安徽工贸职业技术学院外语系商务英语专业毕业论文
模块化胜学法背景下的英语强化训练

名:
指导教师: 指导教师: 院系名称: 院系名称:
2011 年 月 日 (学校名称) 学校名称)
English Intensive Training Unde Lump-Reorganizing Victory Learning Method
A Thesis Submitted to Faculty of International Studies of Anhui Vocational & Technical College of Industry & Trade in Partial Fulfillment of the Requirements for the Degree of Associate of Arts
By (作者中文英译名)(eg.Zhou Xiaohong)
Supervisor(指导教师) (时间英译)(eg.March 12,20
  11)
摘要
我国目前的英语学习普遍存在“费时较多,收效较低”的现象。本文以影响学生学 习英语的主要原因出发,以模块化胜学法为理论础, 具体分析了面对大一英语专业新 生而开展的英语强化训练。这种英语强化训练是一种旨在使学生适应大学英语学习有 效提高学习效率的短期培训,作者将在该法指导下的英语强化训练加以延伸,使得整 个大学期间的英语学习也得到了深刻启示。
关键词:英语学习 模块化胜学法 英语强化训练 关键词
Abstract When learning English, learners always face such a problem as what they can gain from is usually much less than what they have paid for. This article points out the causes that prevent English learners from learning English well. On the base of the theory of Lump-Reorganizing Victory Learning Method, English Intensive Training, which is aimed to make the freshmen of Foreign Languages College in Jishou University adjust college English learning easier and bring them higher learning efficiency, is carried out. It also plays an exemplary role in the whole process of English Learning in University. Key words: English learning, Lump-Reorganizing Victory Learning Method, English Intensive Training
Table of Contents
1 Introduction………………………………………………………………1 2 Problems Students Face in English Learning …………………………1
  2.1 Impractical Learning Motivation …………………………………….3
  2.5 Unbalanced Learning Emotion………………………………………….3 3 An Introduction to Lump-Reorganizing Victory Learning Method……..3
  3.1Introduction…………………………………………………..……….3
  3.2 Lump-Reorganizing Learning ………………………………………….4
  3.
  2.1 Detailing Learning Object …………………………………….4
  3.
  2.4 Learning Scientifically……………………………….…….5
  3.
  2.5 Collecting Learning Intention ……………………………………6
  3.3 Victory Learning ………………………………………………..…6
  3.
  3.1 Accelerated Learning……………………………………………6
  3.
  3.3 Victory Learning……………………………………............…..7 4 A Brief Introduction to English Intensive Training ……….……….…7 5 English Intensive Training under Lump-Reorganizing Victory Learning Method....….. …...…...….. …..….....………………………….……….…8
  5.1 Introduction………………………………………………….……8
  5.4 Results of English Intensive Training……………………………11
  5.
  4.1 Effects of English Intensive Training …………………………. 11
  5.
  4.2 Something ……………………………………………………12 6 Conclusion………………………………………………………….……13
Bibliography……………………………………………………………… 14

  1、Introduction Three years ago, I have started my own English training school“Dream Crazy English Training Center”, and I have been teaching in the school. In my teaching, I’ve found some problems, especially the problem that some of my students are not interested in speaking English. I’ve told them time and again the importance of oral English and urged them to take an active part in oral work. However, their interest in speaking English does not seem to be enhanced. Since taking the English courses in Beiwaionline, I hope I can find solutions to the problem that has troubled me for some time through action research so that I can apply what I have learned into practice. Hopefully, the present situation in teaching oral English can be improved and my students can also benefit from the project. The purpose for learning English in China has changed in recent years due to the open Door Policy. In the past, everyday communication was not the main goal because one didn’t need to listen and speak in English. So the Grammar-Translation Method started to get more and more popular from 1700’s, 1800’s in Europe. It is the one which has been used in the foreign language leaching for the longest time. It has some advantages which are well known, such as to improve the learning effect through students’ comprehension to the grammar rules, etc. But the deficiency of it is apparent. For example, it ignores the oral teaching, etc. (Li, 1983:
  34)

