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Abstract:The research aims to find out: 1. the current situation of oral English learning and teaching, and its influencing factors; 2. the current situation and effectiveness of role play in oral English learning and teaching in Junior Middle School. The research participants are 15 English teachers and 150 students of Grade 1 in Qing Yun Middle School. The data are analyzed by Excel 2003 and SPSS 18.0 respectively. The research proves that role play is used and effective in oral English learning and teaching in Junior Middle School. Besides, the application of role play in oral English learning and teaching in Junior Middle School is discussed from the perspective of Humanistic Psychology. According to the results, the writer comes up with some suggestions to improve the application of role play in oral English learning and teaching in Junior Middle School.
Key words: oral English; role play; Junior Middle School; learning and teaching
Contents 摘要 Abstract 1 INTRODUCTION-1 1.1 Background Information-1 1.2 Literature Review-2 1.2.1 Overseas researches-2 1.2.2 Domestic researches-3 1.3 Purpose and Significance of the Study-5 1.4 The Organization of the Thesis-6 2 HUMANISTIC PSYCHOLOGY-7 3 METHODOLOGY-9 3.1 Research Questions-9 3.2 Subjects-9 3.3 Instruments and Procedures-10 3.3.1 Questionnaires-10 3.3.2 Interview-11 3.4 Data Collection and Analysis-11 3.4.1 Data Collection-11 3.4.2 Data Analysis-12 4 DISCUSSIONS AND FINDINGS-14 4.1 The Current Situation of Oral English Learning and Teaching in Junior Middle School-14 4.1.1 Students’ interest in oral English learning-14 4.1.2 Attitudes toward oral English learning and teaching-15 4.1.3 Barriers for oral English learning and teaching-17 4.2 Role Play in Oral English Learning and Teaching in Junior Middle School-21 4.2.1 The current situation of role play in oral English learning and teaching-21 4.2.2 The effectiveness of role play in oral English learning and teaching-24 4.3 Suggestions on Role Play in Oral English Learning and Teaching in Junior Middle School-29 5 CONCLUSION-31 5.1 Pedagogical Implications-32 5.2 Limitations of the Research-33 REFERENCES-34 APPENDIX A-35 APPENDIX B-36 APPENDIX C-38 APPENDIX D-39 ACKNOWLEDGEMENTS-41 |
