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Action Research on Duty Report in Spoken English Course: A Constructivist Perspective

Author: JiaoXinPing
Tutor: YanLiQin
School: National University of Defense Science and Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: Action Research Constructivism Duty Report Cooperative learning Reflective Teaching
CLC: H319
Type: Master's thesis
Year: 2007
Downloads: 234
Quote: 1
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Abstract


In recent years, China at all levels of English teaching reform efforts are greatly enhanced. The new version of the high school and college English syllabus students application ability especially listening and speaking to the important position of unprecedented. Teaching mode, the teacher can use the computer and network multimedia technology, attempts to carry out independent study. On the other hand, students, especially college students enrolled in English language proficiency higher and higher, the increasingly high demand of spoken English. Teaching environment, the Internet and computers and other digital devices play an increasingly important role in college oral English teaching. From teaching theory, constructivism in teaching English increasingly significant. Way from the teaching and research point of view, the action research begun to receive attention in English teaching. Throughout the the domestic English teaching research, spoken English course from a constructivist perspective on action research papers are few. This study sought to try a new path: the use of constructivist theory and action research to examine the effect of common English classroom activities Duty Report, trying to find a method to improve the activities. The study in the fall semester of 2006, a period of 18 weeks. Object of study for a class of 46 students of the school of Aerospace and Materials Engineering 2005 year undergraduate English. Duty Report activity began two weeks of observation and diagnostic questionnaire, set up for this class students oral English class. Activities in two phases, the first phase of 3-9 weeks, take not limited to forms, not limited theme, volunteer-based Duty Report form. All students in the experimental class in the first 10 weeks of the survey report results for the first stage of Duty and the first interview. On this basis, the timely adjustment of the valuation date of the report content and form to carry out the activities of the second phase of Duty Report. Time is 11-17 weeks. Major adjustment measures: more take the form of group collaboration, and a pre-determined topic, the task to the person / group, student self-assessment, peer, peer assessment and teacher evaluation combine to emphasize the interaction of the report. Duty Report for the second phase of the 18 weeks of questionnaires and interviews. Throughout the semester, the authors invite senior professors and experts of the three schools to Duty Report on classroom observation and evaluation of teaching activities. Duty Report for each time students during the entire action research, the author wrote a teaching log, and write a reflective material. Students in the first three weeks has also been told to write for duty report learning diary and turned over to researchers in the 18 weeks unified. In this paper, the the SPSS13.0 software analyzes the three survey data, students Duty Report video written text summarizing the students' answers to two interviews and their learning logs, logs and reflections of the researcher's own teaching as well as third-party senior professors and experts classroom observation records and comments. Comprehensive analysis of the parties data, the study found: the Duty Report activities help to improve the capacity and quality of metacognitive, cognitive and emotional aspects to enhance the students 'motivation and interest, to cultivate the students' self-learning ability laid the theoretical and practical foundation for their future independent learning English and the spirit of teamwork. The students preliminary develop a reflection Duty Report habits conducive to improve their future duty report. Teacher through action research and writing teaching log and more profound understanding of the problems of the students to reflect on and improve their own teaching activities. This study gives researchers greater confidence, and enhance the momentum to continue to study. Research has brought us teaching revelation: If the teacher is not careful organization, design and commented on duty reporting activities, if only duty report relies on the free performances of some students proactive, if only to report for duty as a regulator The activities of the classroom atmosphere rather than focus on the ability of language applications Duty Report are not welcome and recognition of the student, the student's enthusiasm will be greatly reduced, Duty Report will evolve into a slick activities. This study showed that the plan, grouping some challenging tasks to people, as well as teacher intervention and commented on Duty Report activity better than the laissez-faire Duty Report effect, more welcome by the students and certainly, it embodies the essence of the constructivist learning theory: situation, cooperation, sessions, and the construction of meaning.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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