英语教育本科毕业论文增强后进生信心原典式英语教学

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1、本 科 毕 业 论 文 增强后进生信心原典式英语教学学 院 外国语学院专 业 英语教育年 级 2007级学 号 姓 名 指 导 教 师 成 绩二一一年三月2Raising Underachievers Confidence in English Teaching by Homer Approach Zhang Yan SupervisorXiao DanA Thesis Submitted inPartial Fulfillment of the Requirements for the Degree ofB. A. in EnglishSCHOOL OF FOREIGN LANGUAGESS

2、OUTHWEST UNIVERSITY March, 2011AcknowledgementsMy heartfelt thanks would first go to my supervisor, professor, Xiao Dan for her generous support. She has proved a constant source of inspirations and encouragements. Without her personal supports and guidance, I wouldnt have found my progress so much

3、quick and easy. Thanks her for pointing out all the possible mistakes in this paper. Also I am grateful to Professor Chen Jun who gave me a detailed instruction about how to write academic papers, Professor Yang Xiao Yu who first introduced me The English Course Teaching which has interested me ever

4、 since and give me confidence in English teaching, Miss Wei Jing taught me how to do research about English teaching in middle school. Moreover, I would like to express my appreciation to all the other teachers, especially, the administration faculty of our department for their helps and supports du

5、ring my BA study.I should also like to thank my classmates for their helps and friendship freely given in respect of a wide range of academic and personal matters.Lastly I must sincerely express my gratitude to my family members for their continuous understanding and whole-hearted support so generou

6、sly and willingly given during the four-year studies.ContentsAbstracti内 容 摘 要ii1. Introduction12. Research Background22.1 Underachievers confidence22.2 Homer Approach 2 2.3 The practical significance of the research.23. Research Methodology.33.1Research questions.33.2 Research subjects.33.3 Research

7、 instruments3 3.4 Research procedures.34. Research and Discussion44.1 Questionnaire and class observation.44.2 Teaching intervention44.3 Check and reflection45.Suggestions56. Conclusion.6ReferencesRaising Underachievers Confidence in English Teaching by Homer ApproachAbstractNowadays, more and more

8、students lost their confidence in learning English, which affected their school achievements in middle school. One of reasons is that they cant find right methods in learning English and then give up their confidence in English. Without confidence in learning English, they will have no goal in their

9、 study. Facing this situation, this paper intends to do an investigation by using questionnaire and class observation for finding the reasons why those students lost their confidence in learning English, then tried to put forward some measures by using Homer Approach in the teaching practice. Homer

10、Approach, which based on the theories of psychology, biology, science and so on, aims to improve students self-learning ability and it used 321+x to train those students self- learning ability. Homer Approach originates from “Homer Memetics” which pays more attention to listening before reading so t

11、hat students can get self-learning ability and then build their confidence in English learning. Therefore, Homer Approach is appropriate for Chinese students to learn English. Trying to put Homer Approach in middle schools English teaching will be a wise thought for raising underachievers confidence

12、 in learning English. for the purpose of proving underachievers confidence through the practice of Homer Approachs teaching procedures in English teaching, it is worthy of doing deeply research in English teaching field. Key Words underachievers confidence Homer Approach new teaching method 增强后进生信心原

13、典式英语教学内 容 摘 要 当今社会， 越来越多的中学生在学习英语时由于不能找到适合自己的学习方法而逐步失去对英语学习的信心，并且影响学生在整个中学阶段的学习成绩和生活。没有了学习英语的信心， 学生便会在他们的学习生活中逐渐失去目标。针对于这种情况，论文前期通过以问卷调查以及课堂观察的方式收集分析出学生对英语失去信心的一些因素成因，并提出用原典法来提升后进生学习英语的信心。基于心理学，生物学，科学方面的的长时间研究证明：原典法是一套适用于中国人学习外语的教学方法。它主要是通过321+X系列一体化训练方法提高中学生自学外语的能力，提倡在教学中以“荷马模因”的谱系，英语学习更注重聆听先于阅读，科学

