多媒体教学在高中英语口语教学中的应用研究

发布时间：2016-06-08 22:23

Chapter OneIntroduction

As we all know , English has played a vital role in both the teaching and learningof middle school curriculum in china since its formal establishment in 1950.Afterentering into the 21st century, those basic aspects within this specific language aredistinguished and studied in more details and much more widely, which consist oflistening, speaking ,reading and writing. Among them, Jeremy Harmer points out,“listening and reading are the receptive skills, while speaking and writing are theproductive skills”（60）. According to most English teachers’ daily teaching practice,much attention is paid to the writing, listening and reading skills as they can in returncontribute a lot to the test scores in the College Entrance Exam. However, theconventional spoken English test afterwards seems to be pointless because nearlyeveryone can pass it successfully, simply by reading a given reading material andanswering several short questions accordingly without any authentic context designed.As a consequence, many high school graduates become speechless facing a nativespeaker accidentally in an interview or in the street and even some of them gocompletely blank.Although the requirements of spoken English have become higher and higher indifferent versions of the New English Curriculum Standard, the inefficiency of oralEnglish learning and teaching still exists. Looking back now, we gradually come torealize that having a good command of speaking comprehension is equally important in real society and even offers one more opportunities to be successful to some extent. Inthe light of the general objectives of the National English Curriculum, among theIntegrating Pragmatic Competences, “Dare to open your mouth, not being afraid ofmaking minor mistakes” is clearly stated （2011:20）However, how many of us teachershave truly taken this teaching objectives into consideration in our real practice? Hence,adequate and scientific researches and experiments on spoken English appear to be quiteurgent and crucial. 

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Chapter TwoLiterature Review

2.1 Introduction to Multimedia Teaching and Learning

In terms of the definition, it is universally agreed that Multimedia Teaching refersto the one that processes, edits, stores and shows two or more types of information,merging the visual image, image, sound system in different levels.Furthermore, Multimedia Teaching is looked on as a complicated technology butwidespread in society, and many schools have installed multimedia language labs,renovating the previous visual system and improving the teaching situation as well aspromoting the reform process of English Teaching, which is composed of hypertext,image, flash, sound medium, word processing, data manipulation, presentation softwareand network communications to process and control English teaching.On a whole, Multimedia Teaching synthesizes the sounds, pictures, texts, and cartoon into integrity. Since the 1980s, the multimedia computers have been applied, themeaning of Multimedia Teaching has changed a lot. As marketization spread wider andwider, large quantities of digital information of multimedia is a carrier that can beseparated and applied. Therefore, that is what we say technology and foreign languageeducation have a close relation to each other.

2.2 Theoretical Framework

As for the original definition of Multiple Intelligence, there exist a great manyversions. However, the one concluded by the famous psychologist Howard Gardner is themost popular. In 1983, he first came up with a specific illustration of the concept thatintelligence is an ability of solving confusions and also creating correct and usefulinformation resources for individuals. Since each one has their own strengths andweaknesses, the key point of this theory is to follow learners’ natural learning competenceand help them to develop potentials. And because of the differences of the students’intelligences, the teacher should carry out diversified teaching methods to them. For one thing, students can benefit a lot from fluent spoken English whichenables them to have an obvious advantage over other candidates in the future likely jobhunting or interviews but it will not be tested in middle school. For another, Englishteachers are fully aware of the significance of teaching spoken English but are notallowed to spend too much time on it due to the limited class time and busy lessonschedules. In Wenzhou, after investigating 166 English teachers and 1606 students, anEnglish teacher Wangmei has found out the situation in her paper An Investigation intothe Situation of Spoken English Teaching in Junior High Schools ,“Because of therestrictions of some subjective factors, teachers’ passion to teach spoken English andstudents’ interests of learning it are both relatively not positive. Besides, the teacherscannot carry out some desired innovative teaching methods in teaching spoken Englishdue to the lack of advanced multimedia teaching facilities”(46).

