染雾师范英语专业开题报告 篇一
标题：师范英语专业学生的跨文化教育需求及对策研究
摘要：本文通过对师范英语专业学生的问卷调查和深度访谈，探讨了他们在跨文化教育方面的需求，并提出了相应的对策。研究发现，师范英语专业学生对跨文化教育有着强烈的需求，主要表现在知识、技能和态度三个方面。在知识方面，学生希望了解不同国家和地区的文化差异和交际习惯；在技能方面，他们希望提高跨文化沟通和解决文化冲突的能力；在态度方面，他们希望培养尊重和欣赏不同文化的意识。为满足学生的需求，学校应加强跨文化教育课程的设置和教学方法的改进，并提供更多的国际交流机会和实践机会。
关键词：师范英语专业；跨文化教育；学生需求；对策
导言
师范英语专业的学生是未来教师的培养对象，他们需要具备跨文化教育的能力。而对于这些学生来说，跨文化教育并不仅仅是一门课程，而是一项重要的素养和能力。本研究旨在探讨师范英语专业学生的跨文化教育需求，并提出相应的对策，以提高他们的跨文化教育能力。
一、师范英语专业学生的跨文化教育需求
1. 知识需求
师范英语专业学生希望了解不同国家和地区的文化差异和交际习惯。他们希望通过学习了解不同文化的价值观、信仰、礼仪等方面的差异，以便更好地进行跨文化交流和教学。
2. 技能需求
师范英语专业学生希望提高跨文化沟通和解决文化冲突的能力。他们意识到在教学和交流过程中，可能会遇到不同文化背景的学生或教师，因此需要具备有效的跨文化沟通技巧和解决文化冲突的能力。
3. 态度需求
师范英语专业学生希望培养尊重和欣赏不同文化的意识。他们认识到每个文化都有其独特的贡献和价值，应该尊重和包容不同文化，避免将自己的文化观念强加给他人。
二、对策
为满足师范英语专业学生的跨文化教育需求，学校可以采取以下对策：
1. 加强跨文化教育课程的设置
学校可以设置专门的跨文化教育课程，包括文化差异、跨文化交际等方面的内容，以满足学生的知识需求。同时，还可以通过案例分析、角色扮演等教学方法，提高学生的技能水平。
2. 改进教学方法
学校可以采用多样化的教学方法，如小组讨论、项目制学习等，激发学生的学习兴趣和主动性。此外，还可以邀请外籍教师或专家进行讲座和培训，提高学生的跨文化意识和能力。
3. 提供国际交流和实践机会
学校可以积极组织学生参加国际交流项目和实践活动，如交换生项目、暑期游学等，使学生有机会亲身体验不同文化，提高他们的跨文化交际能力和解决问题的能力。
结论
通过对师范英语专业学生的跨文化教育需求的调查和分析，我们发现他们在知识、技能和态度三个方面都有着明确的需求。为满足这些需求，学校应加强跨文化教育课程的设置和教学方法的改进，并提供更多的国际交流机会和实践机会。这样才能更好地培养师范英语专业学生的跨文化教育能力，为他们成为优秀的教师奠定基础。
师范英语专业开题报告 篇二
标题：师范英语专业学生的英语写作能力提升研究
摘要：本研究通过对师范英语专业学生的英语写作能力进行调查和分析，探讨了他们在英语写作方面的问题，并提出了相应的提升策略。研究发现，师范英语专业学生在英语写作方面存在词汇量不足、语法错误较多和表达不准确等问题。为解决这些问题，学校可以采取多种措施，如增加词汇量的训练、加强语法知识的学习和提供写作指导等。
关键词：师范英语专业；英语写作；学生问题；提升策略
导言
英语写作是师范英语专业学生必备的基本技能之一，对于他们未来从事教育工作具有重要意义。然而，现实中我们发现，师范英语专业学生在英语写作方面存在一些问题，如词汇量不足、语法错误较多和表达不准确等。本研究旨在调查和分析师范英语专业学生的英语写作能力问题，并提出相应的提升策略，以提高他们的英语写作能力。
一、师范英语专业学生的英语写作问题
1. 词汇量不足
师范英语专业学生在写作中常常遇到词汇量不足的问题，导致表达不准确或重复使用相同的词汇。
2. 语法错误较多
师范英语专业学生在写作中常常出现语法错误，如主谓一致问题、时态错误等，影响文章的流畅性和准确性。
3. 表达不准确
师范英语专业学生在写作中有时表达不准确，可能由于语言表达能力不够强或缺乏语境的理解等原因。
二、提升策略
为解决师范英语专业学生的英语写作问题，学校可以采取以下策略：
1. 增加词汇量的训练
学校可以开设专门的词汇扩展课程，帮助学生增加词汇量。同时，可以鼓励学生多读英语原版书籍和文章，通过阅读来提高词汇水平。
2. 加强语法知识的学习
学校可以开设专门的语法课程，帮助学生掌握基本的语法规则和常见错误。同时，可以通过练习题和作文批改等方式，帮助学生巩固语法知识。
3. 提供写作指导
学校可以组织写作指导班，由有经验的教师进行指导，帮助学生改进写作技巧和提高写作水平。同时，可以提供写作范文和写作模板，引导学生进行写作实践。
结论
通过对师范英语专业学生的英语写作能力问题的调查和分析，我们发现他们存在词汇量不足、语法错误较多和表达不准确等问题。为解决这些问题，学校可以增加词汇量的训练、加强语法知识的学习和提供写作指导等。这样才能更好地提升师范英语专业学生的英语写作能力，为他们未来的教育工作打下坚实的基础。
师范英语专业开题报告 篇三
2015师范英语专业开题报告
毕业设计(论文)题目
The Application of Using Role-playing Games to Change Students’ Reticence in English Class
应用角色扮演教学法改变大学英语课堂沉默现象
研究对象、目的与意义：
1. Purpose and Significance of the Research
It is not a piece of news to implement the role-playing games into college students’ classroom any more, however, both Chinese and foreign
researchers have studied this application for a long time via the perspective of culture or
the 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 to
build up a new model of class interaction but aims to give abundant evidences to prove that
using role-playing games can change college students’ reticence indeed by promoting and enhancing
college English teaching and learning ,and adjusting ways of students’ and teacher’s
strategies. Moreover, the author aims to present some implications along with tactics for
teachers to enhance classroom interaction, which makes for having a better understanding
of each other and making their teaching and learning more effective.
