英语毕业论文Research on Middle School English Teaching Under the Environment of Networkbased Multimedia

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1、 PINGDINGSHAN UNIVERSITY毕业论文(设计)题 目: Research on Middle School English Teaching Under the Environment of Network-based Multimedia院 系: 外国语学院 专业年级: 07级英本2班 姓 名: 学 号: 071020210 指导教师: 摘要中学英语教学变得越来越重要 ，目前中学英语教学在学校的重视下已经取得了良好的教学效果，可就教师的教和学生的学还存在很多问题。教师应该依据不同的学习环境和学生的不同水平去选择合适的教学策略和与视听说形式有关的教材，以此使多媒体教学效率更高

2、。另外，教师还需重视课堂管理。就学生而言，要知道如何在可下自学和与他人合作学习。总而言之，如何最大限度的优化多媒体教学，教师和学生需要共同努力去改革他们的传统的教法和学法，以此更好的适应多媒体教学。关键词：网络多媒体教学；中学英语听说；教师；学生AbstractListening and speaking is becoming increasingly important in middle school English teaching, which has obtained desirable teaching results by using Multimedia and has it

3、s own distinctive features. But there exist some problems in teachers teaching and students learning. Teachers should choose appropriate teaching strategy and teachinag materials with topic-related visual-audio-oral books and to make efficient task-based Multimedia teaching materials accroding to di

4、fferent learning environment and studentslevel. In addition, teachers should attach importance to skills of management. As for students,they should know how to teach themselves and cooperate each other after class. In a word, in order to promote the deep optimization of the network-based Multimedia,

5、 teachers and students should make efforts to reform their traditional teaching ways and learning ways respectively to adjust to the modern Multimedia educational system.Key words : Network-based Multimedia Teaching ； Middle school english ；Teachers； Students IITable of ContentsAcknowledgementsI摘要II

6、AbstractIIITable of ContentsIVIntroduction1Chapter I The Advantage of Using Multimedia in ELST21.1 The Brief of Introduction Multimedia English Teaching21.2 The Advantage of Using Multimedia31.2 .1 The Essence of Middle school English listening and speaking31.2.2 Stimula of Multi-organs from Psychol

7、ogical View31.2.3 Convenience of the MEVAO Environment4Chapter Two Factors Existing in the Present Middle school Listening and Speaking62.1 Factors in Students62.1.1 Poor Basic English Ability62.1.2 Psychological Drawbacks62.2 Factors in Teachers72.2.1 Out of Control in Multimedia Class72.2.2 Lack o

8、f Communication with their Students8Chapter Three Suggestions on Optimal Multimedia English Listening and Speaking Teaching93.1 Suggestions on Teachers93.1.1 Clear Teaching Aims93.1.2 Appropriate Teaching Materials93.1.3 Optimal Teaching Methods.103.1.3.1 Task-based Language Teaching.103.1.3.2 Inter

9、active Teaching113.2 Suggestions on Learners113.2.1 Learners Self-study113.2.2 Cooperation between learners12Conclusion14Works cited15IIIIntroduction With the rapid development of science and technology, China has been also involved in economic globalization . English is regarded as the Internationa

10、l language .So Middle school English Teaching is required to set higher standards, and should be given enough consideration to practical use. In recent years, it has been made a great progress, partly contributing to the development of computer and internet technology , which made the Multimedia bet

11、ter recognised and popular. In our country, Middle school English curriculum attaches Importance to spoken english, aiming at improving the intercommunication abilities of middle school students.Therefore, many researchers have been done on English Visual-Audio-Oral Teaching (EVAOT) and great achiev

12、ements have been made in a few years. Howerver, there are many problems which influence the present Middle school English Listening and Speaking Teaching (ELST ). The present ELST cant reach the requirements of the Middle school English Curriculum. Most teaching modes and learning modes are still tr

13、aditional and old-fashioned in using Multimedia. In the light of this situation, teachers are urgently needing to find out more appropriate teaching strategies and approaches . At the same time , middle school students also need make efforts to adjust to the new learning environment. In this thesis

