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1、本 科 毕 业 论 文 增强后进生信心原典式英语教学学 院 外国语学院专 业 英语教育年 级 2007级学 号 姓 名 指 导 教 师 成 绩二一一年三月Raising Underachievers Confidence in English Teaching by Homer Approach Zhang Yan SupervisorXiao DanA Thesis Submitted inPartial Fulfillment of the Requirements for the Degree ofB. A. in EnglishSCHOOL OF FOREIGN LANGUAGESSO
2、UTHWEST UNIVERSITY March, 2011AcknowledgementsMy heartfelt thanks would first go to my supervisor, professor, Xiao Dan for her generous support. She has proved a constant source of inspirations and encouragements. Without her personal supports and guidance, I wouldnt have found my progress so much q
3、uick and easy. Thanks her for pointing out all the possible mistakes in this paper. Also I am grateful to Professor Chen Jun who gave me a detailed instruction about how to write academic papers, Professor Yang Xiao Yu who first introduced me The English Course Teaching which has interested me ever
4、since and give me confidence in English teaching, Miss Wei Jing taught me how to do research about English teaching in middle school. Moreover, I would like to express my appreciation to all the other teachers, especially, the administration faculty of our department for their helps and supports dur
5、ing my BA study.I should also like to thank my classmates for their helps and friendship freely given in respect of a wide range of academic and personal matters.Lastly I must sincerely express my gratitude to my family members for their continuous understanding and whole-hearted support so generous
6、ly and willingly given during the four-year studies.ContentsAbstracti内 容 摘 要ii1. Introduction12. Research Background22.1 Underachievers confidence22.2 Homer Approach 2 2.3 The practical significance of the research.23. Research Methodology.33.1Research questions.33.2 Research subjects.33.3 Research
7、instruments3 3.4 Research procedures.34. Research and Discussion44.1 Questionnaire and class observation.44.2 Teaching intervention44.3 Check and reflection45.Suggestions56. Conclusion.6ReferencesRaising Underachievers Confidence in English Teaching by Homer ApproachAbstractNowadays, more and more s
8、tudents lost their confidence in learning English, which affected their school achievements in middle school. One of reasons is that they cant find right methods in learning English and then give up their confidence in English. Without confidence in learning English, they will have no goal in their
9、study. Facing this situation, this paper intends to do an investigation by using questionnaire and class observation for finding the reasons why those students lost their confidence in learning English, then tried to put forward some measures by using Homer Approach in the teaching practice. Homer A
10、pproach, which based on the theories of psychology, biology, science and so on, aims to improve students self-learning ability and it used 321+x to train those students self- learning ability. Homer Approach originates from “Homer Memetics” which pays more attention to listening before reading so th
11、at students can get self-learning ability and then build their confidence in English learning. Therefore, Homer Approach is appropriate for Chinese students to learn English. Trying to put Homer Approach in middle schools English teaching will be a wise thought for raising underachievers confidence
12、in learning English. for the purpose of proving underachievers confidence through the practice of Homer Approachs teaching procedures in English teaching, it is worthy of doing deeply research in English teaching field. Key Words underachievers confidence Homer Approach new teaching method 增强后进生信心原典
13、式英语教学内 容 摘 要 当今社会， 越来越多的中学生在学习英语时由于不能找到适合自己的学习方法而逐步失去对英语学习的信心，并且影响学生在整个中学阶段的学习成绩和生活。没有了学习英语的信心， 学生便会在他们的学习生活中逐渐失去目标。针对于这种情况，论文前期通过以问卷调查以及课堂观察的方式收集分析出学生对英语失去信心的一些因素成因，并提出用原典法来提升后进生学习英语的信心。基于心理学，生物学，科学方面的的长时间研究证明：原典法是一套适用于中国人学习外语的教学方法。它主要是通过321+X系列一体化训练方法提高中学生自学外语的能力，提倡在教学中以“荷马模因”的谱系，英语学习更注重聆听先于阅读，科学提
14、高学生自学能力，从而树立中学生学习英语的信心。 本论文针对原典法的具体步骤和程序尝试了教学中的具体运用，证明对后进生的英语学习自信心有一定的改善，值得在英语教学中的进一步探索。关键词: 后进生信心 原典法 新教学方法 Raising Underachievers Confidence in English Teaching by Homer Approach1. Introduction With the development of society, our country needs more and more language talents in foreign affairs. Ho
15、wever, our Chinese students meet a lot of difficulties in learning foreign language. As a result, some of middle schools students lost their confidence in learning English. It can attribute to the traditional teaching methods which thinks learning English is like Chinese. Chinese has the characteris
