英语专业毕业论文范文1.docx

英语专业毕业论文范文1.docx

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英语专业毕业论文范文1

英语专业毕业论文范文

ABriefAnalysisofenglishteachinginseniorhighschool

Abstract:

ClassroomteachingisthemainwayforstudentstolearnEnglish.Butinseniorhighschool,alotsofprobelmsstillexsitintheEnglishteachingespeciallyintheteachingofreadingandwriting.Inthispaper,theimportanceandmethodsofreadingandwriting willbefurtherdiscussed.Keywords:

reading  writing  techniques

Introduction:

Classesshouldbelearner-centered,withmeaningful,functionalactivities,often,classesbeginbyfindingoutwhatthestudentsdon’tknow.Theseclassesoperateontheassumptionthatthereisagreatdealofinformationthatstudentslackandthattheteacherandtextbookswillimpactthatinformationtothestudents.Teacherswhoholdthisassumptionviewstudentsasplantswaitingpassivelytobefedandwatered.ButIthinkthestudentsshouldberegardedasexplorers,activelearnerswhobringagreatdealtothelearningprocessandatthesametime,drawfromtheirenvironmentastheydevelopnewunderstandings.Thebasicprinciplewillbeusedintheteachingofreadingandwriting. 

SectionOne------Howtoteachreading

I.Whyteachreading

TherearemanyreasonswhygettingstudentstoreadEnglishtextsisanimportantpartoftheteacher’sjob.Inthefirstplace,manyofthemwanttobeabletoreadtextsinEnglisheitherfortheircareers,forstudypurposesorsimplyforpleasure.Anythingwecandotomakereadingeasierforthemmustbeagoodidea.

 ReadingtextsprovidegoodmodelsforEnglishwriting,provideopportunitiestostudylanguagevocabulary,grammar,punctuation,andthewaytoconstructsentences,paragraphsandtexts.Lastly,goodreadingtextscanintroduceinterestingtopics,stimulatediscussion,exciteimaginativeresponsesandbethespringboardforwell-rounded,fascinatinglessons.

 Thelastbutnottheleast,studentsmustreadwidelybecauseonlyafractionofknowledgeabouttheworldcancomefromotherexperiencesintheirshortlives.

II.Whatkindofreadingshouldstudentsdo?

 Whentheteachersgivereadingclasstostudents,theyshouldnoticeabalance----abalancetobestruckbetweenrealEnglishontheonehandandthestudents’capabilitiesandinterestsontheother.Thereissomeauthenticwrittenmaterialwhichbeginnerstudentscanunderstandtosomedegree:

menus,timetables,signsandbasicinstructions,forexample,and,whereappropriate,teacherscanusethese.Butforlongerprose,teacherscanoffertheirstudentstexts,which,whilebeinglikeEnglish,areneverthelesswrittenoradaptedespeciallyfortheirlevel.Anyway,thematerialstobereadshouldbeinterestingandmeaningful.Teachersshouldbecomebetteracquaintedwithbookswrittenspeciallyforteenagersanddealingwiththeirproblems.

III.Whataretheprinciplesbehindtheteachingofreading?

i）PermitStudentsToRead 

Noonehaslearnedtoswimbypracticingtheskillsofbackstrokes,flutterkicksortreadingwaterwhilestayingontheedgeoftheswimmingpool.Yet,intheteachingofreadingteachersoftendojustthat.Ratherthanletthestudentsinto“thewater”,teacherskeeptheminskillsbookslearningrulesaboutletters,syllablesordefinitionsofwordsratherthanlettingthemintothebookitself,permittingthemtobe  immersedinthelanguagewhichcomesfromtheauthorsasthereaderstrytoreconstructthewrittenmessage.

ii）Encouragestudentstorespondtothecontentofareadingtext,notjusttothelanguage

Ofcourse,itisimportanttostudyreadingtextsforthewaytheyuselanguage,howmanyparagraphstheycontainandhowmanytimestheyuserelativeclauses.Butthemeaning,themessageofthetext,ismuchmoreimportant.Teachersshouldhelpstudentsunderstandthatthemainreasontoreadisforthem.Theyhavetohavetheirownpurposetoreadandreadingmustmakesense,theyhavetofindwaysofdoingsomethingaboutit.Theyshouldbeencouragedeithertorereadortocontinuereadingtogainmeaning.Buttheymustrealizethatthemeaningisnotintheteacher,butintheinteractionbetweenthereaderandauthor.Studentsshouldbeencouragedtoaskthemselvesrepeatedly,“Doesthismakesensetome?

”Studentsshouldbeencouragedtorejectandtobeintolerantofreadingmaterialsthatdonotmakesense.

 iii）Encouragestudentstoguessorpredict

 Readers’guessesorpredictionsarebasedonthecumulativeinformationandsyntacticstructuretheyhavebeenlearningastheyhavebeenreading.Therefore,theirguessesaremoreoftenthannotappropriatetothematerials.Studentshavetorealizethatrisktakinginreadingisappropriate;thatusingcontexttodecidewhatwordsmeanisaproficientreadingstrategyandthattheyhavethelanguagesensetomakeappropriateguesseswhichcanfitboththegrammaticalandsemanticsenseofwhattheyarereading.

 iv）Matchthetasktothetopic

 Onceadecisionhasbeentakenaboutwhatkindofreadingtextthestudentsaregoingtoread,teachersneedtochoosegoodreadingtasks—therightkindofquestionsandusefulpuzzles,etc.Askingboringandinappropriatequestionscanunderminethemostinterestingtext;themostcommonplacepassagecanbemadereallyexcitingwithimaginativeandchallengingtasks.Workingingroups,theEnglishteacherandstudentstaketurnsaskingeachotherquestionsfollowingthereading.Theteachermayask,“Whatisthesignificanceofthecharacter’sage?

