Abstract
The present study presents a detailed report of a project implemented to solve
the problem that some of my students were lack of interests in class. It is hypothesized that learners’ interest of studying English will be greatly increased through various better-organized classroom activities, such as the course resources of the multimedia, songs, games, and so on. This hypothesis is verified by a four-week practice of well-used all these teaching ways.
Among the methods of scientific investigation used are questionnaire surveys,
paper checking and brainstorming.
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Main Headings of the Project Report
1. Introduction
2. Summary of the Preliminary Research 2.1 Problem 2.2 Problem Analysis 2.3 Questionnaire Survey 2.4 Brainstorming Activation 3. Possible Solutions
4. Project Object & Hypothesis 5. Project Design 6. Project Implementation 7. Data Analysis
8. Project Evaluation and Problem Unsolved 9. Conclusion
Bibliography
Appendix 1: The Timetable of the Project Appendix 2: Activity Design Appendix3: Teaching Log
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1. Introduction
I have been teaching the students who are in their third year of a primary school. In my teaching I’ve found there are some problems. The most troublesome one is that some of my students are lack of interest in their English study. Now I’ll finish my study in Changsha TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into practice, which I learned from Changsha TV University. 2. Summary of the Preliminary Research
This part of my study was conducted during 1st March, 2011-6th March, 2011 2.1 Problem
The problem I have in my teaching is that some of my students were lack of interests in English studying, and the classroom atmosphere is getting less and less active. A quite number of students idled in class. In my teaching, the problem identified was really a serious problem. Thus, I made up my mind to solve this problem.
2.2 Problem analysis
In this situation, I asked myself a series of questions and tried to provide some answers to them. Why some of my students weren’t interested in English learning? Through some interviews, brainstorming activation and my daily observation, there were four main reasons that accounted for my students’ reluctance to learn English.
1) Some students didn’t feel like speaking English in class. They thought they were lack of vocabulary and couldn’t communicate with others, so they gradually withdraw from the class activities.
2) Different students have different English levels. Good students think the teaching materials in classroom are too easy, but lower level students complain about the difficulties in understanding all the teaching materials. And the teaching method is unchangeable. They think it was this mechanical practice, in which the students were asked to read and re-read, write and re-write, recite again and again the new words, expressions and the text that deprived the students off their interest.
3) Students nearly have no chance to think and attend in class actively because
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the teacher always speaks all through the class.
4) Quite a number of students said they were afraid of making mistakes and being criticized, thus withdraw from classroom activities.
2.3 Questionnaire survey
In order to get more detailed and more exact opinions from my students, I made a questionnaire survey and asked 40 of my students to finish it in class. I tried to make it as scientific and effective as possible. The questionnaire items are as the following.
Table1: Questionnaire survey to problem analysis
Question items 1. Do you like English? 2. Do you have confidence to learn English well? 3. Do you think the teaching methods of your English teacher are interesting or Yes not? 4. Are you afraid of making mistakes and losing face in speaking English? 5. Do you think speaking English in class is important and necessary or not? 6. Do you have any chance to play games or make any role-plays in English class? Yes Not sure No A little Not at all A Yes B A little C Not at all Yes A little Not at all Yes Not sure Not at all often A little Not at all In the questionnaire, 40 students are asked to give answers concerning to the motivation in learning English. It is found that 45% of them reported that they didn’t like English at all, 20% of students were lack of confidence, 72% of them didn’t like the teaching method now, they think it is not interesting, 30% of them reported that they were afraid of making mistakes, 80% of them didn’t know whether speaking English in class is important and necessary or not. From the questionnaire feedback, 82% of them thought they had not chances to make games and role plays at all. The effect that most of the reasons that they weren’t interested in learning English were
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the same as I analyzed in problem analysis. Table1: Students’ response to the questions. A B C Question 1 45% 40% 15% Question 2 20% 60% 20% Question 3 18% 10% 72% Question 4 30% 60% 10% Question 5 80% 11% 9% Question 6 13% 5% 82% 2.4 Brainstorming Activation
When I was engaged in the problem analysis, I consulted my thesis tutor Miss Liu and often talked to my classmates about all the problems I met. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully. After a lengthy problem analysis, I determined to launch a project to overcome this problem.
3. Possible solutions
Interest is the best teacher. Children in their Grade three in primary school are active, full of fun, curious and they have good imitation characteristics, and they have short concentration spans that last for about eight minutes. The span extended if the students are very interested in something. With these children’s characteristics and the above reasons in mind, I have provided some possible solutions which are as follows.
1) Helping my students to make up 8 teams, and ask them to do group work and thus give more Ss chances to practice. The members of a team should help each other.
2) Introducing some intuitionist cards and multimedia teaching.
3) Organizing interesting activities and funny games to motivate the students to learn English well.
4) Making various kinds of situation and role play by teachers or students, thus giving them more chances to act out their own dialogues.( Because children need chances to represent themselves in order to achieve accomplishment.
5) Checking their performance and give them appraisement. (Because appraisement can give them encouragement to learn English.) And creating a good teacher-student relationship.
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