英语教硕答辩稿

英语教硕答辩稿（精选6篇）

篇1：英语教硕答辩稿

Good afternoon，It’s my great honor to be here to present the results of my study.I’m Shenhuiling.With my supervisor professor wangxin’encouragement and guidance, I have finished my paper.Here is my presentation and teachers’ corrections and suggestions are especially valuable for me.The title of my paper is Vocabulary guessing strategy training of Senior One students.The backgroud of the study 1.The situation of english learning is worrying, especially vocabualry learning It is a rural senior high school of Baodi district, where I have been working for 11 years.The subjects are senior 1 studwnts.Due to various reasons, most of the students have difficulty in learning English.As an English teacher, how to help students learn more smoothly has become an urgent issue.Otherwise, they may goon having obstacles in learning English, which will last till senior 3,or even longer.So the effective way to help students learn English should be explored.Vocabualry makes up the basic language materials, without which nothing can be expressed.Vocabualry learning is of great significance to the improvement of students’ english competence.Actually, vocabulary learning has been a great barrier for students.Without proper learning method, they get used to rote memory based on the words list.Large amount of time is spent, but there is little effect.The key reason is that they lack suitable vocabualry learning strategy.Vocabulary learning strategy is the prerequisite condition of improving learning efficiency and developing autonomous learning.2.The emphasis of learnig strategy is the requirement of English curriculum standard English curriculum standard for regular high school advocates the optimization of studying way, improving the ability of autonomous learning.That is to say, students give full play to their learning potential and form effective learning strategies, thus boosting the ability of autonomous learning through proactive and active learning methods such as observing, experiencing, exploring and so on.Therefore, teachers should take students as the center and guide the students to master English learning strategies.It’s significant for students to choose suitable learning strategies and learn to learn autonomously, thus laying the solid foundation for lifelong learning.3.Guessing acts as an effective way to learn words Based on cognitive linguistics, guessing is a basic thinking process in language learning, which is assumed to involve prediction and interpretation of the text for meaning.So guessing acts as an effective way to learn words in the contextual clues.Inferring the meaning of a word from contexts is regarded as the most widely used guessing strategies.Meanwhile, Words parts are a very common and important aspect of English vocabulary Nation(2000:425).Using word parts to help guess new words is one of the major vocabulary learning strategies.It is deserving to devote time and attention due to the reason that it covers so large a collection of English vocabulary.Guessing by word part is a good way to enlarge vocabulary size.Hence, we can see that large numbers of vocabulary cannot be mastered in short time.It is by grasping the vocabulary learning strategies that makes learning words easier.As for teaching, by helping learners acquire a series of strategies, learners become autonomous learners so that they can enlarge their vocabulary independently.Thus it is fundamental to conduct vocabulary learning strategies training.The study is trying to improve students’ guessing ability by training students’ guessing strategy from context clues and word part and test whether the students’ vocabulary size has been enlarged and whether students’ learning interests have been inspired.The theoretical basis The cognitive theory of learning is regarded as the theoretical background to learning strategies.The reason is that the cognitive theory recognizes learning strategies as one of the significant cognitive processes in L2 acquisition.Višnja PaviciTaka(2008:26).In general, the cognitive theory of learning on the basis of the theory of human information processing, concerns mental processes concerning learning, which is involved in three essential cognitive parts of learning: how knowledge is developed, how knowledge becomes automatic and how new knowledge is integrated into an existing cognitive system of the learner Višnja Pavicic Takac(2008:26), during which meaningful learning is emphasized.The notion of learning strategies is one of key notions in the cognitive approach to second language acquisition Višnja Pavicic Takac(2008:26).Learning strategies are thought of as general and connected with other kinds of learning.In the cognitive approach to second language acquisition, learners are active participants in the learning process who consciously use various mental strategies to organize the language system they are trying to learn(Williams﹠Burden, 2001).Learning strategies that activate mental processes are considered more effective in facilitating learning(O’ Malley﹠Chamot,1996)and they can, after repeated use, become automatic Višnja Pavicic Takac(2008:30).The research questions To check the result of the study, the following questions are proposed:(1)Does vocabulary guessing strategy training help students raise the awareness of using vocabulary learning strategy?(2)Does vocabulary guessing strategy training contribute to the improvement of guessing competence and the enlargement of vocabulary size?(3)Does vocabulary guessing strategy training arouse the motivation of learners’ vocabulary learning? The design of the experiment The subjects