Role-playing games, as it is, encourage students increasing their language store by listening to
real authentic linguistic material and the output of their partners in discussion, communicati
on or dialogue journals. In role-playing games, there is an interaction between student and student, student and teacher, which
forms a triangle in learning and teaching. The ability to speak English frequently and
positivel
y is now becoming a pursuing goal in English teaching, however, seen from the unfavorable
current situation of students’ reticence on English teaching and learning, we can not wait to
change students’ reticence in classroom which comes to the premise problem and come up with
an idea to solve this kind of dilemma.
2. Object of Research
Chinese college students (Examples: English learners form Zhejiang Agriculture and Forestry
University)
3. Literature Review:
Up to now, many researchers and teachers from home and abroad have been attached importance to
the effects of role-playing games on changing college student’s reticence. Many studies have been done in this
respect.
1. Unfavorable Effects of Reticence on Students’ English Proficiency
The seminal study in this area is by Wang Xuehua (2006), who points out that many college
students of English regarding English as a second or foreign language have been diagnosed as
reticent learners in the recent ESL/EFL literature. They are unwilling to participate in
classroom activities and reluctant to give responses, even do not want to ask questions, which
pushes the atmosphere of class dead as a doornail. It is so universal to find that there are
so many reluctant speakers, and it is acceptable if active participation were not important in
language learning, however, it is in Mainland China where English can not be used daily so that
language 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(2006)
takes the argument a step further and observes that the dominant role in class is mixed in the
traditional teaching of English. That is, Excessive teacher domination and language structural
knowledge privileged leads to students’ lack of practicability. It is a limitation for
students to learn English feasibility, practicability and effectiveness. In Luo’s opinion,
role-play activities, as an effective solution, along with much material in the textbook is
available to carry out the interaction, which makes for cultivating students’ interest in
learning and encouraging them to use English socially. However, there are also many limitations
and difficulties in putting role-
play teaching into classes, for example, the contradiction between linguistic competence and
communicative competence, misunderstanding of the dominant role between teacher and students
in class, the difficulty of implementing role-playing games with over 30 students in a class and so on. (Zou Yan, 2001)They are remained to be solved.
Somewhat in contrast to Wang and Luo, Wu Bian (2009) agreed with the opinion that traditional
teaching method has some negative effects in English language teaching and learning, while he
emphasis to create a positive classroom atmosphere. It is vital to create an open and
democratic atmosphere where students are easy to express their thoughts and opinions during
discussion. As Senior (1997) points out ‘an atmosphere of classroom cohesion was a necessary
precondition for the development of linguistic proficiency’. A comfortable atmosphere brings
out 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 partners
to perform humorously, freely and pleasurably.(Van Ments, 1983) It is stressed that efficient learning takes place in an atmosphere where
subjects 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 vocabulary
learning, referring
to Swain’s output hypothesis and cooperative learning theory. As Merrill Swain proposed,
output activity promotes students internalizing what they say, and making themselves as a
main part of it. By developing their own independent cognitive thinking competence through
output activities can improve the effect of target output in English learning. (Harmer, J,
2000)It is an invention to turn invisible knowledge into vivid act
from teacher-centered instruction to student-centered approach in a limited time. With a large body of statistics of experiment, it is
accurate point out that role-
play teaching is a more effective teaching approach for students’ productive vocabulary
learning than traditional teaching approach.
2. Role-playing Games
One important research study that demonstrates this is conducted by Ma Jie (2010), who
discovers that role-playing teaching makes for expanding the possibility of training students’ communicative
ability greatly. ‘Interaction is the collaborative exchange of thoughts, feelings, or ideas
between two or more people resulting in a reciprocal effect on each others’ (Brown, 2001).