14、提高学生自学能力，从而树立中学生学习英语的信心。 本论文针对原典法的具体步骤和程序尝试了教学中的具体运用，证明对后进生的英语学习自信心有一定的改善，值得在英语教学中的进一步探索。关键词: 后进生信心 原典法 新教学方法 Raising Underachievers Confidence in English Teaching by Homer Approach1. Introduction With the development of society, our country needs more and more language talents in foreign affairs. H

15、owever, our Chinese students meet a lot of difficulties in learning foreign language. As a result, some of middle schools students lost their confidence in learning English. It can attribute to the traditional teaching methods which thinks learning English is like Chinese. Chinese has the characteri

16、stics of vision and image, but English features with sound and listening. When Chinese teachers teach English, they just use the way which they use to learn Chinese. During these 30 years, Chinese students spend the longest time in learning English at the schools, but the effectiveness is little. On

17、 the contrary, students start to lose their confidence in learning English. Doing this research, raising underachievers confidence in English teaching by Homer Approach, can bring the bright light for those underachievers and our society. In order to rebuild those underachievers confidence, the teac

18、hing method, Homer Approach will be a good way to make the dream come true. Homer Approach analyses students deeply in the field of psychology, philosophy and science. If this teaching method gets works, those students will soon feel make great progress and rebuild their confidence in English. For t

19、he thesis, the research was arranged as follows. Firstly, the confidence of underachievers will be stated by the way of questionnaire and then the teaching method, Homer Approach, will be explained in its basic theories, goals and concretely training methods in English teaching. This is the research

20、 background. The important part of the thesis is the research methodology; it includes research questions, research subjects, and research instrument and research procedures. It will present the details of the research, stating how to put Homer Approach into English teaching. At last, in the part of

21、 result and discussion, the investigation result is presented and students feedback for the research. 2. Research Background 2.1 Underachievers confidence Underachievers exist in anywhere. In china, many teachers and parents call it the worst students, underachievers or learning disability. In the e

22、arly research, the foreigners always use “brain injury” or “minimal brain dysfunction” to name those students whose school marks are poor. At present, “learning disability”, “underachievers” and so on are often used to describe those students. According to the American scholar, Cruickshank (1972), t

23、here are more than 40 ways to call those students. In the thesis, underachievers will be used to name those students whose English marks are low because their confidence in English learning is reducing. Nowadays, many English teaching methods are put forward into the English teaching to explore thos

24、e learners potentiality; however, it has some side-effect in students humorous, healthy and overall development. For example, weary mood is breeding and spread, the confidence in English learning becomes weak and slack off. In the early research, it found out that almost 64% research subjects though

25、t the heavy learning load; spiritually lonely, emptiness and examination are the worries of students. Weary mood will affect students development of potentiality. Even worse, students confidence in learning English will be reduced. Different scholars and subjects have different opinions in the field

26、 of underachievers.According to Gallagher (1966), underachievers mean those students whose study failures are caused by the misbalance of the development ability. Since S.Kirk（1962）puts forward the underachievers to describe those students who have difficulties in their study in the 1960s, it has be

27、en 30 years in the research of underachievers. Many elements will cause the underachievers poor study in the school. In English learning, many students thoughts are presented through so many years English education. In the middle school, the follows are common during those English learners. Some of

28、them believe it is the destiny, they have made effort in learning English, they did everything that their teacher has asked them to do, Reading textbooks, remembering vocabularies and reciting grammar, but they still can not get a good mark in English examination. After many fails, they think it can

29、 not change again and they have not talent in learning English. Finally, they give up and believe it is their destiny. They spend their hours imagining the other things. For example, travelling, playing, shopping and making up which are beyond of their study. Take an example; for some students have