Chapter Three Research Methodology ......... 14

3.1 Research Problems……….14
3.2 Research Subjects…………15 
3.3 Research Instruments..............18 
3.4 Methods of Data Analysis................22
3.5 Research Procedures .............22 
3.6 Data Collection and Analysis.............24
 Chapter Four Findings and Discussion..............33
4.1 Findings..........33 
4.2 Discussion.................35
Chapter Five Conclusion..............37
5.1 Implication of the Study ................37
5.2 Limitation of the Study ..........38
5.3 Suggestions for the Study ...............38

Chapter FourFindings and Discussion

4.1 Findings

Overwhelmingly, the students that participate in the experiment have reallyuneven levels of English as well as different motives of learning English. In order tohave a much clearer command of their attitudes towards learning spoken English, anappropriate questionnaire is bound to take place, from which we can better carry out thefollowing teaching plan.In the aspect of the change of study methods and habits after the application ofMultimedia Teaching, as stated in question 11, over 64% of them start to imitate theintonation and accent of the tapes and videos, which is quite an optimistic phenomenonon the road of improving their spoken English. Although not many of them want tomake some PPT in their future duty report, they can absolutely learn the advantageswhile appreciating another 23% presenting the duty report using some advancedteaching technologies. In general, the result of this questionnaire reveals students’ present condition where some of the students have realized the poorness of spokenEnglish and feel very reluctant to join in the class activities, in other words, theirattitudes are a little bit pessimistic. Let us turn on the bright side of it, from the bottomof their hearts, at least most of them are longing for something new and vivid to happenin class, and the significance of self-discipline and diligence overweigh the inborn giftin learning spoken English. To some extent, the teacher is activated by the bright sideand is more determined to go on this meaningful project.In conclusion, the writer believes more and more students will join the queue whilethe new procedure, i.e., duty report will be added from the third term as 27% would liketo choose to do it. Therefore, we can come to the conclusion that the MultimediaTeaching can develop students’ positive attitudes towards learning spoken English

4.2 Discussion

With the rapid development of information technology, many researchers havefocused on largely how to put the modern technology into the teacher-centered teachingclassroom. However, as the core of modern educational technology, multimediatechnology in English teaching is still in its infant stage and most of the previous researches in this field only focus on the richness and variety of the multimediacourseware concerning English listening, reading and writing which contribute a lot tothe examination paper. In terms of the implementation of multimedia teaching in spokenEnglish, most researchers are devoted to comparing the conventional teacher-centeredteaching and multimedia-aided teaching, including the activeness of the students’participation, the vividness of teachers’ courseware and so on, while the thesis paysadequate attention to providing the students with the availability of the multimedia,allowing students to be the dominant in a given time.In the first research period, students are required to perform a daily English dutyreport within five minutes every day in the order of their study numbers with the aid ofmultimedia teaching, which may lay a foundation fortheir future study and enable themto be promising candidates in likely job hunting or interviews. Then, on the basis of thedata analysis, the author will make great attempts to put forward some practical andacceptable suggestions for the improvement of students’ learning of spoken English,and further help enhance their overall development in learning English to some extent.As a consequence, the teacher can help transform the students’ way of learning oralEnglish from a passive one to a more exploratory and cooperative one.

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Chapter FiveConclusion

5.1 Implication of the Study

This thesis will be conducted with the mixed paradigm, quantitative andqualitative. On the basis of previous analyses about students’ learning ability andteaching environment, two classes will be engaged in the coming research with a totalof 100 participants charged by the same English teacher from the same grade.In short, the whole procedure will be divided into several sections. The very firstone will take place with a specific questionnaire given to students to help collectrelevant data especially about their interest of learning spoken English and their averageproficiency. During the first round of three months, the teacher will perform thetraditional teaching of spoken English without using Multimedia Teaching, after whichone spoken English contest under the supervision of other English teachers in the schoolwill be held in separate classes. Then it moves into the second period, the teacher willcarry out the different Multimedia Teaching plans on account of the students’willingness embodied in the paper, which differentiate in the time distribution of pairwork and group work ,the complexity of given topics, as well as the teacher’s guidance.To make the experiment scientific, the topics are within the range of guiding foreigners,such as going shopping, finding local food or seeking for hotels and so on.

5.2 Limitation of the Study
As is known to every language educator, the evaluation of spoken English isregarded to be the most tough task for teachers and students themselves due to the lackof authentic speaking environment and students’ awareness. What is more, there is nodenying that many other unknown factors may be of identical effect on theimprovement of the students’ spoken English, such as their recent frequent contact withforeign net friends or a sudden gush of love for a certain American sitcom and so on.Hence, those findings and results of the experiment in this thesis are limited to the giventargets students in my school to some degree, not being able to be universal to manyother circumstances. One more urgent problem is how to motivate students to speakEnglish even after the class and the experiment which call for the perseverance bothfrom the teacher and the students. That is to say, this meaningful experiment will nevercome to an end.

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参考文献（略）

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