2019師范英語(yǔ)專(zhuān)業(yè)開(kāi)題報(bào)告.doc

畢業(yè)論文/開(kāi)題報(bào)告 2019師范英語(yǔ)專(zhuān)業(yè)開(kāi)題報(bào)告 畢業(yè)設(shè)計(jì)(論文)題目the application of using role-playing games to change students reticence in english class應(yīng)用角色扮演教學(xué)法改變大學(xué)英語(yǔ)課堂沉默現(xiàn)象研究對(duì)象、目的與意義：1. purpose and significance of the researchit is not a piece of news to implement the role-playing games into college students classroom any more, however, both chinese and foreignresearchers have studied this application for a long time via the perspective of culture orthe types and topics of tasks. all of them want to explore the important role of role-playing games in college students classroom. in this thesis, the author does not tend tobuild up a new model of class interaction but aims to give abundant evidences to prove thatusing role-playing games can change college students reticence indeed by promoting and enhancingcollege english teaching and learning ,and adjusting ways of students and teachersstrategies. moreover, the author aims to present some implications along with tactics forteachers to enhance classroom interaction, which makes for having a better understandingof each other and making their teaching and learning more effective.role-playing games, as it is, encourage students increasing their language store by listening toreal authentic linguistic material and the output of their partners in discussion, communication or dialogue journals. in role-playing games, there is an interaction between student and student, student and teacher, whichforms a triangle in learning and teaching. the ability to speak english frequently andpositively is now becoming a pursuing goal in english teaching, however, seen from the unfavorablecurrent situation of students reticence on english teaching and learning, we can not wait tochange students reticence in classroom which comes to the premise problem and come up withan idea to solve this kind of dilemma.2. object of researchchinese college students (examples: english learners form zhejiang agriculture and forestryuniversity)3. literature review:up to now, many researchers and teachers from home and abroad have been attached importance tothe effects of role-playing games on changing college students reticence. many studies have been done in thisrespect.1. unfavorable effects of reticence on students english proficiencythe seminal study in this area is by wang xuehua (XX), who points out that many collegestudents of english regarding english as a second or foreign language have been diagnosed asreticent learners in the recent esl/efl literature. they are unwilling to participate inclassroom activities and reluctant to give responses, even do not want to ask questions, whichpushes the atmosphere of class dead as a doornail. it is so universal to find that there areso many reluctant speakers, and it is acceptable if active participation were not important inlanguage learning, however, it is in mainland china where english can not be used daily so thatlanguage practice is the basic guarantee for the improvement of language competence. moreover,either for personal needs or for environmental requirement the ability to communicate frequently in english comes to be the premise now.drawing upon wang xuehua, luo yongqin(XX)takes the argument a step further and observes that the dominant role in class is mixed in thetraditional teaching of english. that is, excessive teacher domination and language structuralknowledge privileged leads to students lack of practicability. it is a limitation forstudents to learn english feasibility, practicability and effectiveness. in luos opinion,role-play activities, as an effective solution, along with much material in the textbook isavailable to carry out the interaction, which makes for cultivating students interest inlearning and encouraging them to use english socially. however, there are also many limitationsand difficulties in putting role-play teaching into classes, for example, the contradiction between linguistic competence andcommunicative competence, misunderstanding of the dominant role between teacher and studentsin class, the difficulty of implementing role-playing games with over 30 students in a class and so on. (zou yan, XX)they are remained to be solved.somewhat in contrast to wang and luo, wu bian (XX) agreed with the opinion that traditionalteaching method has some negative effects in english language teaching and learning, while heemphasis to create a positive classroom atmosphere. it is vital to create an open anddemocratic atmosphere where students are easy to express their thoughts and opinions duringdiscussion. as senior (1997) points out an atmosphere of classroom cohesion was a necessaryprecondition for the development of linguistic proficiency. a comfortable atmosphere bringsout a familiarity for students to achieve affective objective of language learning. in addition,it is a feasible way to minimize classroom anxiety. role-playing games combined with listening, speaking and body language encourage two or more partnersto perform humorously, freely and pleasurably.