30、done their study too bad at the present, they dont set the standard for those students role. Theyve forgotten that learning is their main task in their study life. Finally, they always put those school works to be done for a long time and then ignore it and just finish the tasks to their teachers. T

31、hey dont get any improvement in their task. From one step to another step, they become underachievers. Besides, there are also some other facts, such as, grow negatives and learning habits and so on. Underachievers confidence in English learning is in a downward.2.2 Homer Approach Different countrie

32、s people learn English; they need to use different methods. According to EFL (English as a Foreign Language) and CLT (Communicative Language Teaching), we finally find a way for Chinese people to learning English. It is Homer Approach.Homer Approach which is based on the theories of C.F.Hockett (Jan

33、uary 17, 1916 - November 3, 2000) and N.Chomsky (1928-) accept the reasonable elements of three traditional language teaching models; structural, functional and international view. In the field of science philosophy, Homer Approach doesnt use Nature and Nurture dividedly. Besides, it thinks of many

34、fields of research, it includes the elements of psychology, second language acquisition, biology and sociology.In the field of Psychology, Neuroplasticity constantly be provided proofs. It proves that the second language learning has no relationship with brain impairment, but it is new task in learn

35、ing foreign language after mastering their mother tongue. Therefore, this could improve second language learner proficiency in learning English. Besides, as we all know, communication includes listening, speaking, reading, and writing. According to Wilt and Rankin research, when one is wake, listeni

36、ng, speaking, reading and writing possess 45%, 30%, 16% and 9% in the communication. That means listening and speaking spend almost 75% of the communication. Homer Approach is based on those theories and advocates listening first in improving students self-learning. It believes listening and speakin

37、g are the premise of reading and writing. Therefore, Homer Approach focuses on listening before reading; it pays more attention to listening in English education. It advocates auditory input not visual input. Homer Approach uses phonological loop to improve underachievers English learning through ph

38、onological memory like the follows. It includes A, B and C. however, the traditional teaching method, grammar-translation method, focuses on Visual input. It includes D and E. as we can see, phonological loop is more complicated, but it could be more useful in English teaching. Auditory input Visual

39、 input AVisual analysis and STS Phonological Analysis d PhonologicalSTSInferior parietalLobe Orthographic to phonological recoding eBRehearsal process Phonological Output bufferBrocas area-premotor cortex C Spoken outputReferred from A. Baddeley, 2003 Using phonological memory, finally, it will arri

40、ve the goal that raising underachievers confidence in English teaching. In terms of methods and training, Homer Approach uses AAA training method, Audio premier, Acoustic Enhancement and All-in-One, to build underachievers confidence in learning English. Using the method of “321+x” strengthens stude

41、nts English knowledge. This training method is the best help for phonological memorys practice in English teaching. To be more specifically with “321+X”, 3 stands for listening to text with close eyes at least 3 times; 2 stands for reading text at least 2 times; 1 stands for listening to the text ag

42、ain at least once; x stands for variety of others training to improve students ability. Except that, this teaching method has flexibility, if those students are at a low level, the researcher can use “542+x” or “432+x”; if they are at a high level in English, we can use “211+x” or “111+x”. All in al

43、l, Homer Approach is a good way to raise underachievers confidence in English teaching, because it relies on the theory of phonological memory with the help of AAA training method. “321+ X” is perfect in English education. In English education, Homer Approach is good for cultivating students self-le

44、arning ability which is born with them. Besides, making them learn self-arrangement, self- control and self-practice. With the help of internet and multi-media, Homer Approach not only provides students the ability of communication in English, but also gets the perfect marks in English examination.

