于二次改.docx
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于二次改.docx
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于二次改
Writingworkorganizationandimprovingoflearners
interestinmiddleschool
Investigator
ChaiXiaojuan
Submittedon30thJune2014
Infulfillmentofthecourse
PracticalProjectDesign
Acknowledgment
IammostlygratefultomytutorMsMaLan,withoutwhosesupport,thisprojectwouldnotbeimplemented.Hereffectiveguidanceresearchenabledmetoimplementtheworksmoothly.Herinsightfulcommentsonthestudyhavebeenbothencouragingandhelpful.Herconstanthelpandcarehavealwaysinspiredmetolearnmore.
IamalsogratefultomycolleaguesWeiWeiandZhaoLifortheirtimespentonbrainstormingandpaneldiscussionswithme.
Noamountofthankswillbeadequateformystudents,withoutwhosewillingparticipationintheprojectimplementationitwouldhaveremainedonpaper.
Lastbutnottheleast,bigthanksgotomyhusbandandmyfamilywhohavesharedwithmemyworries,frustrations,andhopefullymyultimatehappinessineventuallyfinishingthisproject.
Abstract
EnglishwritingisoneofthemostimportantcontentsandrequirementsofmiddleschoolEnglishteaching.ThepresentstudypresentsadetailedreportofaprojectimplementedtosolvetheproblemofthewritingpracticewhichmostofmystudentsdonotlikedoingwhatIassignthemtodoafterclass.Itishypothesizedthatlearners’interestinwritingpracticeafterclasswillbegreatlyincreasedbyabetterorganizationandteachingmethods.Thishypothesisisverifiedbyafour-weekpracticeofclassroomteachingwiththespeciallydesignedwritingexerciseactivities.
Thenhowcanwemakeourstudentswritecorrectly?
Wewouldbettertryourbesttoimproveourstudentswritingabilitylevelbymakingsentences,discussion,writinginterestingstories,keepingdiaries,andweshouldusesometechniques,publishingthestudentscompositionstodealwiththeerrorsintheircompositions.Inaword,it’sveryimportantandnecessaryforusEnglishteacherstoimproveourstudents’writingskills.
MainHeadingsoftheProjectReport
1.Introduction
2.Problemanalysis
2.1Problem
2.1.1Analyticalmethods
2.1.2Causeanalysis
2.1.3QuestionnaireSurvey
2.1.4Brainstormingactivation
2.2Possiblesolutions
3.Full-ScaledImplementationofthesolution
3.1Makeupgroups
3.2Providematerials
3.3Askthemtoperform
3.4Checktheirwritework
3.5Reducetheirpressure
4.Projectrationale
5.WritingPracticeDesign
6.DateAnalysis
7.ProblemsUnsolved
8.Assessment
9.Conclusion
References:
AppendixA:
Teachingnotes
AppendixB:
Diaries
AppendixC:
Questionnaire1
AppendixD:
Questionnaire2
AppendixE:
VCD
1.Introduction
AsamiddleschoolEnglishteacher,it’sverynecessarytogiveguidanceonthestudents’writingandit’squiteimportantforthestudentstopracticewritingmore.Studentshavetofacemanydifferentsituations,inwhichtheyshouldwriteinEnglish.However,foralongtimeitisaverydifficultjobforstudentstowriteinEnglish.ThisrequiresEnglishteacherstousemoreeffectivemethodstoteachEnglishwriting.ThispaperaimsathelpingstudentsrecognizetheimportanceofEnglishwritingandtrytheirbesttopracticewritinginclassorafterschool.
Nowtherearemoreandmoreteachersappealingforprocesswriting.Everyonehasseenthefruitlessnessoftheproduct-orientedapproach.Anyway,whilewearefocusingontheprocessofwriting,itisnecessarytoobservethecommunicationprinciple.Ifthewritingactivitycanbemadecommunicative,itcanbettermotivatethestudentsinmoreinvolvement.Toenablethestudentstorespondappropriatelyinwritinginthosesituationsthatrequireit.Toenablestudentstoconsolidatetheirknowledgeofthelanguage
Ihavebeenteachingthestudentswhoareintheirthirdyearofthemiddleschool.InmyteachingIhavefoundtherearesomeproblems.NowI‘llfinishmystudyinHamiTVUniversity.IhopeIcansolvetheproblemsthathavetroubledmeforalongtimethroughtheactionresearchsothatIcanapplymyknowledgeandtheoryintopractice,whichIlearnedfromHamiTVUniversity.Besides,IwishthepapercanhelpEnglishteachersfindsomeeffectivemethodstoimprovestudentsEnglishwritingability.
2.Problemanalysis
ThispartofmystudywasconductedduringMarch,2014-April2,2014.
2.1Problem
TheproblemIhaveinmyteachingisthatmostofthestudentsdonotlikedoingthewritingpracticeIassignedthemtodoafterclass.
Inmyteaching,theproblemidentifiedwasactuallyaseriousproblem.Ithinktherearethreemainreasonsthataccountedforstudents’reluctancetodothewritingassignmentsafterclass.
Firstly,somestudentsdonotfeelinterestedinpracticingwritingworkafterclass,Theydidnotwanttodoit.
Secondly,Theirvocabularyistoolimited.Therearetoomanygrammarerrorsintheircomposition.
Thirdly,Manystudents'Englishwritinglevelcannotbeimproved,duetotheirlackofconfidence.
