课程设计教学方法口语能力

课程设计论文：出国培训英语口语课程的设计与研究【中文摘要】近年来,对口语教学的研究一直是外语教学研究热点之一。口语教学历来是英语教学中不可或缺的有机组成部分。英语口语的训练不仅是在校生的必要,而且对社会上想要到国外生活去的人也很重要。社会上有一些人,他们的英语口语水平较低,但是想要到国外居住,工作和学习。怎么设计口语课来帮助这些人在很短的时间内有效地提高口语能力是本课题研究的重点。在本研究里,我们将设计这样的课程来满足社会上培训学校里那些学员们的需要。本研究旨在:1)设计出能够满足想在英国生存需要的英语口语培训课程;2)实践并评估一下所设计的课程是否对学员有效,是否能提高他们的口语水平并能达到交流的;3)为培训学校提供英语口语出国培训的课程样本以及设计课程和课程教学大纲的经验;4)通过研究,对如何快速提高基础差的学习者的口语能力提出一些有效建议。基于课程设计原理和二语习得理论基础之上,研究者就口语课程设计这一主题对南戴河一所英语培训学校的老师和学习者进行了调查,旨在通过对教师和学生的问卷和访谈,研究如何能设计出合适的课程更有效地提高学员的口语能力。通过了解教师在教学过程中遇到的问题,以及学生对教师角色的期望,进一步改进和完善所设计的课程。.【英文摘要】Oral English learning has always been one of the hot topics in the field of foreign language teaching and learning in recent years. Oral English teaching is also an integral part of English language teaching. The training of spoken English is not only necessary for students in schools, but also important for people in the society who want to work or study abroad. There are a number of people in the society whose English proficiency is low, but wanting to live, work, or study abroad. How to effectively help .【关键词】课程设计 教学方法 口语能力【英文关键词】course design teaching method spoken English proficiency【索购全文】联系Q1：138113721 Q2：139938848【目录】出国培训英语口语课程的设计与研究摘要5-7Abstract7-8List of Abbreviations11-12List of Tables12-13Chapter 1 Introduction13-181.1 Background information concerning the course design13-141.2 Significance of the study14-151.3 Purposes of the study15-161.4 Outline of the thesis16-18Chapter 2 Literature Review18-352.1 The principle of course design18-192.2 Approaches to course design19-242.3 Linguistic knowledge24-302.3.1 Functional grammar25-282.3.2 Communicative approach28-302.4 Cultural knowledge30-332.4.1 Negative features of collectivism at school31-322.4.2 Collectivistic culture322.4.3 “Eloquence May be Silver, Silence is Gold”mentality32-332.4.4 Confucianism and hierarchical society: respect for authority332.5 English school culture33-35Chapter 3 Design and Methodology35-663.1 Route and stages for course design35-543.2 Research questions54-553.3 Subjects of the study553.4 Methods and techniques for the investigation55-663.4.1 Questionnaires56-583.4.2 Interview58-603.4.3 Standardized Spoken English Proficiency Test60-66Chapter 4 Data analysis and Discussions66-824.1 Analysis of the closed-ended questions in Questionnaire I66-704.1.1 Investigation of teachersmethods of teaching spoken English66-684.1.2 Investigation of schoolsadministrative system68-694.1.3 Investigation of teacherscommunicative abilities69-704.2 Analysis of closed-opened questions in Questionnaire II70-764.2.1 Investigation of learnersactual learning progress70-744.2.2 Relationships between teaching method and learning strategies74-764.3 Analysis of the interviews and spoken English proficiency Test76-824.3.1 Analysis of the interviews76-794.3.2 Analysis of the spoken English proficiency test79-82Chapter 5 Conclusion82-895.1 Summaries of the findings82-845.2 Suggestions for improvement of learnersspoken English84-875.2.1 Identifying learnerslanguage learning strategies855.2.2 Evaluating the course according to learners feedback85-865.2.3 Widening teaching method and learning strategies86-875.3 Limitations of the study87-885.4 Suggestions for the future research88-89References89-97Appendix 97-99Appendix 99-101Appendix 101-102Appendix 102-103Acknowledgements103-104作者作作104