2015師范英語專業(yè)開題報告
畢業(yè)設(shè)計(論文)題目
The Application of Using Role-playing Games to Change Students’ Reticence in English Class
應(yīng)用角色扮演教學(xué)法改變大學(xué)英語課堂沉默現(xiàn)象
研究對象、目的與意義：
1. Purpose and Significance of the Research
It is not a piece of news to implement the role-playing games into college students’ classroom any more, however, both Chinese and foreign
researchers have studied this application for a long time via the perspective of culture or
the types and topics of tasks. All of them want to explore the important role of role-playing games in college students’ classroom. In this thesis, the author does not tend to
build up a new model of class interaction but aims to give abundant evidences to prove that
using role-playing games can change college students’ reticence indeed by promoting and enhancing
college English teaching and learning ,and adjusting ways of students’ and teacher’s
strategies. Moreover, the author aims to present some implications along with tactics for
teachers to enhance classroom interaction, which makes for having a better understanding
of each other and making their teaching and learning more effective.
Role-playing games, as it is, encourage students increasing their language store by listening to
real authentic linguistic material and the output of their partners in discussion, communicati
on or dialogue journals. In role-playing games, there is an interaction between student and student, student and teacher, which
forms a triangle in learning and teaching. The ability to speak English frequently and
positivel
y is now becoming a pursuing goal in English teaching, however, seen from the unfavorable
current situation of students’ reticence on English teaching and learning, we can not wait to
change students’ reticence in classroom which comes to the premise problem and come up with
an idea to solve this kind of dilemma.
2. Object of Research
Chinese college students (Examples: English learners form Zhejiang Agriculture and Forestry
University)
3. Literature Review:
Up to now, many researchers and teachers from home and abroad have been attached importance to
the effects of role-playing games on changing college student’s reticence. Many studies have been done in this
respect.
1. Unfavorable Effects of Reticence on Students’ English Proficiency
The seminal study in this area is by Wang Xuehua (2006), who points out that many college
students of English regarding English as a second or foreign language have been diagnosed as
reticent learners in the recent ESL/EFL literature. They are unwilling to participate in
classroom activities and reluctant to give responses, even do not want to ask questions, which
pushes the atmosphere of class dead as a doornail. It is so universal to find that there are
so many reluctant speakers, and it is acceptable if active participation were not important in
language learning, however, it is in Mainland China where English can not be used daily so that
language practice is the basic guarantee for the improvement of language competence. Moreover,
either for personal needs or for environmental requirement the ability to communicate frequently in English comes to be the premise now.
Drawing upon Wang Xuehua, Luo Yongqin(2006)
takes the argument a step further and observes that the dominant role in class is mixed in the
traditional teaching of English. That is, Excessive teacher domination and language structural
knowledge privileged leads to students’ lack of practicability. It is a limitation for
students to learn English feasibility, practicability and effectiveness. In Luo’s opinion,
role-play activities, as an effective solution, along with much material in the textbook is
available to carry out the interaction, which makes for cultivating students’ interest in
learning and encouraging them to use English socially. However, there are also many limitations
and difficulties in putting role-
play teaching into classes, for example, the contradiction between linguistic competence and
communicative competence, misunderstanding of the dominant role between teacher and students
in class, the difficulty of implementing role-playing games with over 30 students in a class and so on. (Zou Yan, 2001)They are remained to be solved.
Somewhat in contrast to Wang and Luo, Wu Bian (2009) agreed with the opinion that traditional
teaching method has some negative effects in English language teaching and learning, while he
emphasis to create a positive classroom atmosphere. It is vital to create an open and
democratic atmosphere where students are easy to express their thoughts and opinions during
discussion. As Senior (1997) points out ‘an atmosphere of classroom cohesion was a necessary
precondition for the development of linguistic proficiency’. A comfortable atmosphere brings
out a familiarity for students to achieve affective objective of language learning. In addition,
it is a feasible way to minimize classroom anxiety. Role-playing games combined with listening, speaking and body language encourage two or more partners
to perform humorously, freely and pleasurably.(Van Ments, 1983) It is stressed that efficient learning takes place in an atmosphere where
subjects have no ware of the threat to the self-image and external criticism is maintained to a minimum and self-evaluation is encouraged.
