暗示教学法对初中生英语口语学习的效果_英语论文.doc

Abstract:As we know, China's education model is usually understood as a rigid "Test- Oriented Education." Many educators tend to focus only on the enthusiasm of students, knowledge absorption, and test scores. In the long run, this will not only ignore their true inner feelings, but also cause them to have negative emotions for learning. With the changes and development of the times, teachers should also use the implicit teaching method from the perspective of students, and use positive psychological suggestion to help them build confidence in subject learning.

 Nowadays, the English language has become an important communication tool. According to China's national conditions, the English language course started in the third grade of elementary school. However, it is not our mother tongue, and it’s difficult to learn in terms of pronunciation, vocabulary and grammar.

 In this paper, we mainly study the learning effect of oral English for junior high school students. To this end, I used a questionnaire survey to sample 50 junior high school students from Fu hui Middle School in Lijiang City. I hope that through this paper, the “Psychological suggestion” can be applied to the classrooms, which can promote students' learning motivation effectively, improve their oral English, enhance their self-confidence and ability, and never become "dumb English learners."

Key words:  Oral English; junior middle-school students; psychological suggestion

Contents

Abstract

中文摘要

Introduction-1

I.-The Application of Psychological Suggestion-3

A.-The Definition and Characteristics of the Psychological Suggestion-3

B. The Application of Psychological Suggestion in Class-4

C. The Implication of Language-5

II.-Data processing and analysis of questionnaire survey-7

A.-Research steps-7

B.-Research results-8

III.-Solution-11

A.-Creating language environment-12

B.-Improving teaching condition-13

Conclusion-15

Bibliography-16

Appendix-17

暗示教学法对初中生英语口语应用问卷调查-17

Acknowledgements-18