英語(yǔ)專(zhuān)業(yè)畢業(yè)論文開(kāi)題報(bào)告模板

1、樂(lè) 山 師 范 學(xué) 院外國(guó)語(yǔ)學(xué)院Scool of Foreign Languages of Leshan Teachers College (B.A. Thesis Proposal)Strategies of Oral English Teaching in Senior Schools論文題目： 高 中 英 語(yǔ) 口 語(yǔ) 教 學(xué) 策 略 專(zhuān) 業(yè)： 英 語(yǔ) 指導(dǎo)教師： X X X 學(xué) 生： X X X 班 級(jí)： 2005級(jí)X班 學(xué) 號(hào)： XXXXXXX 日 期： 2008-09-XX     1. TitleStrategies of Oral English Teachi

2、ng in Senior Schools2. Thesis Statement The current social backgrounds which make Oral English become an important part in the English learning process are urgent. Teachers in senior schools always encounter many problems in their Oral English teaching. This study discusses the major causes, and giv

3、es some creative solutions to them. 3. Purposes and Significance of Study In recent years it has been argued on both linguistic and psychological grounds that Oral English should be the principal objective in English teaching. Most textbooks place emphasis more on Oral English in that they embody a

4、methodology that is largely oral. The current problems that appear in Oral English teaching in senior schools are the greatest obstacles which prevent students from learning English well. With the globalization of social life and economy, the process of opening up to the outside becomes quickly, to

5、a certain extent, the requirements for the cultivation of Oral English are instant. This study will help senior teachers and learners analyze the potential problems and specific methods to deal with. 4. Situation of Study Corder (1967) views his opinions that the second language acquisition (SLA) pr

6、ovides to the researcher evidence of how language is learned or acquired, what strategies or procedures the learners are employing in his discovery of the language. Segalowitz and Gatbouton (1982) take their view as that language learning particularly the oral competence has begun to focus on the te

7、aching strategies. Goffman (1974) points out that oral talking is often organized into two-part exchanges, this organizing principal follows from the very fundamental requirements of oral speech as a communication system.The Teaching Syllabus (The Ministry of Education, 2000) stipulates that Band On

8、e requires senior school students to retell main ideas based on the general meaning of the passages, and can do some introduction about family, friends, or class by using simple sentences and expressions. Band Two describes that students can answer questions and discuss according to the text efficie

9、ntly. It also requires students to do daily talk about society, culture and science which related to the text in the textbooks.The High School English Standards (The Ministry of Education, 2002) stipulates that Band Six requires senior school students to do daily conversations and express own opinio

10、ns on the given topics. Students can describe personal experiences and express oneself appropriately on some specific occasions. Band Eight stresses that students can make a 3-minute speech based on simple topics by preparation in a short time, and do some simple translations in daily life.Theories

11、about how we teach oral English reflect our view of the nature of language. A deeper understanding of the effects of communicative needs on non-native speaker discourse should make us more understanding of our students' difficulties in practising their Oral English. It is generally accepted that

12、 English plays an important part in the basic education courses, and even in the advanced education. In the past, English teaching laid great emphasis on the grammatical structures instead of Oral English teaching. This leads to some serious problems that most learners in China have studied English

13、for more ten years, yet they cannot communicate with native English speakers naturally. They probably lack the language environment, and most of them have no opportunities to practice their English orally in class. Furthermore, teachers, some of whom cannot have very good oral English, in some backw

14、ard and remote areas of China, are not qualified. These certainly leave students the direct impact on the motivation of English learning. 5. Difficulty of Study It is a little bit hard for senior students to spend some time everyday to practice their Oral English because of the heavy pressure of the

15、 entrance examination to college. Meanwhile, in view of the test-oriented system in China, teachers often emphasize a lot on preparing lesson plans for their students. Moreover, the solutions that offered in this study cannot be put into practice easily. Collecting the materials and information is a

16、nother difficult thing for my limited time energy. 6. Outline 1. Introduction 2. Theoretical Framework 2.1 Foreign Language Methodologies 2.2 The Requirements of the High School English Standards 2.3 Theories of the second language acquisition (SLA)2.4 Motivations for Senior Students English Learnin

17、g 3. The Causes of the Problems 3.1 Students Factors in Their Oral English Learning 3.1.1 Lack of Language Environment 3.1.2 Few Opportunities to Contact with English 3.1.3 Lack of Confidence and Creativity 3.1.4 The Impact of Psychological Obstacles 3.2 Teachers Factors in Their Oral English Teachi

18、ng 3.2.1 Less proficiency in teachers oral English 3.2.2 Poor Teaching Theories and Strategies 3.2.3 The Traditional Teaching Modes 3.3 Administrators Problems 3.3.1 Large Class 3.3.2 The Current English Test System 4. Solutions 4.1 The solutions to Students Problems 4.1.1 Cultivation of Language En

19、vironment 4.1.2 Creation of More Chances to Practice Oral English 4.1.2.1 Recitation Method 4.1.2.2 Step-by-step Method 4.1.2.3 Finding the fixed partners to practice 4.1.3 Fostering Self-confidence and Creativity 4.2 The Solutions to Teachers Problems 4.2.1 Professionalism for Teachers Oral English 4.2.2 Attempt of New Teaching Theories and Strategies 4.2.2.1 Model-based Method 4.2.2.2 Theme-based Method 4.2.2.3 Question & An