There are 84 senior1 students involved in the experiment, aged 16 0r 17, in Dazhongzhuang Senior High School, The author teaches class one and class two, with an equal number of 42 students.The author chooses Class Two as experimental class(EC), which gets vocabulary guessing strategy training, while, Class One is controlled classes（CC）, which doesn’t receive the training like EC.The instruments The instruments are composed of two 2000 vocabulary size tests, two vocabulary guessing tests as well as two interviews before and after the training.to check the effectiveness of the training.The vocabulary guessing strategies training The guessing strategy training was carried out in EC.The training combined the direct training with embedded training.The guessing strategy training lasted 13 weeks.As for the direct training, there were 13 training classes in total, and the author gave guessing instructions on Friday of each week.The training contents included the guessing by word-formation and by the context clues involving definitions or explanations, comparison or contrast, examples, cause and effect, and so on.The embedded training went through the daily classroom teaching when appropriate by reading, listening and speaking based on the New Standard Students’Book1 and Book2.The direct training

The direct training covered thirteen weeks.There was one lesson on Friday of each week, when the author conducted the guessing training.For the first lesson, the author carried out the pretest of guessing, meanwhile, at CC the same test was conducted as well.For the second lesson, the author focused on guessing by word-formations;the third one was about the introduction of guessing by contexts.Afterwards, the author introduced definitions or explanations, comparison or contrast, examples, cause and effect one by one, and each of the items took up one lesson and after each lesson the teacher arranged guessing exercises for the students, which were connected with what they had learnt.And then the author spent five classes practicing more about guessing by word formations, definitions or explanations, comparison or contrast, examples, cause and effect.The practice was made up of all forms of guessing exercises such as word formation exercises, guessing from sentences to paragraphs.During the process the students were not permitted to refer to the dictionary, but guessed by word-formations or contexts.At the end of the class, the students first discussed the answers in groups and then checked with the whole class.The individuals were required to evaluate their own performance and make improvements after the class and make up their shortcomings.As for the last lesson, the post-test of guessing words was handed out to check the outcome of the guessing training, and the same test was carried out in CC.Besides explicit guessing training, implicit guessing strategy training was also embedded in the process of daily English classroom teaching.Major Findings

1.As instructors, we need to get learners to be more aware of their role in the process of learning, in other words, learners are the owner of their learning.It is a must for them to learn to be responsible for their own learning.The guessing strategies training helps learners direct, monitor and evaluate their own learning and their using of vocabulary learning strategies, which lays a solid foundation for their future study.2.The learners get to realize the importance of guessing strategy, which is helpful for them to acquire vocabulary and learn English more smoothly.When learners become aware of the guessing strategy and use it in vocabulary learning, the learning results will be greatly improved.3.Word part knowledge is fundamental to learn English vocabulary, which helps learners enlarge vocabulary size as well as contribute to promoting guessing ability.For poor English learners, mastering word part knowledge helps them learn English easier and for faster learners, it can be beneficial to use English freely and smoothly.4.Context clues can contribute to learners’ vocabulary comprehension greatly.The results of the experiments show that learning vocabulary from context is effective so that the learners can enhance their competence of using words properly.5.The author carried out the experiment based on cognitive psychology, which studies human being’ information processing.The method can be adopted in the study of vocabulary learning strategy reciprocally.Based on the research of cognitive psychology, the human being’s information processing is a process of hypothesis-testing, which could be viewed as guessing.Although the hypothesis-testing occurs very naturally in people’s conceptualization, guessing strategy shows its power in word recognition experiments.6.The data analysis firmly gives support to the efficiency of the training.Learners’ original vocabulary size has an effect on the results of the training , and the larger vocabulary size learners possess，the more correctly they guess.In turn, the guessing strategy training has greatly help learners gain a larger vocabulary size, enhancing them learn English more actively and effectively.In conclusion, words guessing strategy training is helpful to motivate the students’ interests in vocabulary learning.The research indicates that guessing by word part is a good strategy to learn vocabulary and enlarge vocabulary size as well as improve students’ guessing ability.5.2 Limitations

