2015英语论文开题报告模板
How to Stimulate Students’ Interest in English Learning
Abstract
There is no doubt that English plays increasingly important roles in educational system since coming a surge in English language learning, but not every English Language Learner (ELL) must be fluent in English, just as not everyone is “fluent” in statistics. That comes from different reasons, I couldn’t say the reason must be subjective--someone likes to learn it and someone not, but I agree with a Famous saying: Hobby is the first step to get the knowledge, when you adopt the knowledge and have interest in it, and you will remember it, just like Goethe said “Where there is no interest, where there is no memory”, Interest is the motivation of learning a thing, nonetheless, how could we stimulate learners interest in English learning? When we attempt to motivate the learners, what methods are right or wrong? That is really a big nagging issue and worth researching for me a college student, in the following paper I will state my mind on it.
Key words: English learning, interest, differentiated instruction, rewarding system, environment
如何激发中学生学习英语的兴趣
摘 要
自从学习英语的浪潮席卷而来，学习英语的人越来越多，英语教育在教育系统的地位越发重要了，但并不是每个学习英语的人都可以学好英语。原因有很多方面，以我之浅见，不能完全说是主观因素，但也可以部分归结为对于这种语言的爱好程度，一个学习者本着对知识的兴趣才会进而去研究记忆，就像歌德所说“哪里没有兴趣，哪里就没有记忆”，兴趣是一种驱动力。但是如何激发英语学习者的兴趣?当我们尝试培养兴趣之同时，什么方法是正确的?什么方法是错误的?对于我一个大学生来说，这是一个值得研究又令人困扰的大课题，在下文中我将陈述我的观点。当然不是社会所有阶层的学习者我都要去谈，我会集中于对中学学生的研究。
关键字：英语学习;兴趣;差异教学法;奖励系统;环境
Table of Content
Acknowledgement i
Abstract ii
摘 要 iii
Table of Content iv
I.Introduction 1
II. Using Differentiated Instruction to Stimulate Interest 2
A.Definition of Differentiated Instruction 2
B.The Reason for Using Differentiated Instruction 2
1.Students with Different Interest 2
2.Arousing Interest of Different Students 3
a. Advocating “Students First” 3
b. Meeting Students’ Specific Needs 3
c. Adjusting the Curriculum to Students’ Needs 4
d. Arousing Interest of Every Student 5
III. Stimulating Interest of Students by Creating Rewarding Program 6
IV. Stimulating Interest by Creating English Learning Environment 7
A.Content of Environment 7
1.Changing Structures 7
a. Definition of Structures 7
b. How to Change a Structure 7
2.Making Full Use of Instructional Time 8
a. Importance of Instructional Time 8
b. How to Use Instructional Time 8
3.Using Tools 9
a. Definition of Tools 9
b. Choosing a Good Tool 9
c. Using Tool —“Vision Learning” 9
d. Advantage of “Vision Learning” 9
4. Community 11
a. Definition of Community 11
b. Advantages of Community 11
B.Importance of Creating Learning Environment 12
V. Conclusion 12
Bibliography 13
I.Introduction
“Interest is the secret of success” Yang Zhenning said, who succeeded in the field of physics due to deeply interest in it. Yes, if students have no interested in English, they may not have an excellent work on it. Instead of inner, interest is gained from external factors. So, how to arouse the students’ interest in English learning by something outside is critical for improving students’ performance in English.
This paper offers some approaches to arouse students’ interest in English teaching. I think these methods may be effective to that.
In the beginning, I want to tell a story about experience of my English-learning.
Curious, depressed, monotonous and regrettable --- these words were my feeling of English learning and took up my life in the Middle School, Why do I say that? Because it was the first time to get in touch with English when I was enrolled in the Middle School, I’m literally full of curiosity in my heart due to the new thing. Unfortunately, the bigger expectation, the bigger disappointment, my “curiosity” was knocked over after few credit hours, I’m very depressed by --- exam every day, reciting the text every day, the crazy homework and keeping silence in class except following my teachers’ (a good man) not-very-fluent accent, I was upset and willing to go back my elementary school but it was impossible. Day by day, to get a high score forced me to repeat these monotonous things – writing and reciting, passing the exam, but I could not fluently speak and I would not think, because I didn’t like it. After graduating I came to the senior high school, I thought I should have kept my English life going, at that time another “unfortunate” happened - all English in class. I never had communicated with others in English, I couldn’t follow, it was terrible feeling when my classmates answered the teachers’ question but I could not understand their meaning, I paid three years but received zero! Didn’t I work hard in the Middle school, otherwise hardly working? I was regrettable and lost my self-confidence in English learning. It is a bad story, but what I want to say is the interest has been gone with the process of that, I am not willing to learn it unless the teacher pushes me, so it’s not possible for me to think of it deeply, while Language is the very “stuff of thought,” to use Steven Pinker’s term. Why do I lose my interest in English learning? Is this my English teachers’ fault? The answer is NO, because his supervisor would ask him to train the student to pass the exam, he had to do that. But passing does not constitute mastery. I have been trained to be quiet in the classroom, and will not speak above a whisper — not the best trait in a language learner; I was unhappily deprived time of rest because of huge number of homework and remedial classes, all about this have broken out my interest, If I am a English teacher, what I think is to put “students first”, students are not widgets, and not only teachers, but also educational leaders and test designers, need to recognize that.
“A kid who’s happy here will embrace the language and master it rapidly, while one who has been dragged kicking and screaming may fold his arms and refuse to learn a thing” said Arthur Goldstein, an E.S.L.( English as a Second Language) teacher and United Federation of Teachers chapter leader at Francis Lewis High School in Queens. Simply put, making students happy to learn.
Definitely exams, homework and remedial classes do not work, students will not be interest in English learning because of that, but what a good method for stimulating interest? This is what I want to talk in this paper.
II. Using Differentiated Instruction to Stimulate Interest
My first viewpoint is to use Differentiated instruction to stimulate all students’ interest in English learning.
But what is differentiated instruction? Why does it work?
A.Definition of Differentiated Instruction
Differentiated instruction (also known as differentiated learning or, in education, simply, differentiation) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of different interest. It makes sense to treat individuals differently, and to adapt communication toward what works for them.
B.The Reason for Using Differentiated Instruction
1.Students with Different Interest
Let’s take following words for example, “When you teach the same lesson to the whole class, you'll see it in their faces: some kids are completely lost, others are bored” Ms. Caggiano says, a differentiated instruction practitioner. Absolutely the students who are bored are not interested in learning; the same lesson doesn’t make sense for everyone. Students included different abilities and ages, when piling them all into one class, the teachers cannot meet the different needs of them by using one teaching method. If you can not involve all students in, then some of them will lose their interest in your teaching method, so differentiated instruction is put forward to solve this problem.
2.Arousing Interest of Different Students
a. Advocating “Students First”
In differentiated instruction students are placed at the center of teaching and learning. Kathy Bigo defines differentiation as "the right of each pupil to be taught in a way specifically tailored to their individual learning needs." Because each learner comes to school with a different set of learning needs, examples of which include differing educational, personal, and communal contexts and varying degrees of academic skill development, differentiated instruction advocates that the educator proactively plans a variety of instruction methods so as to best facilitate effective learning experiences which are suited to the various learning needs within the student. In its pursuit of this foundational goal, differentiated instructional methods attempt to qualitatively, as opposed to quantitatively, match learners' abilities with appropriate material; include a blend of whole-class, group, and individual instruction; use numerous approaches to facilitating input, processing, and output; and constantly adapt to learners' needs based upon the teacher's constant assessment of all students.
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