的.了解这些词根可以帮助我们在查字典之前就了解这些单词的意思.也可以帮助我们理解类似单词是如何分类的.例如:我们知道 “sophomores”是指大学或高中二年级学生, “sophomoric”是什么意思呢? “sopho”来自于希腊单词 “philosophy”的词根,她的意思是 “喜欢知识”, “ic”常常附加在形容词尾,但是 “more”同样来自于希腊单词 “moron” 然而 “sophomore”指的是那些自认为知道很多其实知之甚少的人,而 “sophomoric”指 “一个聪明的傻子”, “一个精明的蠢货”.
学习前缀和后缀 了解希腊和拉丁词根的前缀和后缀,也可以帮助我们知道单词的意思.例如 “Ante”意思是“前”,如果我们把 “bellum”和 “belligerant” 联系起来就可以发现它与战争有关.我们知道 “antebellum”指的是战争之前.
另一方面,后缀常常改变单词的意思,并且决定在句子中的作用,例如单词“nation” 加上后缀可以变成形容词“national” ,动名词“nationally” 动词“ nationalize”.
充分利用字典 字典应该是一个最常用的工具书,把字典放在如果你要用马上就可以找到的地方.如果你在厨房里阅读或做作业,但你的字典却在客厅或卧室里,你可能说 “还是下次再查吧!”
家里的字典必须有足够的词汇量,它必须包含有深刻的定义,词源和词的用法.携带一本口袋字典在你的钱包或背包里,同样是个好注意,要养成经常翻阅的好习惯.拥有一本破字典是一件美好的事情.
利用互联网 你可以把互联网作为一个好帮手来扩大词汇量.通过在网上阅读有用的材料 .“capital community college”里有大量的在线阅读的报纸和评论方面的杂志 ,选择“Atlantic”和 “mother Jones”等杂志中扩大你的视野和词汇量的文章来阅读.每周至少读一篇文章目的在于找出其中你不熟悉的词汇.
外文来源：
http://www.englishfoot.com/dispbbs.asp?BoardID=9&replyID=270&id=99&skin=0
毕业设计（论文）
文 献 综 述
学生姓名：刘 松
专 业：英 语
指导教师：杨荣才
2005年3月15日
毕业论文开题报告
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1．课题的研究意义和目的
现代外语教学非常重视研究学生的学习情况。搞清学生英语学习的现状,对于改进英语教学过程,提高英语教学质量大有裨益。一直以来,农村英语教学一直存在着师资力量不足、教学方法滞后、外语学习条件差、应试教育思想严重等情况,导致学生学习英语兴趣低下,对英语学习缺乏主动性。
此次调查目的在于了解农村高中生的英语学习现状以及学生对课堂教学情况的反馈,以促进教师根据实际情况改进教学方法,激发学生英语学习的兴趣、提高学生学习的主动性和效率。
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2．本课题的基本内容、重点及难点
基本内容:本文的题目是“农村高中英语学习现状的调查”,全文分为四部分。
第一部分，导论
通过英语在当今社会使用越来越广泛，在国际上发挥的重要作用来强调英语学习在我国的必要性和重要性。农村学生肩负农村未来现代化建设的重任，学好英语对于建设社会主义新农村起着不可或缺的作用，然后由英语课程改革引出应对改革的措施,由此通过对农村高中学生英语学习现状的调查的必要性。
第二部分，调查设计及分析过程
1.调查的目的。了解农村高中生的英语学习现状以及学生对课堂教学情况的反馈,以促进教师根据实际情况改进教学方法,激发学生英语学习的兴趣、提高学生学习的主动性和效率。
2.调查的方法。通过调查对大冶四中高二年级54名学生(其中回收的50张调查表有效)的英语学习(包括学校师资，外语学习条件，学生的学习兴趣、方法、时间、效率等)现状做出分析。
第三部分，对调查结果做出分析
从学生对语法,词汇的学习现状和学习方法以及教学各个环节出现的问题做出分析并提出自己的改进意见。
第四部分，对出现的问题提出建议和对策。
针对学生学习过程中出现的学习兴趣低下，学习方法不好和效率不高等问题提出相应的方法以供参考。
重点：通过对学生英语学习过程中出现的问题，具体分析问题出现的原因以及提出改进意见。
难点：怎样激发学生英语学习的兴趣及学习过程中语法学习和词汇学习的方法。
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毕业论文开题报告
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3．本课题的研究方法（或技术路线）
阅读文献确定论文内容和题目,通过互联网和图书馆查阅足够的相关资料,然后仔细分析所收集的资料,在前人丰富理论的基础上,结合自己在教学实习中的感受,提出自己的观点。在制定提纲后,开始论文的初稿写作，并在指导老师的指导下形成完整论文的正稿。
1．利用网上信息,图书馆资源及平时的积累来收集资料。
2．把收集到的资料进行仔细的分析、归类，保留可用的珍贵资料。
3．认真向导师请教和与同学共同讨论，相互学习。
4．个人认真仔细分析，归纳总结。
5．参加导师召开的座谈会,研究论文写作.
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1.论文提纲
The Survey of English Learning Situation Among Students in Rural Senior High School
1.Introduction
2.Design of the Survey
2.1 The goals of survey
2.2 The methods of survey
3.The Statistics and Analysis of the Survey
3.1 The study attitudes towards English
3.2 On the ways of learning English in general
3.3 About language learning environment
3.4 About the teaching method
3.5 On grammar learning
3.6 On vocabulary expansion
4.Some Suggestions to Improve the Situation
4.1 How to motivate the students’ study interests
4.2 Some effective ways of learning English
4.3 How to learn grammar
4.4 How to expansion vocabulary
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毕业论文开题报告
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1． 本课题的参考文献资料
[1] Lewis，M.(1997).Implementing the lexical approach: Putting theory into practice.Language Teaching Publications.
[2] 薄冰、何政安.(2005).《薄冰英语语法》.北京:开明出版社.
[3] 陈申.(1999) .《外语教育中的文化教学》.北京：北京语言文化大学出版社.
[4] 范谊.（2002）.《英语学习方法指津》.上海:上海外语教育出版社.
[5] 胡壮麟.（2001）.《语言学教程》.北京：北京大学出版社.
[6] 乔华林、闫江涛.（2001）.“农村初中学生英语学习行为调查”.《新乡师范高等专科学校学报》.
[7]王笃勤.(2004).《英语教学策略论》.北京：外语教学与研究出版社.
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2． 本课题的进度安排
外文翻译、文献综述、开题报告：2月15日— 3月15日
第一稿：3月16日— 3月26日
第二稿：4月 5 日— 4月10日
第三稿：4月26日— 4月28日
最后定稿，交论文： 4月30日
答辩： 5月13日
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毕业论文开题报告
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指导教师意见：
（对本课题的深度、广度及工作量的意见）
指导教师：（亲笔签名）
年 月 日
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院系审查意见：
教研室负责人：（亲笔签名）
年 月 日
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