There is no denying that the study has its own limitations.1.The study gave an example of four context clues to conduct the guessing training, but actually there are more clues to be trained.So the study simply serves as a modest spur to inspire learners to explore more about guessing strategy.In most cases, there are no specific signals words provided, hence, it is of great significance for the learners to infer the words meaning without obvious signal words according to the context of co-text.2.For less successful learners, it is difficult for them to guess words meaning by word part or contexts for the reason that they have poor vocabulary size and have difficulty in understanding the meaning of sentences or texts.As a consequence, the guessing training is less effective.5.3 Suggestions for the future study First, it is vitally important to induce the importance of the guessing strategy, which will lay a basis for the experiment.In the process of the study, the author should design the every step of the experiment devotedly and purposefully to make the guessing training go smoothly.Second, for the cover of the over-all learners, it is wiser to design the layered practice to make sure the training participation as large as possible, which can improve the efficiency of the training and make the most of the learners achieve a sense of success.So instructors should select materials suitable for actual level of the learners and design varied activities to present context knowledge and conduct the guessing practice.Third, it is the learners that play the role in the training, hence, it is the instructor’s duty to guide them to become the owner of learning.And it is the learners’ preparing, conducting, monitoring, reflecting and improving that makes the training makes a difference, therefore, it is our goal that the learners learn to learn from being guided to learn autonomously.

篇2：英语教硕答辩稿

Good morning, dear teachers,Thank you for evaluating my thesis today.The title of my thesis is A study on Readability, Academic Vocabulary and Cultural Content in the second edition of CCEIR.I would like to present my thesis by answering three questions.Firstly, I want to assess this set of textbook which accompanies me in the four-year English learning.Secondly, textbooks are traditionally investigated from some broad aspects such as methodology, layout, language skills, etc., which are not easy to measure.The three research aspects can be readily evaluated and can present the findings in a more comprehensible way.This findings provide references for the textbook compilation.Readability helps optimize difficulty distribution of texts.The words in AWL facilitate vocabulary selection.The cultural content analysis in this study calls for the balanced input of different categories of culture into the textbook.My thesis consists of five parts..Two computational tools Microsoft Word and Range are used to assess readability and the coverage of academic vocabulary;Lee’s theory is taken as the criteria framework for cultural content analysis.the three aspects quantitatively and qualitatively based on the data.I’ve checked whether the texts have an optimal distribution in difficulty and academic vocabulary.The cultural content is evaluated from culture-general and culture-specific aspect of culture learning.The analysis of the latter one is subdivided into the acquisition of Big “C” and small “c” culture.findings: the texts are generally arranged from easy to difficult;the academic words increase with grade but the coverage is low;the information of culture-specific learning is addressed much more than that of culture-general one.Besides, the research limitations and suggestions for further studies are discussed.During the research, my supervisor Professor Gu has given me many valuable suggestions.She taught me how to make the organization logical, the contents rich and relevant, the language appropriate and the format standardized.When reading the final draft, I still find some mistakes after my previous modifications.Your comments and corrections are needed.Now please raise your questions!Thank you!

篇3：英语语法专题训练前的讲课稿

学生们刚接触英语时, 教师不是进行语法的讲授, 而是进行词汇和简单句子的操练。虽然问题以语境语用为指导, 但英语词汇类别及英语句子基本结构还是要进行专门讲解。我觉得大家在实践阶段务必要掌握语法体系的一半, 那就是“词法”这一块。词的词性就是一个词的基本用法, 所以学生们要明确知道十大词类及各词类的基本构句功能。如:名词的定义、分类和在句中作主语、宾语及介词的宾语等。遇到特殊句型, 再接着讲作主补、宾补等。语法研习多一点, 答题困难就少一点, 这一点是不用争议的。

在词法学习的递进阶段, 学习各词类在句中能作的成分是必不可少的。语言专业和法律专业最烦的就是“形式”, 而恰好注重“形式”也就是掌握好这两个专业的根本所在。英语句子的基本结构是英语句法学习的重要内容, 如果学生们心里拒绝接受教师对这些内容的讲解, 是无法学好英语的。英语句子要写得正确, 就得套用这样的结构形式。高考题中有个典型的语法考点———强调句型, 命题者可以从一般疑问句、特殊疑问句以及被强调再带一个定语从句几个方面进行考查, 但唯一不变的, 也就是一个“形式”, 类似于主系表结构, 后补一个定语从句结构。这恰恰又是一个要求学生区别的语法点。这么讲的目的只有一个———说明英语简单句型学习的重要性。

相比之下, 在掌握了简单句之后, 掌握并列句的构成就较为容易了。但对几个并列连词, 如for, when, while等却不能掉以轻心, 因为大家很容易混淆它们, 主要是由于for还有介词的词性, 而when和while经常所见为从属连词的用法。

