英语教硕答辩稿_英语硕士论文答辩稿

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Good afternoon，It’s my great honor to be here to present the results of my study.I’m Shenhuiling.With my supervisor profeor wangxin’encouragement and guidance, I have finished my paper.Here is my presentation and teachers’ corrections and suggestions are especially valuable for me.The title of my paper is Vocabulary gueing strategy training of Senior One students.The backgroud of the study 1.The situation of english learning is worrying, especially vocabualry learning It is a rural senior high school of Baodi district, where I have been working for 11 years.The subjects are senior 1 studwnts.Due to various reasons, most of the students have difficulty in learning English.As an English teacher, how to help students learn more smoothly has become an urgent iue.Otherwise, they may goon having obstacles in learning English, which will last till senior 3,or even longer.So the effective way to help students learn English should be explored.Vocabualry makes up the basic language materials, without which nothing can be expreed.Vocabualry learning is of great significance to the improvement of students’ english competence.Actually, vocabulary learning has been a great barrier for students.Without proper learning method, they get used to rote memory based on the words list.Large amount of time is spent, but there is little effect.The key reason is that they lack suitable vocabualry learning strategy.Vocabulary learning strategy is the prerequisite condition of improving learning efficiency and developing autonomous learning.2.The emphasis of learnig strategy is the requirement of English curriculum standard English curriculum standard for regular high school advocates the optimization of studying way, improving the ability of autonomous learning.That is to say, students give full play to their learning potential and form effective learning strategies, thus boosting the ability of autonomous learning through proactive and active learning methods such as observing, experiencing, exploring and so on.Therefore, teachers should take students as the center and guide the students to master English learning strategies.It’s significant for students to choose suitable learning strategies and learn to learn autonomously, thus laying the solid foundation for lifelong learning.3.Gueing acts as an effective way to learn words Based on cognitive linguistics, gueing is a basic thinking proce in language learning, which is aumed to involve prediction and interpretation of the text for meaning.So gueing acts as an effective way to learn words in the contextual clues.Inferring the meaning of a word from contexts is regarded as the most widely used gueing strategies.Meanwhile, Words parts are a very common and important aspect of English vocabulary Nation(2000:425).Using word parts to help gue new words is one of the major vocabulary learning strategies.It is deserving to devote time and attention due to the reason that it covers so large a collection of English vocabulary.Gueing by word part is a good way to enlarge vocabulary size.Hence, we can see that large numbers of vocabulary cannot be mastered in short time.It is by grasping the vocabulary learning strategies that makes learning words easier.As for teaching, by helping learners acquire a series of strategies, learners become autonomous learners so that they can enlarge their vocabulary independently.Thus it is fundamental to conduct vocabulary learning strategies training.The study is trying to improve students’ gueing ability by training students’ gueing strategy from context clues and word part and test whether the students’ vocabulary size has been enlarged and whether students’ learning interests have been inspired.The theoretical basis The cognitive theory of learning is regarded as the theoretical background to learning strategies.The reason is that the cognitive theory recognizes learning strategies as one of the significant cognitive procees in L2 acquisition.Višnja PaviciTaka(2008:26).In general, the cognitive theory of learning on the basis of the theory of human information proceing, concerns mental procees concerning learning, which is involved in three eential cognitive parts of learning: how knowledge is developed, how knowledge becomes automatic and how new knowledge is integrated into an existing cognitive system of the learner Višnja Pavicic Takac(2008:26), during which meaningful learning is emphasized.The notion of learning strategies is one of key notions in the cognitive approach to second language acquisition Višnja Pavicic Takac(2008:26).Learning strategies are thought of as general and connected with other kinds of learning.In the cognitive approach to second language acquisition, learners are active participants in the learning proce who consciously use various mental strategies to organize the language system they are trying to learn(Williams﹠Burden, 2001).Learning strategies that activate mental procees are considered more effective in facilitating learning(O’ Malley﹠Chamot,1996)and they can, after repeated use, become automatic Višnja Pavicic Takac(2008:30).The research questions To check the result of the study, the following questions are proposed:(1)Does vocabulary gueing strategy training help students raise the awarene of using vocabulary learning strategy?(2)Does vocabulary gueing strategy training contribute to the improvement of gueing competence and the enlargement of vocabulary size?(3)Does vocabulary gueing strategy training arouse the motivation of learners’ vocabulary learning? The design of the experiment The subjects

There are 84 senior1 students involved in the experiment, aged 16 0r 17, in Dazhongzhuang Senior High School, The author teaches cla one and cla two, with an equal number of 42 students.The author chooses Cla Two as experimental cla(EC), which gets vocabulary gueing strategy training, while, Cla One is controlled claes（CC）, which doesn’t receive the training like EC.The instruments The instruments are composed of two 2000 vocabulary size tests, two vocabulary gueing tests as well as two interviews before and after the training.to check the effectivene of the training.The vocabulary gueing strategies training The gueing strategy training was carried out in EC.The training combined the direct training with embedded training.The gueing strategy training lasted 13 weeks.As for the direct training, there were 13 training claes in total, and the author gave gueing instructions on Friday of each week.The training contents included the gueing by word-formation and by the context clues involving definitions or explanations, comparison or contrast, examples, cause and effect, and so on.The embedded training went through the daily claroom teaching when appropriate by reading, listening and speaking based on the New Standard Students’Book1 and Book2.The direct training