”Thesequestionsrequireinferencesbasedondetailsfromthereadingtext.

SectionTwo------Howtoteachwriting（Developingcorrectnessinstudents’writing）

  “Studentslearntowritebywriting,andtheylearntowritecorrectlybywriting,revising,andproofreadingtheirownwork”---withsomehelpordirectionfromtheteacherwhenitisnecessary.Theydonotlearntowritecorrectlybystudyingaboutwritingordoingisolatedworkbookexercisesunrelatedtotheirownwriting.So,themostimportanttechniqueateachercanusetoguidestudentstowardgrammaticallycorrectwritingistoletthemwrite,letthemwritethingsrelatedtotheirownexperiences.Thereisnolimittothekindsoftexttheteachercanaskstudentstowrite.Teachers’decisions,though,shouldbasedonhowmuchlanguagethestudentsknow,whattheirinterestsare.

 “DoIreadapaperandignoreallpunctuation,whatgoodisthatforstudents

  Wespendhoursatnightwithpapers---I’mnotsurethestudentsgetasmuchfromitasthetimeIspendonit.”

  ThesecommentsbyseniorhighschoolEnglishteachersdiscussingtheprocessofmarkingstudentpapersreflectthedissatisfactionandfrustrationofmanyteachersovertheproblemofdealingwiththeerrorsinstudentwriting-----theobviousmistakesinspelling,punctuation----Traditionally,teachershaveworkedtocorrecterrorsintwoways:

byteachinggrammaticallycorrectnessthroughexerciseingrammartexts;bypointingoutallerrorswhenmakingstudentpapers.

  Moststudentsfinditverydispiritingiftheygetapieceofwrittenworkbackanditiscoveredinredink,underlingsandcrossing-out.ItisapowerfulvisualstatementofthefactthattheirwrittenEnglishisterrible.Ofcourse,somepiecesofwrittenworkarecompletelyfullofmistakes,buteveninthesecases,theteacherhastoachieveabalancebetweenbeingaccurateandtruthfulontheonehandandtreatingstudentssensitivelyandsympatheticallyontheother.

  Sometechniquescanbeusedindealingwiththeerrorsinstudentpapers:

  i）Selectivity 

Ratherthanengageinintensiveerror-correctionwhenrespondingtostudentwriting,teachersareencouragedtoadoptamoremoderateapproachtoerror.Iftheteacherover-correctsthestudents’mistakes,thestudentswouldbelikelytofocusonerrorsinsteadofideas.Studentsaremorelikelytogrowaswriterswhentheteacher’sprimarypurposeinreadingstudentpapersistorespondtocontent.However,ifattentiontocontentandcorrectnessarecombinedwhenmakingpapers,itismorehelpfultoselectoneortwokindsoferrorstheindividualstudentismakingthantopointouteveryerrorinthepaper.Theteachercanidentifyaselectederror,showanexampleortwoonthestudentpaper,andeitherexplainthecorrectformordirectthestudenttoahandbookforfurtherexplanation.Itisalwaysworthwritingacommentattheendofapieceofwrittenwork-----anythingfrom“Welldone”to“Thisisagoodstory,butyoumustlookagainatyouruseofpasttenses---seeXgrammarbookpagexx.”

 ii）Error-analysis 

Anothermethodforworkingwithstudenterror,onethatcanbeespeciallyfruitfulforteachers,istoapproachitfromananalyticperspective.Teachers,aserror-analyst,lookforpatternsintheerrorsofanindividualstudent,triestodiscoverhowthemistakearrivedatthemistakesbyanalyzingtheerror（Lackofknowledgeaboutacertaingrammaticalpoint;Acarelessoneoramis-learnedrule?

）,andplansstrategiesaccordingly.

 iii）PublishStudentWriting 

Thefinalbasicstrategyispublishing.Studentsneedareasonforlaboringoveradraftuntilitisperfect;theurgetoseeoneselfinprintcanbeapowerfuldrivetowardrevisionandproofreading.

 Conclusion:

Asteacherstothestudentswhoareinseniorhighschool,theyshouldlearntoturnstudents’hardworktowardsupportingthelanguagestrengthsstudentsalreadyhave,provingstudentswithafeelingofsuccess,findingmaterialsandplanningclassroomexperienceswillturnstudentsontoreadingandwriting,thereadingandwritingwilldevelopwithmuchgreatereasethanitdoesatthepresenttime.

Reference:

GuXueliang,TheBasicTechnicalTraininginEnglishTeaching,HangzhouUniversityPress,1998.

WilgaM.Rivers&