TheProblemhadbeentroublingmeforalongtimeandnowIwasdeterminedtofindasolutiontotheproblem.Inmystudy,Iusedformethodsofanalysis.
2.1.1Analysismethod
Englishisbecomingmoreandmoreimportant.Accordingly,theimportanceofEnglishwritingisbecomingobviousThoughcarefulanalysis,Iwasledtoalotofquestions:
forexample,Ifoundamajorityofmystudentsdonotlikedoingthisassignments,andIwanttoknowwhyitshouldbethecase,andwhethertheythoughtitimportantandnecessarytopracticewritinginEnglishornot?
Iftheythoughtitimportantandnecessary,theproblemwasactuallycausedbymyself,notbymystudents.ProbablythewritingtaskIassignedmystudentstodowaspoorlyorganized.
(1)Content-orientedapproach
Thisapproachplacesmoreemphasisonthecollectionofmaterials.Duringtheinstructions,theteachermainlydirectsthestudentsingettinginformationfromdifferentchannels.Thefocusofinstructionisonthepreparationstage,withthepurposetomakewritingrichincontent.Thisapproachusuallyconsistsofthefollowingthreesteps:
CollectionofinformationFirstdraftRevising
(2).process-orientedapproach
◆Helpstudentwriterstounderstandtheirowncomposingprocess
◆Helpthemtobuildrepertoiresofstrategiesforprewriting,drafting,andrewriting
◆Givestudentstimetowriteandrewrite
◆Letstudentsdiscoverwhattheywanttosayastheywrite
◆Givestudentsfeedbackthroughoutthecomposingprocess
(3)communication-orientedapproach
Thisapproachemphasizeswritingforcommunication.Itencouragesstudentstowriteonrealpurposes,towriteonsomethingtheyhavereallyexperienced,somethingtheyarereallyconcernedwith,andthelike.Itencourageswritingforrealreaders,forexamplewritingtoone’sparents,toafriend,andsoon.Inthisway,itaimstomotivatestudentsinwriting
(4).product-orientedapproach
Thisisarathertraditionalapproachofwriting.Itisaccuracy-oriented.Itischaracterizedbya3-stepprocedure:
theteachergivingthetitletowriteon---studentsdrafting----theteachercorrecting.Underthisapproach,thestudentsareplungedintoanisolatedenvironment.Whattheydoisalmostimitationwriting,thatis,theyreadsamplesandthentrytoimitate.Thefirstdraftisusuallythelastdraft.Thoughtheremaybeawritinglesson,mosttimes,writingisassignedashomework.
2.1.2Causeanalysis
Inthissituation,Iaskedmyselfmanyquestionsandtriedtoprovidesomeanswersforthem.WhydidmostofmystudentsnotdowritingtaskIassignedthemtodoafterclass?
Inordertoknowmoreaboutthisissue,Iassignedacauseexplorationprocedurelikethis:
QuestionsandAnswers
1IsitbecausetheydonotlikewritingEnglish?
Maybe.
2Isittheyarenotmotivative?
Possibleyes.
3Isitbecausetheydonotlikedopracticewritingtasksalone?
Maybe.
4Isitbecausetheydonotthinkwritingtasksareimportantandnecessary?
Maybe.
5IsitbecausetostudyEnglishisuseless?
Maybe.
6Isitbecausethewritingtaskarepoorlydesigned?
Maybe.
7Isitbecausemyinstructionarenotclear?
Maybe.
8Isitbecausetheyhavelotsofotherthingstodo?
Yes.
9Isitbecausetheyhavesomedifficultiesunsolvedbythemselves?
Yes.
10IsitbecauseIestimatemystudentstoohigh?
Yes.
2.1.3QuestionnaireSurvey
Imadeapilotinvestigationinthisrespecttoknowmoreaboutthesituation.Forthispurpose,Idesignedaresearchprocedurelikethefollows.Igivemyquestionnairetoallstudentsandaskthemtofinishit.Allofthem,thirtystudents,returnedtheirquestionnaireswhichwereleftanonymous.Whenallthesedatacamein,madesomestatisticalevaluation.Theresultshowedthatover90%ofthestudentsthoughtitwasusefultostudyEnglish.About79%ofthemthoughtitwasdifficulttostudyEnglish.MostofstudentsdonotlikeEnglishandarenotinterestedinEnglish.Theythoughttheylikevaried,relaxed,pleasedEnglishclassinsteadofboringactivation.
2.1.4Brainstormingactivation
WhenIwasengagedintheproblemanalysis,IconsultedmythesissupervisorMr.Wang,MissZhangandoftentalkedtomyclassmatesaboutalltheproblemsImet.
TheygavemealotadviceandhelpsothatIponderedtheproblemmoredeeplyandcarefully.
Afteralengthyproblemanalysis,Ideterminedtolaunchaprojecttoovercomethisproblem.
2.2Possiblesolutions
WeknowthatmoststudentsdarenottowriteinEnglish.ThisisbecausetheirEnglishwordsandexpressionsaretoolimited.Ithinkoneofthemostusefulwaytoimprovethestudents’Englishwritingskillistoexpandandenrichtheirvocabularybyreadingandimitation.TohelpthestudentsusethewordscorrectlyisthecornerstoneofEnglishwriting.Enhanceself-confidence,morewritingpra
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