14、, the author puts forward suggestions for teachers and students so as to give them some little clear guide under the environments of network-based Multimedia . Chapter I The Advantage of Using Multimedia in ELST The Multmedia Enghlish Teaching has a long history and its own distinctive features , su

15、ch as, integration, inflexibility, etc. So it enormously impacts on foreign language and more educators and learners pay attention to it . Network technology is getting more and more popular in education accordingly. Internet is so powerful that you can search for any information needed, for there i

16、s a great deal of information for your reference. So the mighty network aided Multimedia produces a far-reaching effect on teaching .1.1 The Brief of Introduction on Multimedia English Teaching Multimedia has been spreading in middle school English educational circle from 1999 in China. By the turn

17、of 1990s, owing to the booming of computer technology and the coming of digital revolution, Multimedia has become increasingly available and replaces the roles of compound media in foreign language instruction. Many foreign language teachers have also done considerable and valuable research work on

18、Multimedia Middle school English Teaching (Peng Jinding 1998 232-233); besides, the use of Multimedia in Middle school English Teaching is promoted by Middle school English Curriculum Requirements which were promulgated by Chinese Ministry of Education is in 2004(Huang Jian 2008 15).1.1.1 The Defini

19、tion of Multimedia There are many kinds of definitions about Multimedia in academic. The author only choose the two brief meanings to show it .One is that multimedia is definite as a set of software and hardware, combining various visual and audio media , which can deeply impress students by the sou

20、nd and video effect. Users can have access to a variety of media sources with the assistance of Multimedia computer. The other is that multimedia is the combination of traditional logical analysis with visual, audio and some other media which aim at the interactive application of knowledge built up

21、and convey(Zhang Fengsheng 2006 87). Multimedia Teaching is full of complicated teaching processes. Through Multimedia teaching software and course ,such as ,text symbol, language sound, graphics pictures, animation, etc, computer can deal with and control a set of processes Multimedia can help teac

22、her and student to carry out teaching activities and accomplish language teaching .1.2 The Advantage of Using Multimedia Since the role of computers in language education gradually turns into a great topic among the language educators, Multimedia Teaching has proved that there are many advantages in

23、 FLT. So it is extensively used in training skills of listening and speaking. In order to improve the listening and speaking in Middle school English, the research on the effectiveness of Multimedia Visual-Audio-Oral Teaching is booming. It mainly refers to those English speaking and listening. Teac

24、hing and learning activities are carried out based on Multimedia system. The MVAOT is used to train skills of English listening and speaking . 1.2.1 The Essence of Middle school English listening and speaking The MVAOT aims at training learners spoken English through combing audiovisual to display v

25、isual, audio and oral materials based on pictures, graphics and plots, ect.so as to improve learners communicative competence in English.More importantly, the essence of listening and speaking decides that it is necessary to use Multimedia.Effective listening requires active mental processing by lea

26、rners on several levels particularly in interactive listening situations. Listening is actually the ability to understand others pronunciation, intonation, vocabulary, syntax and meaning; and actively to reconstruct the message that he hears( quoted by Littewood, 2000a:73). So listening is the invis

27、ible part of language learning , listening provides input for the learner. Multimedia provides all kinds of high quality material, according to Krashens Input Hypothesis (1985), learners acquire language as a result of comprehensible input addressed to them (Hu Zhuanglin 2006 270). Speaking is a two

28、 way process between speaker and listening involving the productive skill of speaking and receptive skill of understanding. Speaking is not only to construct sentence structures but also the pronunciation, intonation, vocal organs and gestures to improve communicative competence, learners should hav

29、e more opportunities to practice using target language to output some comprehensible information to others.（Tan Jiliang 2007 112）Such as, most of students like imitating the authentic pronunciation through their listening. From the analysis of listening and speaking, we recognize the fact that liste

30、ning and speaking are related skills , Multimedia offer to some helpful environment , and it will can promote language acquisition more effectively.1.2.2 Stimula of Multi-organs from Psychological View Directed on the theory of Cognitive Psychology, learning and using language in a meaningful and be