Role-play is designed according to students’ knowledge structure, for examining their relevant
knowledge reserve. To choose the topic which students are interest in and is pergent is
better 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 carry
on with other styles in English when students are trapped. But it is not wisdom to give
answers to students directly. (Song Xuejun, 2007)
In a much different study that yields similar results, Ji Yan (2010) put forward that there is
a discrepancy on English teachers’ roles between students’ expectations and teachers’
class-room behaviors. (Zhou Xing, Zhou Yun, 2002)Her research indicates that the new teaching model should be cultivated by transforming from
a teacher-centered pattern to a student-centered pattern, in which students are encouraged to build up the ability to use language and
to learn independently in addition to language knowledge and skills. (He Cuiyu, 2010)Despite, the role of teacher can not be ignored as well, as they play more important roles in
fostering autonomic learning, which is the key to develop a comprehensive ability and quality
of learners. Seeing from her research findings, we can obtain these information, 1) teachers
should have a better understanding of autonomous learning and lead students to form a correct
concept of autonomous learning; 2) teachers should pay more attention to self-
improvement so that transform the roles from teachers to students; 3) teachers should provide
abundant chances for students to have a better learning methods and strategies which fits
themselves.
From a similar perspective, Johnson, K (2000) argues that as suggested by the name, role-playing games are played face to face, asking members involved in the acting role. Players are
asked to choose a character to put up and storytelling with rules, furthermore, students
should have a clear understanding to determine the objectives, define the contents and
progressions, and select the methods and techniques to be used and so on. He emphasis the
ability with ‘ A potential capacity to act in a given situation but not the actual behavior
of an inpidual 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 more
attention
to change the way teachers teaches in the traditional way. But very few of them seem to have
realized that does role-playing teaching effect a permanent cure to change students’ reticence? This study will make
an attempt to explore the final result of this question and try to come up with more effective
implications for both teachers and students to be in better control of knowledge teaching and learning.
Bibliography
[1] Brown, H. D. Teaching by principle: An interactive approach to language pedagogy. Beijing: Foreign
language teaching and research press: 2001
[2] Harmer, J. How to teach English. Beijing: Foreign language teaching and research press. 2000
[3] Johnson, K. 2000. Understanding communication in second language classroom. Beijing:
People education press. 2000
[4] Senior, R. Transforming language classes into bonded groups. ELT Journal. 1997
[5] Van Ments, M. The effective use of role-play. New York: St. Martin’s press. 1983
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[9] 马洁. 综合英语课堂活动的组织—以Role-play为例在课堂教学中实现交际目的'[J].科教文汇(上旬刊),2010(7)
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4. The contents and methodology:
In this thesis, the author wants to explore the important role of interaction in English teaching and
learning 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 and
teachers, 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 a
clear review of the history of the study on schema. The comparison and contrast between the
information will show that schema plays its special pragmatic functions on English reading
teaching that should not be ignored. The analysis of its special pragmatic functions will
reinforce the fact that schema theory is used as a very efficient strategy in our English
reading. All in all, the author aims to provide students enough benefit a lot from the data the author collects.
Table of Contents:
1. Introduction
1.1 Research Background
1.1.1 Common Allegations of Students’ Reticence in English Classroom
1.1.2 Unfavorable Effects of Reticence on Students’ English Proficiency
1.2 Significance of the Present Research
1.3 Research Objective and Thesis Overview
1.3.1 Research Objective
1.3.2 Thesis Overview
2. Literature Review
2.1 English Teaching in China
2.2 Importance of Output in Second Language Learning
2.3 The Ways to Facilitate Output in the Classroom
2.3.1 Interpersonal Interaction
2.3.2 Task-based Learning
2.4 Related Researches on Asian Students’ Reticence
3. Task-based Interpersonal Interactive Approach—Role-playing Games
3.1 Approach of Changing Students’ Reticence
3.2 Method to Implement Role-playing Games
4. Application of Task-based Interpersonal Interactive Approach
4.1 Experiment Design
4.2 Experimental and Control Classes
4.3 Gathering of Preliminary Data
4.4. Observation
4.7 Summary
5. Conclusion
6. Bibliography
5. Expected Results:
According to investigations, the author wants to explore the various causes behind
reticence in order to have a better understanding of the overall English learner’s
proficiency. In allusion to the analysis, the author would present some implications for
both teachers and students, thereby, a reconsideration of Chinese learner’s reticence in
English class is a prerequisite for the change of traditional ways of teaching. The author
aims 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, and
the data obtained form both
experimental and control class have been analyzed. The author accomplish this thesis not only
in virtue of reasonable structure and scientific methods, but also due to the great interest
in how to dealing with the students’ reticence.
研究进度安排：
1. 确定选题: 10月28日—11月27日
2. 开题报告: 12月1日—12月23日
3. 撰写论文: 12月26日—3月31日
4. 修改论文: 4月1日—4月30日
5. 论文答辩: 5月12日—5月13日
