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畢業(yè)論文/開(kāi)題報(bào)告 2019師范英語(yǔ)專(zhuān)業(yè)開(kāi)題報(bào)告 　　畢業(yè)設(shè)計(jì)(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(yǔ)課堂沉默現(xiàn)象 　　研究對(duì)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 teachers 　　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 students 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 (XX), 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(XX) 　　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 luos 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, XX)they are remained to be solved. 　　somewhat in contrast to wang and luo, wu bian (XX) 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 swains 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, 　　XX)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 (XX), 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, XX). 　　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, XX) 　　in a much different study that yields similar results, ji yan (XX) put forward that there is 　　a discrepancy on english teachers roles between students expectations and teachers 　　class-room behaviors. (zhou xing, zhou yun, XX)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, XX)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 (XX) 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: XX 　　[2] harmer, j. how to teach english. beijing: foreign language teaching and research press. XX 　　[3] johnson, k. XX. understanding communication in second language classroom. beijing: 　　people education press. XX 　　[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. martins press. 1983 　　[6] 賀翠玉. 如何提高英語(yǔ)課堂教學(xué)的實(shí)效性[a]. 語(yǔ)言與文化研究(第五輯)[c]. XX 　　[7] 紀(jì)燕. 自主學(xué)習(xí)模式下學(xué)生對(duì)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)，XX 　　[8] 羅永勤. 高中英語(yǔ)教學(xué)中的角色扮演[d]. 重慶：西南大學(xué)，XX 　　[9] 馬潔. 綜合英語(yǔ)課堂活動(dòng)的組織—以role-play為例在課堂教學(xué)中實(shí)現(xiàn)交際目的[j].科教文匯(上旬刊),XX(7) 　　[10] 宋學(xué)軍. 運(yùn)用角色扮演提高初中生口語(yǔ)能力的額研究[d]. 華中師范大學(xué)，XX 　　[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(yǔ)課堂沉默現(xiàn)象[d].東南大學(xué),XX 　　[12] 吳卞. 課堂互動(dòng)和大學(xué)英語(yǔ)教與學(xué)[d]. 重慶師范大學(xué),XX 　　[13] 于嬌娜. 論角色扮演教學(xué)法對(duì)產(chǎn)生性詞匯學(xué)習(xí)的影響[d]. 遼寧師范大學(xué),XX 　　[14] 周星，周韻. 大學(xué)英語(yǔ)課堂教師話(huà)語(yǔ)的調(diào)查與分析[j].外語(yǔ)教學(xué)與研究， XX 　　[15] 鄒燕. 英語(yǔ)教學(xué)中互動(dòng)與溝通模式的研究[j]. 沈陽(yáng)大學(xué)學(xué)報(bào)，XX 　　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 learners 　　proficiency. in allusion to the analysis, the author would present some implications for 　　both teachers and students, thereby, a reconsideration of chinese learners 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(jìn)度安排： 　　1. 確定選題: 10月28日—11月27日 　　2. 開(kāi)題報(bào)告: 12月1日—12月23日 　　3. 撰寫(xiě)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