not? 4. Are you afraid of making mistakes and losing face in speaking English? 5. Do you think speaking English in class is important and necessary or not? 6. Do you have any chance to play games or make any role-plays in English class?
Table 2: Students’ response to the questions in the post-trial questionnaire. A B C Question 1 90% 10% 0 Question 2 80% 20% 0 Question 3 100% 0 0 Question 4 7% 12% 81% Question 5 96% 4% 0 Question 6 100% 0 0 Yes Not sure No Yes Not sure Not at all often A little Not at all Comparing with the first questionnaire, it is obvious that students show more interest in learning English, 90% students like to learn English while there was only 45% before the project. Only 20% of them think they have not enough confidence to learn it better after the four weeks studying but it was 80% before the project. 100% learners have interesting for my learning method, while before the project implementation, only 18% of them have. 81% of them are not afraid to make mistakes or lose face in class. Before the action implemented, 82% students thought they had not chance to make up role play, but now, all of them have chances to act out. After implementing the project, all of us believed that if we can use the effective ways we can motivate students’ learning interests.
Table3: The comparison between the two questionnaires
100806040200Q1Q2Q3Q421
活动前活动后Q5Q6
8. Problem Unsolved
After I thought seriously and had exchanges views on the project with my students, I found out that although learning atmosphere in English class had been improved a lot through the full-scaled implementation, there was still much that would need further improvement. Only when I make continuous reflection in my teaching, can I make greater progress. The most frequently mentioned problems can be categorized into two aspects: Firstly, the problem of the textbook: Vocabulary is small, and patterns in textbook are too simple. Secondly, a few students’ English level are too low. They still felt hard to learn English well. So I should help them more and more often after class.
9. Conclusion
The present study is chiefly based on the project that I proceeded from March 2011 to April 2011 which aimed to enhance my students’ interests in English learning. Six weeks ago, I determined to work on the crucial problem that some of my students weren’t interested in English learning. In my study I used the analytic method, cause analysis, questionnaire survey and brainstorming activation. I also formulated a specific research objective and a research hypothesis. And then I worked out five possible solutions. Next I implemented my project. I did much improvement in five aspects when I preparing my teaching plan and organized my students in my class. After implementing my four-week project, I did a questionnaire survey to see the result. From the data, I think the methods used in problem analysis are suitable, the problem objective is realistic, the hypothesis is provable, and the project has a sound basis. Now I can be very happy to state that my problem has been successfully solved (For instance, most of my students, about 90% of them was interested in English learning.)
This action research helps me cultivate awareness of the dynamic mechanism in my English teaching. It enables me to acquire unceasing professional development. From the action research, I have gained a lot of benefits. My teaching has been improved considerably with deeper insights to the teaching profession, more confidence in myself as a language teacher.
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Although I have learned a lot and improved a lot, action research starts me on another cycle of reflection, since I have basically solved one problem and identified another. I will go on with the spiral cycle of reflection which will lead me to the endless process striving for perfect teaching. The final report is drawing to an end but my action research is not. Now I strongly believed “ No pains, no gains. Come on! ”
References:
① 顾曰国. 论文项目设计【M】外语教学与研究出版社，2002.10 ② 顾曰国. 英语教学法【M】外语教学与研究出版社，2002.10 ③ 王笃勤. 英语教学策略论【M】外语教学与研究出版社
④ 程晓堂，郑敏. 英语学习策略—从理论到实践【M】外语教学与研究出版
社
⑤ 王牧群. 交际英语课内外活动设计【M】上海外语教育出版社
⑥ 王蔷，Shelagh Rixon, Annamaria Pinter. 小学英语教学法—从理论到
实践 【M】中央广播电视大学出版社，2003.12
⑦ 曹美云，王俊丽. 如何激发学生学习的兴趣【J】 决策探索，2004.06 ⑧ 王丽梅. 运用多媒体手段优化小学英语教学【J】教育实践与研究（小学
版）,2005.04
⑨ 陈斌，姚远.创设英语课堂游戏激发学生学习兴趣【J】小学教学设
计,2006.12
⑩ 郭春霞. 行动研究:教师培训者教学技术水平提高的有效途径【J】继续教
育研究，2009.02
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Appendix 1:
The timetable of the project
Stage Calendar dates Chosen a problem 1 March.1---March.6 Selected methods suitable to the problem and applied the problem analysis Formulated a project objective 2 Formulated a project hypothesis March.7---March.13 Expressed the rationale Designed activities 3 March.14---April.10 Implementation the teaching design for 4 weeks. Make the date analysis to prove the hypothesis in 4 April.11---April.17 my project objective. Examined the project critically and objectively conclusion
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Tasks Appendix 2: Activity design Activity 1 (March 14 –March 20)
Content: Unit 3 what’s your name? , Book 3, Primary School English
Purpose: In this unit, students will learn the new words “name” and the new sentence pattern “What’s your/my/its name?” “My name/Your name/Its name is…...”.
Procedure: 1.
First I divided the 40 students into 8 groups and then I set score mode to let the latter plays are more competitive. Groups I divided should be composed by students by different English levels and different personalities. Then I can review the knowledge they have learned last text.
2.
Using hand puppets to let students understand the meanings of new words and new sentences.
3.
In order to consolidate the knowledge they just learnt, I provided them with fun games. I set a game named “loud & low voice” to practice words “name/cake/cup/cap”, and set a game named “clap and read” to practice sentences “what’s your/my/its name”.
4.
In order to improve the students' learning initiative and enthusiasm, but also to let them actively participate in class study, I ask students to set a situation by groups and express what they have learnt whatever new or old knowledge according to performance.
5.
Last I must praise students whether they do it good or not because happy learning is the best. And I will set homework for students.
Activity 2 (March 21—March 27)
Content: Unit 5 who is he? , Book 3, Primary School English Purpose:
In
this
unit,
students
will
learn
the
new
words
\the new sentence pattern “Who is he/she?”. If time is enough, I will expand words “grandfather/grandmother/uncle/aunt”.
Procedure:
1. First I divided the 40 students into 8 groups and then I set score mode to let
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