  2、Problems Students Face in English Learning . My problem is: Some of my students are not interested in oral practice I have taught in “Dream Crazy English Training Center”,.In my teaching, I’ve found some problems, especially the problem that some of my students are not interested in speaking English.In other words,they value written English more than oral English.
  2.1 Impractical Learning Motivation In my speaking class,the students usually read and recite the texts or key sentences.It seems that the way to learn English well is to master the written English and make out the test answers baring oral English.They are not activity in speaking English . Since language is usually used as a tool for people to communicate with each other and exchange ideas and information in their work and daily life.However, the students’s lack of oral English may do harm to the essential meaning of English learning. As everyone knows, english is a language which is different from our native tongue. Language is usually used as a tool for people to communicate with each other and exchange ideas and information in their work and daily life, so people are eager to use a lot of methods to learn it well. English is widely used in the world, and people are aware of the importance and necessity in English learning. It is true that interest is a positive factor in English learning. All teachers should attach the great importance to the students' interest in
the whole process of English learning and teaching.The interest will be the motivation of students’ English learning.
  2.2 Unbalanced Learning Emotion I interviewed some students in the YuMing high middle school, which enjoys a good reputation with the high rate of entranced. The students came from both fast classes (the students have high level of the total scores in the examination) and common classes (the students have low level of the total scores in the examination). .Data collection This investigates included the following questions:
  1) What about your English language learning results?
  2) Do you like learning English language? And why?
  3) Since you do not like English language, why do you still learn English language?
  4) When you began to study English language?
  5) Do you like your English teacher?
  6) If you do not like your English teacher, whether you can still study hard or not?
  7) What is the most difficult or biggest problem, do you think, in the English language study?
  8) Do you like to remember English vocabularies?
  9) How do you learn English language?
  10) In English language learning, what do you think do you like best to do? Listen to the English music? Read some favorite English magazines? Watch English films? Or else?
  11) If there were no college entrance examination, do you want to continue learning English language?
Data analysis
  1) College entrance examination. The senior middle school students must facet to college entrance examination; it is a great external force to push them to study English. In the interview, the two students who have less interested in English mentioned the pressure from the college entrance examination. They said it was college entrance examination that they attached great importance to in English learning; the college entrance examination has directed their motivation to a instrumental one.
  2) Going abroad. These students mostly have integrative motivation; most of them intended to go abroad for further studies. They usually not only focus on the presence examination, but pay enough time for speaking and listening. They interested in English movies, music and magazines. Reading also became their favorite.

  3) Already known more English knowledge. More and more students learned English at the early age, so when they entrance senior middle school they have known lots of knowledge such as vocabularies, grammar. These students would feel more easily to learn English, because of the already known knowledge. They have not too much difficult to study the knowledge, so they aspire to learn much more.
  4) Learning attitude. The students often have positive attitude in learning English. Whatever the difficult is these students would not drop their working. They know how to adjust their attitude, whether in the worse mood or good mood. So when they come into some troubles, they would stick into working hard with positive attitude.
  5) Independence in learning. According to the interviewees, they themselves always do learning according to the schedules made by themselves or in a way that they find most effective. They are conscientious and clear about what they need and what they can do, in a word, they are able to adopt various strategies.
  6) Encouragement. They were encouraged by others or themselves in their study and got satisfaction and sense of fulfillment from hard working. It is competence-support, that has given them the sense of competence
  3、An Introduction to Lump-Reorganizing Victory Learning Method
  3.1 Introduction Lump-Recorganizaing Victory Learning Method is the so-called modular victory ,which requires students to set up "to learn your wins not expensive long" learning thought, to clear before study study study goal, content, science reasonable reorganization to determine appropriate study time, selecting study method, effectively adjust learning mood, sets up the confidence, using race win, realizing fast and efficient form of learning a heavy learning strategies. These can fundamentally change the student's learning process that occur in the learning objectives inaccuracies, learning content improper, learning time lost value, learning methods and learning mood disorders' problems by using the strategy chosin reservoir, learn fast, learn well, learn easy delectation!
  3.2 Lump-Reorganizing Learning
  3.
  2.1 Detailing Learning Object Many students in the learning process appears different degree of erroneous learning behavior. As some students learning emotionally unstable, when she studied all night on impulse, in bad mood when working days, three days fisherman put spread fishnets two days. Some students watch others play, play and watch others learn schooling, or before the exam, malicious learn after the test, never think I fiercely play what learned what, not thinking, not summary, don't check, learning very blind. Correct establishment after learning goals, this kind of circumstance is effectively improved. Life without goals, but not yet do not only life big goals, only will be large and into the common objecting small in goal, month goals, goals, goals and small week can only be implemented. Great goals with specific learning contents combined. For instance, some students say I goals can be and foreigners fluent dialogue, he will have to put this goal on feet, from letters to another sentence, realize the small target, the target concentration, each breakthrough, can realize his dream.
Applied to the practical teaching, mainly in each semester, not only per unit of a target, more important is in each class will have goals, including this class total goal, this class of points during each goal. Specific goals and their learning efficiency will improve, is the only way to really achieve "learn your wins not expensive long".
  3.
  2.4 Learning Scientifically Many classmates, looks very hard, prone on the table the dead chew textbooks, learned bitter play less, but bad grades, ability nor prominent, hard a big, soon memorize it forgot, not creative science, not flexible use, can't use this knowledge to solve the problem. In order to change this situation, we must learn to a "perfect" word. For example, the word librarian at first glance seem very long, but as long as you understand this word is by more emphases transformed this word, easy to remember. In fact there is contact between knowledge of new knowledge, will build upon in the old knowledge much easier.
  3.
  2.5 Collecting Learning Intention Middle school students' English learning process of different level beset by bad mood. Mai
 

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