Taking the argument in a new direction, Yu Jiaona proposed that role-playing teaching play an important role in students’ productive vocabulary
learning, referring
to Swain’s output hypothesis and cooperative learning theory. As Merrill Swain proposed,
output activity promotes students internalizing what they say, and making themselves as a
main part of it. By developing their own independent cognitive thinking competence through
output activities can improve the effect of target output in English learning. (Harmer, J,
2000)It is an invention to turn invisible knowledge into vivid act by changing the teaching method
from teacher-centered instruction to student-centered approach in a limited time. With a large body of statistics of experiment, it is
accurate point out that role-
play teaching is a more effective teaching approach for students’ productive vocabulary
learning than traditional teaching approach.
2. Role-playing Games
One important research study that demonstrates this is conducted by Ma Jie (2010), who
discovers that role-playing teaching makes for expanding the possibility of training students’ communicative
ability greatly. ‘Interaction is the collaborative exchange of thoughts, feelings, or ideas
between two or more people resulting in a reciprocal effect on each others’ (Brown, 2001).
Role-play is designed according to students’ knowledge structure, for examining their relevant
knowledge reserve. To choose the topic which students are interest in and is divergent is
better for the curriculum activities and knowledge absorbing. While in the role-play games, the effect of teachers can not be neglected, they can encourage students to carry
on with other styles in English when students are trapped. But it is not wisdom to give
answers to students directly. (Song Xuejun, 2007)
In a much different study that yields similar results, Ji Yan (2010) put forward that there is
a discrepancy on English teachers’ roles between students’ expectations and teachers’
class-room behaviors. (Zhou Xing, Zhou Yun, 2002)Her research indicates that the new teaching model should be cultivated by transforming from
a teacher-centered pattern to a student-centered pattern, in which students are encouraged to build up the ability to use language and
to learn independently in addition to language knowledge and skills. (He Cuiyu, 2010)Despite, the role of teacher can not be ignored as well, as they play more important roles in
fostering autonomic learning, which is the key to develop a comprehensive ability and quality
of learners. Seeing from her research findings, we can obtain these information, 1) teachers
should have a better understanding of autonomous learning and lead students to form a correct
concept of autonomous learning; 2) teachers should pay more attention to self-
improvement so that transform the roles from teachers to students; 3) teachers should provide
abundant chances for students to have a better learning methods and strategies which fits
themselves.
From a similar perspective, Johnson, K (2000) argues that as suggested by the name, role-playing games are played face to face, asking members involved in the acting role. Players are
asked to choose a character to put up and storytelling with rules, furthermore, students
should have a clear understanding to determine the objectives, define the contents and
progressions, and select the methods and techniques to be used and so on. He emphasis the
ability with ‘ A potential capacity to act in a given situation but not the actual behavior
of an individual is the essential factor concluded in the role-playing games.
The previous researches are almost convincing in the showing that there are more benefits role-play games can bring out for students’ language proficiency and it is necessary to pay more
attention
to change the way teachers teaches in the traditional way. But very few of them seem to have
realized that does role-playing teaching effect a permanent cure to change students’ reticence? This study will make
an attempt to explore the final result of this question and try to come up with more effective
implications for both teachers and students to be in better control of knowledge teaching and learning.