31、lievable condition is stressed Treicher, a psychologist, did an experiment shows that ordinary people in learning language. The memorized proportion is ranged from 10% to 70%in a short time. The more detailed number data is, The remembered proportion is 10% by reading, 20% by listening, 30%by watchi

32、ng or seeing, 50% by integration of listening and seeing; but after seeing or watching, speaking can be remembered up to 70% (Zhuyu ,Huanglan 2003 95). Analyzing his experiment, the author thinks that those who can integrate listening and seeing (watching ) are effective in learning foreign language

33、. At the same time, it is believable that those who communicate with others appropriately are more effective. Just as this, Multimedia fully takes up these features and it is combined with various visual and audio media, which can deeply impress students by words, pictures, video and so on. In the M

34、ultimedia classroom, students can use a variety of electronic resources in a real environment to accept the new initiative to stimulate their interest. In addition, students are free from the authority of teachers and traditional limited class . They dont worry about the embarrassment without answer

35、ing some questions. In this relatively comfortable web-based environment, it is beneficial for learners to cultivate their confidence and self-access learning . In a word, wonderful Multimedia and internet environment enable students to overcome the obstacle of emotional factors and is able to bring

36、 their independence , responsibility and active talent into full play and increase their motivation, enthusiasm and self-confidence.1.2.3 Convenience of the MEVAO Environment The Multimedia English Visual-Audio-Oral environment makes great influence on the changing teaching methods and modes. Accord

37、ing to the new thought of education, student-centred learning, learners can avail this convenient environment to find and create different types of learning strategies and methods, then match the requirements of the new information age. That is why so many language learners emphasize Multimedia to t

38、rain their listening and speaking skills autonomously.It mainly has two points: Providing Access to Authentic ResourcesOne of the most frequently mentioned features of Network-based multimedia is that network can provide easy access to wealth of information. Any users around the world could get imme

39、asurable materials through it. Language teachers are those who benefit most from the rise the Internet. In the past teachers could hardly get authentic materials unless they went abroad or subscribed to books or journals written in the target language. With the limited resources, it was even harder

40、to find authentic materials that suited the individual learners needs. Now, language teachers can easily the materials on the net.Language learners also benefit a lot from the Internet since they could look for anything they are interested in. If they want to read or listen to the news, for example,

41、 there are a number of sources offering the latest news in print or audio format.The most important newspapers and magazines in the world are available online and the same is the case with radio and TV channels.Matching Individuals Learning Style and PaceComputer technology also enables students to

42、take more control of their own learing. Technology can be individualized to meet theneeds of the language learner. It allows to vary the time they spend on different tasks. For instance, they can use repeat and replay functions to hear and see phrases until they are understood. Students can choose t

43、o printed text as well as listen to a spoken text. They can also set their own schedules and pace of their learning.Chapter Two Factors Existing in the Present Middle school Listening and SpeakingThere is no denying that network-based Multimedia is very beneficial for listening and speaking teaching

44、. But still exist a lot of problerms. The author has got along with many non-English major middle school students during the past four years in Xu Chang University. Middle school English emphases on speaking and listening , but they are not satisfied with their class and have no interest in teaching

45、 themselves in spare time. The author learned that a great part of students complain of their MAVO class they knew. Some students are junior, and some are even senior. They had no interests in English and didnt know why since they entered middle school. The author summarized some apparent factors fr

46、om learners and teachers respectively .2.1 Factors in Students Theoretically, middle school students learned English at least six years before they entered the middle school. They should have enough basic vocabularies and grammars to the transition from study language in itself to the communicative

47、competence. However, half middle school students are not satisfying. In order to inquire into the more detailed problems, the author takes Xu Chang Universitys students as an example.2.1.1 Poor Basic English Ability Middle school English is far different from middle school English.From the authors s

48、ome informal investigation of freshman, their biggest obstacle is listening and speaking. Xu Chang University is a second-class middle school, so when the students are enrolled, their English level is tend to be common.The average score is not more than 100(full score is150) .In addition, apparently

