本科生毕业论文（设计）册
学院 XXX学院 专业 英语教育 班级 XXX级英语教育X班 学生 XXX 指导教师 XXX
XXXX大学本科毕业论文（设计）任务书
编 号：
论文（设计）题目： 情景教学法在中学英语口语教学上的应用 学院： XXX学院 专业： 英语教育 班级： XXX级英语教育X班 学生姓名：XXX 学号： XXXXXXXX 指导教师： XXX 职称： 教授
1、论文（设计）研究目标及主要任务
本论文的研究目标是总结有关中学英语口语教学以及情景教学法的国内外研究及其在中学英语口语教学中的应用。其主要任务是通过分析情景教学法的作用指导中学英语口语教学。
2、论文（设计）的主要内容
本论文分为四章，第一章介绍该研究的背景、目的及论文的设计，第二章介绍口语教学的国内外研究，第三章介绍情景教学法的国内外研究，最后一章讨论了情景教学法在中学英语口语教学上的应用。
3、论文（设计）的基础条件及研究路线
本论文的基础条件是不同的语言学家及教育学家对情景教学法的研究结果。
研究路线是对情景教学法的应用从不同的角度进行阐述，并将其分别应用在中学英语口语教学实践中。
4、主要参考文献
Krashen, S.D. 1982. Principles and Practice of Second Language Acquisition. Oxford: Pergamon Press. Nunan, D. 1989. Designing Tasks of the Communicative Classroom. Cambridge:
Cambridge University Press. 杭理. 2009. 初中英语口语教学现状与研究策略.《考试周刊》第40期, 123-25. 龙文珍. 2003.《中学英语情景教学的设计与运用》. 上海: 华东师范大学. 李吉林. 2006.《情境教学实验与研究》. 北京: 人民教育出版社. 5、计划进度 阶段 起止日期 1 确定初步论文题目 3月16日前 与导师见面，确定大致范围，填开题报告和2 3月16日-3月23日 任务书，导师签字 3 提交论文提纲 3月23日-3月30日 4 交初稿和文献综述 3月30日-4月20日 5 交终稿和评议书 5月8日前 指 导 教师： 年 月 日 教研室主任： 年 月 日
注：一式三份，学院（系）、指导教师、学生各一份
XXXX大学本科生毕业论文（设计）开题报告书 XXX 学院 英语教育 专业 2XXX 届
学生 姓名 XXX 论文（设计）题目 情景教学法在中学英语口语教学上的应用 指导 专业 所属教英语高年研究方XXX XX 英语教学法 教师 职称 研室 级教研室 向 课题论证：从国内外各个研究等方面论证情景教学法的作用及其在中学英语口语教学中的应用。 方案设计：第一章介绍该研究的背景、目的及论文的设计， 第二章介绍口语教学的国内外研究， 第三章介绍情景教学法的国内外研究， 第四章讨论了情景教学法在中学英语口语教学上的应用。 进度计划：3月16日前确定初步论文题目 3月23日前写开题报告、任务书 3月30日前提交论文提纲 4月20日前提交初稿和文献综述 5月8日前交终稿和评议书 指导教师意见： 指导教师签名： 年 月 日 教研室意见： 教研室主任签名： 年 月 日
XXXX大学本科生毕业论文（设计）文献综述
Literature Review Spoken language was the most frequently used communication tool for humans. Teachers in middle schools should attach importance to oral English teaching and improve the students’ communicative ability (Zhu Minghui, 2009). Oral English has some features. Firstly, external language expression and internal language thinking are synchronous. Secondly, spoken language is situational. Even for the same topic and content, there are different expressions. Thirdly, spoken language is loose. In order to make the listener understand easily, people tend to use simple structure (Zhou Xiaoqing, 2012). Oral English teaching is a curriculum which let students learn spoken knowledge and skills. Oral English teaching is an element of English teaching. Through the teaching students can communicate with others in English (Guan Xulan, 2011). Oral English teaching has some theoretical bases. Firstly, cognitive learning theory is to explore the law of learning theory through studying the cognitive process. It insists that human is the subject of studying and learn actively. At first, activity is the medium of people’s knowledge of the external world. The purpose of education is to make students create not repeat. (Jean Piaget, 1970) Secondly, second language acquisition is also the basis of oral English teaching. S.D.Krashen’s language acquisition theory includes five hypotheses: the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the affective filter hypothesis and the nature order hypothesis. In S.D.Krachen’s mind, only when learners get comprehensive input which is a little higher than his or her present language level and learners can focus his or her attention on
comprehension of meaning not form, can the learner gain language acquisition. If the present level of learners is called “i”, the input “i + 1” can improve the learners’ acquisition. Thirdly, the theory of constructivism is of instructional effect to oral English teaching. Constructivism is a branch of cognitive psychology school. One of its key concepts is schematism which refers to perception of understanding and ways of thinking. Schematism is the origin and core of cognitive structure or the foundation of people getting knowledge of events. In recent years, scholars in China have done a lot of researches in oral English. In the 1990s, the scholars have explored the situation and problems of oral English teaching from the perspectives of culture shock, teachers’ quality, emphasis degree and students’ psychological barriers, etc ( Kang & Lu, 1998). Wen (2001) and Liu (2002) have carried out surveys and gave suggestions for the theory and practice of oral English teaching from the backwash effect of the National Spoken Test. Yang (2002) has called for the evaluation of oral proficiency, careful actions in the design of tasks and the application of communicative strategies as well as for the balance between the time distribution of peer talk and teacher talk, between the center on form and on meaning. Actually listening, speaking, reading and writing are inextricably linked. One of the main teaching principles of Communicative teaching methodology is to regard the skills of listening, speaking, reading and writing as comprehensive language activity and put speaking and reading and writing in the equally important places (Zhao, 2011). American social linguists Hymes have put forward the concept of “communicative competence” according to Chomsky’s linguistics competence. Communicative competence could be understood as the application of potential language knowledge and ability. In Hymes’ mind,
情景教学法在中学英语口语教学上的应用_毕业论文