Bibliography
[1] Brown, H. D. Teaching by principle: An interactive approach to language pedagogy. Beijing: Foreign
language teaching and research press: 2001
[2] Harmer, J. How to teach English. Beijing: Foreign language teaching and research press. 2000
[3] Johnson, K. 2000. Understanding communication in second language classroom. Beijing:
People education press. 2000
[4] Senior, R. Transforming language classes into bonded groups. ELT Journal. 1997
[5] Van Ments, M. The effective use of role-play. New York: St. Martin’s press. 1983
[6] 賀翠玉. 如何提高英語課堂教學(xué)的實效性[A]. 語言與文化研究(第五輯)[C]. 2010
[7] 紀燕. 自主學(xué)習(xí)模式下學(xué)生對教師的角色期待與教師課堂教學(xué)行為的研究[D]. 江蘇大學(xué)，2010
[8] 羅永勤. 高中英語教學(xué)中的角色扮演[D]. 重慶：西南大學(xué)，2006
[9] 馬潔. 綜合英語課堂活動的組織—以Role-play為例在課堂教學(xué)中實現(xiàn)交際目的[J].科教文匯(上旬刊),2010(7)
[10] 宋學(xué)軍. 運用角色扮演提高初中生口語能力的額研究[D]. 華中師范大學(xué)，2007
[11] 王學(xué)華. 應(yīng)用人際交互式教學(xué)法改變大學(xué)生英語課堂沉默現(xiàn)象[D].東南大學(xué),2006
[12] 吳卞. 課堂互動和大學(xué)英語教與學(xué)[D]. 重慶師范大學(xué),2009
[13] 于嬌娜. 論角色扮演教學(xué)法對產(chǎn)生性詞匯學(xué)習(xí)的影響[D]. 遼寧師范大學(xué),2010
[14] 周星，周韻. 大學(xué)英語課堂教師話語的調(diào)查與分析[J].外語教學(xué)與研究， 2002
[15] 鄒燕. 英語教學(xué)中互動與溝通模式的研究[J]. 沈陽大學(xué)學(xué)報，2001
4. The contents and methodology:
In this thesis, the author wants to explore the important role of interaction in English teaching and
learning and analyze the role of teacher and student played in classroom interaction. After that,
the author would conclude the function of role-playing games in changing students’ reticence along with some implications for both students and
teachers, such as strategies for implementing college English classroom interaction.
Research methods used in this thesis includes investigation, comparison, contrast, analysis,
illustration and summary. The document retrieval will provide enough information and give a
clear review of the history of the study on schema. The comparison and contrast between the
information will show that schema plays its special pragmatic functions on English reading
teaching that should not be ignored. The analysis of its special pragmatic functions will
reinforce the fact that schema theory is used as a very efficient strategy in our English
reading. All in all, the author aims to provide students enough benefit a lot from the data the author collects.
Table of Contents:
1. Introduction
1.1 Research Background
1.1.1 Common Allegations of Students’ Reticence in English Classroom
1.1.2 Unfavorable Effects of Reticence on Students’ English Proficiency
1.2 Significance of the Present Research
1.3 Research Objective and Thesis Overview
1.3.1 Research Objective
1.3.2 Thesis Overview
2. Literature Review
2.1 English Teaching in China
2.2 Importance of Output in Second Language Learning
2.3 The Ways to Facilitate Output in the Classroom
2.3.1 Interpersonal Interaction
2.3.2 Task-based Learning
2.4 Related Researches on Asian Students’ Reticence
3. Task-based Interpersonal Interactive Approach—Role-playing Games
3.1 Approach of Changing Students’ Reticence
3.2 Method to Implement Role-playing Games
4. Application of Task-based Interpersonal Interactive Approach
4.1 Experiment Design
4.2 Experimental and Control Classes
4.3 Gathering of Preliminary Data
4.4. Observation
4.7 Summary
5. Conclusion
6. Bibliography
5. Expected Results:
According to investigations, the author wants to explore the various causes behind
reticence in order to have a better understanding of the overall English learner’s
proficiency. In allusion to the analysis, the author would present some implications for
both teachers and students, thereby, a reconsideration of Chinese learner’s reticence in
English class is a prerequisite for the change of traditional ways of teaching. The author
aims to analyze the main characters’ position to have a full view of the research, moreover,
the approach has been applied to the practice to test the effectiveness of role-playing games.
6. Innovations:
The author does observations in the college that promising the accuracy of the data, and
the data obtained form both
experimental and control class have been analyzed. The author accomplish this thesis not only
in virtue of reasonable structure and scientific methods, but also due to the great interest
in how to dealing with the students’ reticence.
研究進度安排：
1. 確定選題: 10月28日—11月27日
2. 開題報告: 12月1日—12月23日
3. 撰寫論文: 12月26日—3月31日
4. 修改論文: 4月1日—4月30日
5. 論文答辯: 5月12日—5月13日
【師范英語專業(yè)開題報告】相關(guān)文章：
英語專業(yè)開題報告11-29
英語專業(yè)碩士開題報告03-31
師范類開題報告05-31
2015英語專業(yè)論文開題報告范文03-08
英語專業(yè)畢業(yè)論文開題報告范文（最新）03-06
2015英語專業(yè)畢業(yè)論文開題報告范文平「精選」03-11
英語專業(yè)本科畢業(yè)論文開題報告范文（最新）03-09
課題開題報告格式及開題報告的寫法05-28