49、, poor vocabulary, pronunciation, etc, are nothing new. The critical factor is no requirement of listening and speaking in middle school entrance examination, which leads to their difficulties of adjusting to middle school English class in short terms. Middle school English course not only contains

50、some knowledge but more cultural background to know. In addition, the learning environment changes a lot. Compared with middle school, Xu Chang University also chooses Multimedia laboratory to have listening and speaking class, but most of students lack some necessary skills to adjust to the quick-p

51、roceed Multimedia Teaching mode. 2.1.2 Psychological Drawbacks As we know, different persons have different characteristics. It is definite that language acqusition is related with people s characteristic. There are some negative characteristics influencing them, such as, shyness, am-ourproper, impa

52、tience, etc. As for poor English level students, they lack confidence to expresss their ideas, let alone that they take part in some English activities.They have no courage to face errors. Actually, spoken English attach to grammar, exact vocabulary, ect. Their psychological drawbacks prevent them f

53、rom expressing their ideas openly or taking part in collective activities easily, which becomes hold back to improve their English listening or rather speaking ablitity. As the essence of language is a tool for human communication , the development of communicative skills can take place only when le

54、arners have a strong motivation and opportunity to express their own identity.2.2 Factors in Teachers The MEVAO Teaching influences the changing of the teaching methods and models according to the linguistic theories. The learner-centered approach and communicative situated instruction is promoted,

55、and many middle school English classroom are equipped with advanced Multimedia and Internet facilities. However, the class is still teacher-centered. Most of time, the equipment plays the audio-visual listening materials, but never make students open their mouth and it is difficult to be interactive

56、.2.2.1 Out of Control in Multimedia Class At present , there are nearly fifty students in one class of non-English major in Xu Chang University. It is not easy to train students English listening and speaking abilities.There are many accidents which may occur unexpectedly in Multimedia class. Some t

57、eachers lack teaching planning, teaching strategies, class organization. As a result, when some unexpected thing happens, all the students sit there waiting until the problem is seltted. So they are not skilful of their teaching in Multimedia class. Moreover, we know correct use of courseware can ce

58、rtainly increase the teaching effect, but many students are not satisfied with their courseware. Sometimes, because of the old fashioned courseware , it is difficult for the students to see the contents on the screen. Sometimes, the powerpoint slides just flash by and the class proceeds quickly. Thu

59、s, it is impossible for the students to draw the key points of the contents , leading them to negative complaint. Above all, these factors would weaken the students effect.( Duwei 2006 136-137)2.2.2 Lack of Communication with their Students In the Multimedia class, some teachers never communicative

60、with their students, which is equal to neglecting teaching objectives. They just give their lectures by sitting in front of computer. Students are open-eyed without teacher supervision. There is no interaction between them. In such class, teachers give tasks while students just sit there waiting to

61、be given lesson. After class, teachers leave classroom, merely see their students until next lesson .Students have no chance to communicate with their teachers. Teachers have no time to learn his students so that he has no idea of whether his students have grasped the lessons or not. Especially, som

62、e poor English level students . Although it is in a Multimedia laboratory, this kind of class even is not as good as the traditional class.To sum up, the author finds out several factors coming from teachers and students respectively, which would influence the efficiency of learning English. The pro

63、blems urgently need to be solved. The author is going to take some suggestions to solve these problems which will be elaborated in the following chaper. Chapter Three Suggestions on Optimal Multimedia English Listening and Speaking Teaching From the chapter one, we know Multimedia is very important

64、in Middle school english and has many advantage. In chapter two, we analyzed some existing problems when use it. Naturally, the conclusion is that no matter how advanced the technology is, it cant substitute for teaching methods, learning strategies and educational principle. The successful MEVAOT rely on the effort of teachers and students.3.1 Suggestions on Teachers To help the students develop their listening and speaking by taking advantage of Multimedia teachers function is never neglected. There are many factors for teachers to consider. In other words, if they know these facto