45、Referred from Xu Huo Hui and Xu Hai Tian, 2010According to the theory of Homer Approach, it used conscious reflection to teach students English. For example, listening is the first step in teaching, which can make good impression in understanding English at the beginning for English learners. It can

46、 avoid teachers misleading in pronunciation. Besides, through fist listening, it can make students want to understand those strange languages consciously in the mind. The Linguistic, S. Krashen (1985), published five hypotheses in their foreign language acquisition, The Affective Filter Hypothesis t

47、old us that a little pressure is good for students to learn foreign, but when the degree is strong ,which let learners are afraid to learn, will let learners feel distributed and bored. But the teaching method, Homer Approach, it is easy to make students feel distributed in learning English, on acco

48、unt of that, music and multi-media are used in the teaching practice to assist “321+X” practice, so that it could relieve students emotional trouble. 2.3 The practical significance of the researchIn the history of English education, grammar-translation method has oriented in English education for a

49、long time. It can attribute to Chinese culture which leads English education to focus on image. However, English is different from Chinese; it generally was learned by sound and listening. Grammar-translation method in middle schools is definitely mismatching for Chinese students to learn English. A

50、s for English learners in china, they have learned English so many years, but there is a little effect in it. Besides, underachievers confidence maybe become lower and lower, at last, they will lose their interests in learning English, or they dont have self-learning ability in learning English. Now

51、adays, with the development of science and technology, internet and multi-media have entered into middle schools education. It allows introducing more reasonable and advanced English teaching method for improving those underachievers confidence in learning English. The main purpose of English educat

52、ion is to teach those learners how to get self-learning in their study, but actually some of teachers are just to teach the knowledge which is from the book. They ignore the most important part is through English teaching to make them learn abilities in learning. That is the core of education. Only

53、teaching like this our motherland can have many excellent talents to build our future.Based on our English educations situation, raising underachievers confidence in English teaching by Homer Approach can build those learners confidence in learning English, be, it helps them get self-learning abilit

54、y in the research. For our country, raising underachievers confidence in English teaching is not only good for them in their study, but also in their lives which is to make them pick up their courage again in front of difficulties. These will be great power in our countrys development. For the educa

55、tion, china is a country which has a long traditional civilization history in the world. Why our Chinese are so brave and responsible, it could attribute to our Chinese education. However, with the development of sociality, we cant use those old teaching methods in teaching, especially traditional E

56、nglish teaching method in our china. Otherwise Chinese students may have more problems in learning English. Trying to find new English teaching method is benefit for English education in china. If it works, it will cultivate more and more talents and make great progress in English education. For tho

57、se English learners, doing the research will change their thinking in learning English and raising their confidence to overcome language difficulties, except that, the research, raising underachievers confidence in English teaching by Homer Approach, will lead them to discover how to cultivate their

58、 self- learning ability. It will benefit them all their lives.3. Research Methodology3.1 Research questions The research, raising underachievers confidence in English teaching by Homer Approach, focuses on two research questions.1. Do the underachievers feel lack of confidence in learning English?2.

59、 If so, is Homer Approachs “321+X” a useful teaching method for raising underachievers confidence in English? Through questionnaire and class observation in Shi Yan middle school, the research questions are put forward. It represents the situation of English underachievers and the two research quest

60、ions focused on raising underachievers confidence in English teaching by Homer Approach. They can easily get answers in general questions. For example, the first research questions can be reflected from questionnaire and class observation or personal communication and students portfolio. The data of

61、 questionnaire is related with the result of the second research question, it can provide proofs and help to settle the second research question, whether Homer Approachs 321+x is a useful teaching method for raising underachievers confidence. The two research questions are focused on the research; i

62、t is useful to discuss them in the thesis.3.2 Research subjects The research, raising underachievers confidence in English teaching by Homer Approach, chooses Shi Yan middle schools students in Class 1, Grade 1. There are 45 students in the class, 28girls and 17boys, and their ages are between 14 an

63、d 16. Compared with the other middle schools students in Beibei area, their English level is at a low level. They nearly have entered into puberty. In physically, the boys begin to have beard, and girls start to have mammary development. With the appearance of primary sex characteristics and secondary sex c