The direct training covered thirteen weeks.There was one leon on Friday of each week, when the author conducted the gueing training.For the first leon, the author carried out the pretest of gueing, meanwhile, at CC the same test was conducted as well.For the second leon, the author focused on gueing by word-formations;the third one was about the introduction of gueing by contexts.Afterwards, the author introduced definitions or explanations, comparison or contrast, examples, cause and effect one by one, and each of the items took up one leon and after each leon the teacher arranged gueing exercises for the students, which were connected with what they had learnt.And then the author spent five claes practicing more about gueing by word formations, definitions or explanations, comparison or contrast, examples, cause and effect.The practice was made up of all forms of gueing exercises such as word formation exercises, gueing from sentences to paragraphs.During the proce the students were not permitted to refer to the dictionary, but gueed by word-formations or contexts.At the end of the cla, the students first discued the answers in groups and then checked with the whole cla.The individuals were required to evaluate their own performance and make improvements after the cla and make up their shortcomings.As for the last leon, the post-test of gueing words was handed out to check the outcome of the gueing training, and the same test was carried out in CC.Besides explicit gueing training, implicit gueing strategy training was also embedded in the proce of daily English claroom teaching.Major Findings

1.As instructors, we need to get learners to be more aware of their role in the proce of learning, in other words, learners are the owner of their learning.It is a must for them to learn to be responsible for their own learning.The gueing strategies training helps learners direct, monitor and evaluate their own learning and their using of vocabulary learning strategies, which lays a solid foundation for their future study.2.The learners get to realize the importance of gueing strategy, which is helpful for them to acquire vocabulary and learn English more smoothly.When learners become aware of the gueing strategy and use it in vocabulary learning, the learning results will be greatly improved.3.Word part knowledge is fundamental to learn English vocabulary, which helps learners enlarge vocabulary size as well as contribute to promoting gueing ability.For poor English learners, mastering word part knowledge helps them learn English easier and for faster learners, it can be beneficial to use English freely and smoothly.4.Context clues can contribute to learners’ vocabulary comprehension greatly.The results of the experiments show that learning vocabulary from context is effective so that the learners can enhance their competence of using words properly.5.The author carried out the experiment based on cognitive psychology, which studies human being’ information proceing.The method can be adopted in the study of vocabulary learning strategy reciprocally.Based on the research of cognitive psychology, the human being’s information proceing is a proce of hypothesis-testing, which could be viewed as gueing.Although the hypothesis-testing occurs very naturally in people’s conceptualization, gueing strategy shows its power in word recognition experiments.6.The data analysis firmly gives support to the efficiency of the training.Learners’ original vocabulary size has an effect on the results of the training , and the larger vocabulary size learners poe，the more correctly they gue.In turn, the gueing strategy training has greatly help learners gain a larger vocabulary size, enhancing them learn English more actively and effectively.In conclusion, words gueing strategy training is helpful to motivate the students’ interests in vocabulary learning.The research indicates that gueing by word part is a good strategy to learn vocabulary and enlarge vocabulary size as well as improve students’ gueing ability.5.2 Limitations

There is no denying that the study has its own limitations.1.The study gave an example of four context clues to conduct the gueing training, but actually there are more clues to be trained.So the study simply serves as a modest spur to inspire learners to explore more about gueing strategy.In most cases, there are no specific signals words provided, hence, it is of great significance for the learners to infer the words meaning without obvious signal words according to the context of co-text.2.For le succeful learners, it is difficult for them to gue words meaning by word part or contexts for the reason that they have poor vocabulary size and have difficulty in understanding the meaning of sentences or texts.As a consequence, the gueing training is le effective.5.3 Suggestions for the future study First, it is vitally important to induce the importance of the gueing strategy, which will lay a basis for the experiment.In the proce of the study, the author should design the every step of the experiment devotedly and purposefully to make the gueing training go smoothly.Second, for the cover of the over-all learners, it is wiser to design the layered practice to make sure the training participation as large as poible, which can improve the efficiency of the training and make the most of the learners achieve a sense of succe.So instructors should select materials suitable for actual level of the learners and design varied activities to present context knowledge and conduct the gueing practice.Third, it is the learners that play the role in the training, hence, it is the instructor’s duty to guide them to become the owner of learning.And it is the learners’ preparing, conducting, monitoring, reflecting and improving that makes the training makes a difference, therefore, it is our goal that the learners learn to learn from being guided to learn autonomously.