16、tics of vision and image, but English features with sound and listening. When Chinese teachers teach English, they just use the way which they use to learn Chinese. During these 30 years, Chinese students spend the longest time in learning English at the schools, but the effectiveness is little. On
17、the contrary, students start to lose their confidence in learning English. Doing this research, raising underachievers confidence in English teaching by Homer Approach, can bring the bright light for those underachievers and our society. In order to rebuild those underachievers confidence, the teach
18、ing method, Homer Approach will be a good way to make the dream come true. Homer Approach analyses students deeply in the field of psychology, philosophy and science. If this teaching method gets works, those students will soon feel make great progress and rebuild their confidence in English. For th
19、e thesis, the research was arranged as follows. Firstly, the confidence of underachievers will be stated by the way of questionnaire and then the teaching method, Homer Approach, will be explained in its basic theories, goals and concretely training methods in English teaching. This is the research
20、background. The important part of the thesis is the research methodology; it includes research questions, research subjects, and research instrument and research procedures. It will present the details of the research, stating how to put Homer Approach into English teaching. At last, in the part of
21、result and discussion, the investigation result is presented and students feedback for the research. 2. Research Background 2.1 Underachievers confidence Underachievers exist in anywhere. In china, many teachers and parents call it the worst students, underachievers or learning disability. In the ea
22、rly research, the foreigners always use “brain injury” or “minimal brain dysfunction” to name those students whose school marks are poor. At present, “learning disability”, “underachievers” and so on are often used to describe those students. According to the American scholar, Cruickshank (1972), th
23、ere are more than 40 ways to call those students. In the thesis, underachievers will be used to name those students whose English marks are low because their confidence in English learning is reducing. Nowadays, many English teaching methods are put forward into the English teaching to explore those
24、 learners potentiality; however, it has some side-effect in students humorous, healthy and overall development. For example, weary mood is breeding and spread, the confidence in English learning becomes weak and slack off. In the early research, it found out that almost 64% research subjects thought
25、 the heavy learning load; spiritually lonely, emptiness and examination are the worries of students. Weary mood will affect students development of potentiality. Even worse, students confidence in learning English will be reduced. Different scholars and subjects have different opinions in the field
26、of underachievers.According to Gallagher (1966), underachievers mean those students whose study failures are caused by the misbalance of the development ability. Since S.Kirk（1962）puts forward the underachievers to describe those students who have difficulties in their study in the 1960s, it has bee
27、n 30 years in the research of underachievers. Many elements will cause the underachievers poor study in the school. In English learning, many students thoughts are presented through so many years English education. In the middle school, the follows are common during those English learners. Some of t
28、hem believe it is the destiny, they have made effort in learning English, they did everything that their teacher has asked them to do, Reading textbooks, remembering vocabularies and reciting grammar, but they still can not get a good mark in English examination. After many fails, they think it can
29、not change again and they have not talent in learning English. Finally, they give up and believe it is their destiny. They spend their hours imagining the other things. For example, travelling, playing, shopping and making up which are beyond of their study. Take an example; for some students have d
30、one their study too bad at the present, they dont set the standard for those students role. Theyve forgotten that learning is their main task in their study life. Finally, they always put those school works to be done for a long time and then ignore it and just finish the tasks to their teachers. Th
31、ey dont get any improvement in their task. From one step to another step, they become underachievers. Besides, there are also some other facts, such as, grow negatives and learning habits and so on. Underachievers confidence in English learning is in a downward.2.2 Homer Approach Different countries
