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1、硕士论文：初中英语口语教学问题与对策研究+以济南市一所中学为例 山东师范大学硕士学位论文 A Study Of Oral English Teaching Problems and Countermeasures At Junior Middle School- A Case Study Of A School In Jinan 初 中 英 语 口 语 教 学 问 题 与 对 策 研 究 ? 以 济 南 市 一 所 中 学 为 例 A Thesis submitted in Partial Fulfillment of the Requirements for the Degree of Ma
2、ster of EducationByGuan Lan SupervisedBy Liu QianShandong Normal UniversityJune 08, 2021山东师范大学硕士学位论文 ContentsAbstract. I 摘要 IV Introduction 1 01 Research Background and Significance1 02 The Organization of the Thesis 4 Chapter One Literature Review. 5 1.1 Basic Concepts of Oral English Teaching 5 1.
3、1.1 Definition of Spoken English and Spoken Ability5 1.1.2 Definition of Teaching Strategy 7 1.1.3 New Curriculum Standards and Oral English Teaching 10 1.1.4 Oral English Teaching Comparison at Middle School and Primary School.12 1.2 L2 Spoken Language Teaching Research Abroad and in China 14 1.2.1
4、 The Process of L2 Spoken Language Teaching Theories Abroad. 14 1.2.2 L2 Spoken Language Teaching Research in China18 1.2.2.1 L2 Spoken Language Teaching Focus. 18 1.2.2.2 The Classification of Research Results19 1.2.2.3 L2 Spoken Language Theory Research19 1.2.2.4 L2 Spoken Language Empirical Resea
5、rch20 Chapter Two Theoretical Basis. 26 2.1 Constructivism Learning Theory. 26 2.2 Proximal Development Learning Theory 31 Chapter Three Investigation into Oral English Teaching and Learning34 3.1 Research Purpose and Hypotheses. 34 3.2 Research Subjects 35 3.3 Research Instruments and Procedures353
6、.3.1 Questionnaire. 35 3.3.2 Interview36 3.3.3 Classroom Observation 37 1山东师范大学硕士学位论文 3.3.4 Oral English Test 37 3.4 Investigation Results and Data Analysis37 3.4.1 The Analysis of the Students Questionnaire Results. 38 3.4.2 The Analysis of the Teachers Questionnaire Results. 41 3.4.3 The Results o
7、f Students Interview before Experiment. 44 3.4.4 The Classroom Observation and Analysis 46 3.4.5 Oral English Test before Experiment. 47 3.5 Oral English Learning and Teaching Problems Summary47 3.5.1 Oral English Learning Problems Summary48 3.5.2 Oral English Teaching Problems Summary. 52 Chapter F
8、our Teaching Experiment53 4.1 Experiment Procedures 53 4.2 Oral English Teaching Countermeasures 54 4.2.1 Building Harmonious Relationship Between Teacher and Students. 54 4.2.2 Enriching Oral English Teaching Methods. 54 4.2.3 Creating Situational Experience Atmosphere in Class. 59 4.2.4Providing O
9、ral English Communication Platform63 4.2.5 Building Positive and Effective Evaluation Ways. 68 4.3 Experiment Results and Data Analysis. 71 4.3.1 The Analysis of Pre and Post Oral Test Scores 71 4.3.2 The Analysis of the Questionnaire before and after Experiment. 75 4.3.3 The Results of Students Int
10、erview after Experiment 78 4.4 Summary79 Chapter Five Major Findings and Implications80 5.1 Major Findings80 5.2 Teaching Implications81 5.3 Research Limitations. 82 5.4 Proposals for Future Research82 Conclusion84 Bibliography85 2山东师范大学硕士学位论文Appendices88 Appendix A Questionnaire for Students 88 App
11、endix B Questionnaire for Teachers90 Appendix C Questionnaire for EG & CG 93 Appendix D Oral Test Scores Standards. 94 Appendix E Pre and Post Oral Test Scores List95 Acknowledgements99 在读期间发表的论文1003山东师范大学硕士学位论文 ABSTRACTIn the 21st century, facing with cultural diversity, economic integration and li
12、felong-education, English as an international common communication tool has been widely used. More and more schools and parents have paid attention to English spoken ability. The time at junior middle school is the foundation stage of English learning and also is the critical period of cultivating s
13、tudents abilities in listening, speaking, reading and writing. With China contacting other countries more and more frequently, cultivating English spoken ability in basic education becomes more and more importantIn the teaching, the author also attached importance to students oral English expression
14、 and communication ability. However at a junior middle school of Jinan city where the author taught, the effect of oral English teaching was not obvious. In September of 2021, the author greeted two classes of new students in Grade SevenThrough one semesters observation, the author found that they g
15、enerally held poor oral English levels. The authors school is located in urban-rural combined zone and the primary schools around it with uneven English teaching levels. The students English performance had large difference after entering the middle school. The time in Grade Seven is the foundation stage of cultivating English spoken ability, but our students generally held poor levels. Every one of our teachers must face this realityThe research purpose is How to improve students English spoken ability at the urban-rural junior middle school In China, linguists a
