英语论文哪里有？本研究对高中英语听说教学提出以下建议：教师应该以英语学习活动观为指导，关注单元主题的重要性，整合教材内容，设计出符合学生认知规律，贴近学生实际生活的活动，让学生在具有综合性、关联性和实践性的英语学习活动中不断提高自己的英语听说能力。
Chapter 1 Introduction
1.4 Overview of the Thesis
This thesis is divided into six chapters:The first chapter is an introduction,which focuses on the background of thestudy,the purpose and significance of the study,and the overview of this thesis.
The second chapter is a literature review that is divided into three parts.The firstpart mainly explains the definition of“activity-based English learning.”The secondpart is“previous research on the activity-based English learning and English listeningand speaking teaching”,including previous research on the activity-based Englishlearning,on English listening and speaking teaching and English listening andspeaking teaching based on the activity-based English learning.The third partexplains the theoretical basis of this thesis from Bloom’s Taxonomy and InputHypothesis.
The third chapter is methodology,which focuses on the research questions,participants,methods,instruments,and produces.
The fourth chapter is the design of listening and speaking instruction based onthe activity-based English learning.A sample of high school English listening andspeaking teaching based on the activity-based English learning is mainly presented.The existing problems,the categorization of the content taught during the experiment,and the basis of the instructional design are presented.
Chapter 3 Methodology
3.1 Research Questions
Under the current background of exam-oriented education,teachers focus onvocabulary,reading,and grammar in the classroom and they also need to pay moreattention to the two main focuses of listening and speaking.For listening and speakingclasses,more teachers choose the traditional way of playing recordings,showinganswers to students,and explaining the listening text or using the traditional teachingmode,which is divided into three stages:pre-listening,while-listening,andpost-listening.This kind of teaching neglects the connection between each link ofactivities.Based on the sorting out the above theories and related research at homeand abroad,the main research question of this study is the influence of high schoolEnglish listening teaching on students based on the activity-based English learning.Focusing on this question,the main research questions in this thesis are the followingtwo:
(1)What influence does the English listening and speaking teaching based onthe activity-based English teaching have on students’learning attitudes?
(2)What is the impact of high school English listening and speaking teachingbased on the activity-based English teaching on students’listening and speakingscores?
Chapter 5 Analysis and Discussion
5.1 Experimental Effect on Students’Listening and SpeakingLearning Attitudes
This section primarily relies on questionnaire survey results and interviewcontents to analyze the specific impact of the activity-based English learning onstudents’learning attitudes.
5.1.1 Results and Analysis of Pre-questionnaire and Post-questionnaire
This section presents the results of pre-questionnaire and post-questionnaire.Through these data,an analysis is conducted to explore the effect of listening andspeaking teaching based on the activity-based English learning on students’attitudes.
Firstly,the results of pre-questionnaire are collected and analyzed.To study thequestion,“What impact does the English listening and speaking teaching based on theactivity-based English teaching have on students’learning attitude?”this part firstfocuses on the pre-questionnaire data collected before the experiment.Through thiscrucial step,this part aims to understand students’specific conditions regarding theirinterests comprehensively,learning motivation,self-confidence,and classroomparticipation in English listening and speaking courses before participating in theexperiment.These data provide valuable baseline information for the study and serveas a reference for comparing student attitude changes after the experiment.Bycarefully analyzing the pre-questionnaire data,students’psychological states andlearning conditions before the experiment are presented clearly.This step helps thisstudy grasp students’initial attitudes more accurately and highlights the specificdetails of their attitude changes after the experiment.
5.2 Experimental Effect on Students’Listening and SpeakingTest Scores
This section presents the pre-test and post-test results for listening and speakingscores.The effect of the activity-based English learning on students’academic scoresin listening and speaking teaching is examined by analyzing these data.
5.2.1 Results and Analysis of Listening Tests
In this part,the results of listening scores in two classes are collected andanalyzed to see the changes in students’listening scores.
To address the second research question,“What is the impact of high schoolEnglish listening and speaking teaching based on the activity-based English teachingon students’listening and speaking scores?”students’pre-listening and post-listeningscores have been compiled and analyzed.These data help to conclude how thisteaching approach affects students’listening scores.
After the experiment,the author analyzed and discussed the results of listeningscores between experiment class(EC)and control class(CC).
At the end of the experiment,descriptive statistics of the total listening post-testscores of the two classes were first conducted,as shown in Table 5.9 below.
Chapter 6 Conclusion
6.2 Implications
Due to the influence of exam-oriented education,teachers tend to emphasize theresults in teaching and neglect the cultivation of students’quality,which ultimatelymakes students lose interest in English listening and speaking learning,then lackself-confidence,and affects the enthusiasm of students’participation in Englishlistening and speaking class.While high school students are in the golden period oflearning and the most passionate,relatively open-minded age,it is evident thattraditional English listening and speaking teaching does not align with the student’s learning rules.In this study,through experiments,we find that listening and speakingteaching based on the activity-based English learning positively impacts high schoolEnglish listening and speaking.This is an essential inspiration for improving theEnglish listening and speaking classroom.
First,teachers should improve their professionalism and establish a classroomthat integrates teaching,learning,and assessment.This study focused on Englishlistening and speaking classes,and the students’listening and speaking levels werefurther improved after the experiment.If we want to truly improve students’corecompetence of English discipline and enable them to realize the comprehensiveimprovement of language proficiency.In that case,teachers should create anall-English classroom learning atmosphere for students in the teaching process.Thisrequires English teachers to improve their professionalism and their oral expressioncontinuously.In addition,the activity-based English learning emphasizes the creationof different levels of English learning activities.It also requires teachers to improvetheir classroom management skills so that students can effectively carry out variousactivities in the classroom and engage in group communication and learning.Moreover,teachers should pay attention to classroom evaluation,accumulate moreprofessional classroom evaluation feedback,and give students appropriate languagefeedback in time after students express their views.Teachers should praise thestudents who perform well,encourage those who do not perform well,affirm thestudent’s active participation in classroom activities,and help the students get a senseof learning satisfaction to participate in classroom activities more actively.
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