(van ments, 1983) it is stressed that efficient learning takes place in an atmosphere wheresubjects have no ware of the threat to the self-image and external criticism is maintained to a minimum and self-evaluation is encouraged.taking the argument in a new direction, yu jiaona proposed that role-playing teaching play an important role in students productive vocabularylearning, referringto swains output hypothesis and cooperative learning theory. as merrill swain proposed,output activity promotes students internalizing what they say, and making themselves as amain part of it. by developing their own independent cognitive thinking competence throughoutput activities can improve the effect of target output in english learning. (harmer, j,XX)it is an invention to turn invisible knowledge into vivid act by changing the teaching methodfrom teacher-centered instruction to student-centered approach in a limited time. with a large body of statistics of experiment, it isaccurate point out that role-play teaching is a more effective teaching approach for students productive vocabularylearning than traditional teaching approach.2. role-playing gamesone important research study that demonstrates this is conducted by ma jie (XX), whodiscovers that role-playing teaching makes for expanding the possibility of training students communicativeability greatly. interaction is the collaborative exchange of thoughts, feelings, or ideasbetween two or more people resulting in a reciprocal effect on each others (brown, XX).role-play is designed according to students knowledge structure, for examining their relevantknowledge reserve. to choose the topic which students are interest in and is divergent isbetter for the curriculum activities and knowledge absorbing. while in the role-play games, the effect of teachers can not be neglected, they can encourage students to carryon with other styles in english when students are trapped. but it is not wisdom to giveanswers to students directly. (song xuejun, XX)in a much different study that yields similar results, ji yan (XX) put forward that there isa discrepancy on english teachers roles between students expectations and teachersclass-room behaviors. (zhou xing, zhou yun, XX)her research indicates that the new teaching model should be cultivated by transforming froma teacher-centered pattern to a student-centered pattern, in which students are encouraged to build up the ability to use language andto learn independently in addition to language knowledge and skills. (he cuiyu, XX)despite, the role of teacher can not be ignored as well, as they play more important roles infostering autonomic learning, which is the key to develop a comprehensive ability and qualityof learners. seeing from her research findings, we can obtain these information, 1) teachersshould have a better understanding of autonomous learning and lead students to form a correctconcept of autonomous learning; 2) teachers should pay more attention to self-improvement so that transform the roles from teachers to students; 3) teachers should provideabundant chances for students to have a better learning methods and strategies which fitsthemselves.from a similar perspective, johnson, k (XX) argues that as suggested by the name, role-playing games are played face to face, asking members involved in the acting role. players areasked to choose a character to put up and storytelling with rules, furthermore, studentsshould have a clear understanding to determine the objectives, define the contents andprogressions, and select the methods and techniques to be used and so on. he emphasis theability with a potential capacity to act in a given situation but not the actual behaviorof an individual is the essential factor concluded in the role-playing games.the previous researches are almost convincing in the showing that there are more benefits role-play games can bring out for students language proficiency and it is necessary to pay moreattentionto change the way teachers teaches in the traditional way. but very few of them seem to haverealized that does role-playing