32、 people learn English; they need to use different methods. According to EFL (English as a Foreign Language) and CLT (Communicative Language Teaching), we finally find a way for Chinese people to learning English. It is Homer Approach.Homer Approach which is based on the theories of C.F.Hockett (Janu
33、ary 17, 1916 - November 3, 2000) and N.Chomsky (1928-) accept the reasonable elements of three traditional language teaching models; structural, functional and international view. In the field of science philosophy, Homer Approach doesnt use Nature and Nurture dividedly. Besides, it thinks of many f
34、ields of research, it includes the elements of psychology, second language acquisition, biology and sociology.In the field of Psychology, Neuroplasticity constantly be provided proofs. It proves that the second language learning has no relationship with brain impairment, but it is new task in learni
35、ng foreign language after mastering their mother tongue. Therefore, this could improve second language learner proficiency in learning English. Besides, as we all know, communication includes listening, speaking, reading, and writing. According to Wilt and Rankin research, when one is wake, listenin
36、g, speaking, reading and writing possess 45%, 30%, 16% and 9% in the communication. That means listening and speaking spend almost 75% of the communication. Homer Approach is based on those theories and advocates listening first in improving students self-learning. It believes listening and speaking
37、 are the premise of reading and writing. Therefore, Homer Approach focuses on listening before reading; it pays more attention to listening in English education. It advocates auditory input not visual input. Homer Approach uses phonological loop to improve underachievers English learning through pho
38、nological memory like the follows. It includes A, B and C. however, the traditional teaching method, grammar-translation method, focuses on Visual input. It includes D and E. as we can see, phonological loop is more complicated, but it could be more useful in English teaching. Auditory input Visual
39、input AVisual analysis and STS Phonological Analysis d PhonologicalSTSInferior parietalLobe Orthographic to phonological recoding eBRehearsal process Phonological Output bufferBrocas area-premotor cortex C Spoken outputReferred from A. Baddeley, 2003 Using phonological memory, finally, it will arriv
40、e the goal that raising underachievers confidence in English teaching. In terms of methods and training, Homer Approach uses AAA training method, Audio premier, Acoustic Enhancement and All-in-One, to build underachievers confidence in learning English. Using the method of “321+x” strengthens studen
41、ts English knowledge. This training method is the best help for phonological memorys practice in English teaching. To be more specifically with “321+X”, 3 stands for listening to text with close eyes at least 3 times; 2 stands for reading text at least 2 times; 1 stands for listening to the text aga
42、in at least once; x stands for variety of others training to improve students ability. Except that, this teaching method has flexibility, if those students are at a low level, the researcher can use “542+x” or “432+x”; if they are at a high level in English, we can use “211+x” or “111+x”. All in all
43、, Homer Approach is a good way to raise underachievers confidence in English teaching, because it relies on the theory of phonological memory with the help of AAA training method. “321+ X” is perfect in English education. In English education, Homer Approach is good for cultivating students self-lea
44、rning ability which is born with them. Besides, making them learn self-arrangement, self- control and self-practice. With the help of internet and multi-media, Homer Approach not only provides students the ability of communication in English, but also gets the perfect marks in English examination. R
45、eferred from Xu Huo Hui and Xu Hai Tian, 2010According to the theory of Homer Approach, it used conscious reflection to teach students English. For example, listening is the first step in teaching, which can make good impression in understanding English at the beginning for English learners. It can
46、avoid teachers misleading in pronunciation. Besides, through fist listening, it can make students want to understand those strange languages consciously in the mind. The Linguistic, S. Krashen (1985), published five hypotheses in their foreign language acquisition, The Affective Filter Hypothesis told us that a little pressure is good for students to learn foreign, but when the degree is strong ,which let learners are afraid to learn, will let learners feel distributed and