teaching effect a permanent cure to change students reticence? this study will makean attempt to explore the final result of this question and try to come up with more effectiveimplications for both teachers and students to be in better control of knowledge teaching and learning.bibliography1 brown, h. d. teaching by principle: an interactive approach to language pedagogy. beijing: foreignlanguage teaching and research press: XX2 harmer, j. how to teach english. beijing: foreign language teaching and research press. XX3 johnson, k. XX. understanding communication in second language classroom. beijing:people education press. XX4 senior, r. transforming language classes into bonded groups. elt journal. 19975 van ments, m. the effective use of role-play. new york: st. martins press. 19836 賀翠玉. 如何提高英語(yǔ)課堂教學(xué)的實(shí)效性a. 語(yǔ)言與文化研究(第五輯)c. XX7 紀(jì)燕. 自主學(xué)習(xí)模式下學(xué)生對(duì)教師的角色期待與教師課堂教學(xué)行為的研究d. 江蘇大學(xué)，XX8 羅永勤. 高中英語(yǔ)教學(xué)中的角色扮演d. 重慶：西南大學(xué)，XX9 馬潔. 綜合英語(yǔ)課堂活動(dòng)的組織以role-play為例在課堂教學(xué)中實(shí)現(xiàn)交際目的j.科教文匯(上旬刊),XX(7)10 宋學(xué)軍. 運(yùn)用角色扮演提高初中生口語(yǔ)能力的額研究d. 華中師范大學(xué)，XX11 王學(xué)華. 應(yīng)用人際交互式教學(xué)法改變大學(xué)生英語(yǔ)課堂沉默現(xiàn)象d.東南大學(xué),XX12 吳卞. 課堂互動(dòng)和大學(xué)英語(yǔ)教與學(xué)d. 重慶師范大學(xué),XX13 于嬌娜. 論角色扮演教學(xué)法對(duì)產(chǎn)生性詞匯學(xué)習(xí)的影響d. 遼寧師范大學(xué),XX14 周星，周韻. 大學(xué)英語(yǔ)課堂教師話(huà)語(yǔ)的調(diào)查與分析j.外語(yǔ)教學(xué)與研究， XX15 鄒燕. 英語(yǔ)教學(xué)中互動(dòng)與溝通模式的研究j. 沈陽(yáng)大學(xué)學(xué)報(bào)，XX4. the contents and methodology:in this thesis, the author wants to explore the important role of interaction in english teaching andlearning and analyze the role of teacher and student played in classroom interaction. after that,the author would conclude the function of role-playing games in changing students reticence along with some implications for both students andteachers, such as strategies for implementing college english classroom interaction.research methods used in this thesis includes investigation, comparison, contrast, analysis,illustration and summary. the document retrieval will provide enough information and give aclear review of the history of the study on schema. the comparison and contrast between theinformation will show that schema plays its special pragmatic functions on english readingteaching that should not be ignored. the analysis of its special pragmatic functions willreinforce the fact that schema theory is used as a very efficient strategy in our englishreading. all in all, the author aims to provide students enough benefit a lot from the data the author collects.table of contents:1. introduction1.1 research background1.1.1 common allegations of students reticence in english classroom1.1.2 unfavorable effects of reticence on students english proficiency1.2 significance of the present research1.3 research objective and thesis overview1.3.1 research objective1.3.2 thesis overview2. literature review2.1 english teaching in china2.2 importance of output in second language learning2.3 the ways to facilitate output in the classroom2.3.1 interpersonal interaction2.3.2 task-based learning2.4 related researches on asian students reticence3. task-based interpersonal interactive approachrole-playing games3.1 approach of changing students reticence3.2 method to implement role-playing games4. application of task-based interpersonal interactive approach4.1 experiment design4.2 experimental and control classes4.3 gathering of preliminary data4.4. observation4.7 summary5. conclusion6. bibliography5. expected results:according to investigations, the author wants to explore the various causes behindreticence in order to have a better understanding of the overall english learnersproficiency. in allusion to the analysis, the author would present some implications forboth teachers and students, thereby, a reconsideration of chinese learners reticence inenglish class is a prerequisite for the change of traditional ways of teaching. the authoraims to analyze the main characters position to have a full view of the research, moreover,the approach has been applied to the practice to test the effectiveness of role-playing games.6. innovations:the author does observations in the college that promising the accuracy of the data, andthe data obtained form bothexperimental and control class have been analyzed. the author accomplish this thesis not onlyin virtue of reasonable structure and scientific methods, but also due to the great interestin how to dealing with the students reticence.研究進(jìn)度安排：1. 確定選題: 10月28日11月27日2. 開(kāi)題報(bào)告: 12月1日12月23日3. 撰寫(xiě)論文: 12月26日3月31日4. 修改論文: 4月1日4月30日5. 論文答辯: 5月12日5月13日