复合句是英语语法学习中很有特色的一块。我对它的理解是这样的:一个成分非常复杂的句子中, 无非还是六个成分———“主谓宾定状补”, 在这六个成分中, 根据词法, 一般会由名词作主语及宾语, 形容词作定语, 副词作状语。而当用句子来充当这三个成分时, 我们就会把它称作名词性从句 (即主语、宾语、表语和同位语从句) 、形容词性从句 (即定语从句) 和副词性从句 (即状语从句) 。谓语主要由动词的各种形式构成, 谓语只叫做“谓语”是不能体现它的完整性的, 应该叫做谓语部分, 原因是谓语不完全是指谓语动词的事儿。这点我们会在词法和句法复习中再谈。而补语成分则由能作表语的词来充当。谓语和补语这两个成分不产生从句概念。一个句子, 不管它带有几个从句, 我们能从中找到它的基本结构 (即一个简单句) , 就能理解整句话的主要脉络。这是很简单的, 难的在于引导各种从句的从属连词是什么。由于连词既起连接主句和从句的作用, 表明主从句之间的关系, 还在从句中充当一定的成分, 有一定的意义, 故复合句中的连词常成为考查的焦点。举例:

When asked what they want most from life and what they want most for their children, people answer that what they want most is only happiness.当问及人们在生活中最希望得到什么, 最希望他们的孩子得到什么的时候, 人们回答是“快乐”。

这里when asked...=when people was asked...直接用从属连词+分词作状语, 一般被认为是状语从句的省略。而what they want most from life and what they want most for their children此句是ask这个词的直接宾语, 因此叫做“由what引导的宾语从句”。换成主动形式即:When you ask people what they want most from life and what they want most for their children...主句部分people answer that what they want most is only happiness中, that引导了又一个宾语从句, 而宾语从句中what they want most在从句中又做主语, 整个宾语从句是个主系表结构。

学习了句法中三种层面 (简单句—并列句—复合句) 的结构后, 对英语语言最精炼的结构就理解了。精炼是语言表达的最高境界, 所以用词少而能表达清楚, 就不必说得“冗长”了。我认为高中英语语法教学的大任务是把已学的“从句”用法, “精简”到非谓语形式的表达。

英语语法学习的流程就是“由词到句”, “句到主从句”, “主从句到句+非谓语形式”。非谓语形式在精简的句子中主要作形容词、副词和名词。三类从句都可省略成非谓语形式。

篇4：英语教硕答辩稿

但是，高考阅卷发现，考生在英语写作方面存在各种问题：有些考生审题不清，导致短文偏离主题；有的行文缺乏逻辑，层次混乱；有的语言表达生硬，写出的句子明显带有汉语句式的痕迹；还有些考生词不达意，不能很好地完成写作任务。正是缺乏必备的英语写作技巧影响了考生书面表达试题的得分。本刊将刊登系列英语写作辅导稿件，以帮助同学们提高英语书面表达能力。本期“快乐学堂”将探讨如何写英语辩论稿。

写作练习

近年来，不少学校出台严厉的措施，禁止中学生把手机带到学校。此事引发了各界热议。你校打算举办一场英语辩论活动，要求辩手围绕“Should students be forbidden to bring their mobile phones to school？”展开辩论。你打算参加辩论，请写一篇英语辩论稿。内容包括：

1 表明你的观点

2 提供证据支持你的观点

3 结论段

注意：字数：不少于120。

【参考范文1】（正方观点）

In recent years， many schools have taken tough measures to forbid students from bringing their mobile phones to school， which has caused heated debate among parents. I am in favor of banning students bringing phones to school. My reasons are as follows.

First， there is no need to bring mobile phones to school because students can use public phones to contact their parents in case of an emergency. And parents can call the teachers to reach their children. Besides， mobile phones distract students from concentrating on their lessons as they may chat online with their friends or surf the Internet after class. Third， students are likely to compare the brands of their mobile phones with their classmates.

To sum up， I strongly support banning mobile phones in schools.

【范文剖析】

1. 这是一篇辩论稿，文章应包含三个部分。第一段是导语段，引出辩论的话题，同时表明自己的立场观点。第二段提供充分的论据来支撑自己的论点。第三段为总阶段，总结前文，再次表明自己的观点。

2. 第一段和第二段之间使用了过渡句My reasons are as follows，使上下文衔接紧密。

3. 二段中用连接词First， Besides和Third列举了三点证据来支撑自己的观点。最后一段使用To sum up表明结论段。

4. 短语亮点：

take measures to do sth. 采取措施做某事 forbid sb. from doing sth. 禁止某人做某事

be in favor of 赞成 ban doing sth 禁止做某事

as follows 列举如下 in case of 如果

distract sb. from doing 使某人不专心做某事 concentrate on 集中注意力于

after class 课下 be likely to do 可能做某事

compare sth. with sb. 把某物与某人相比 to sum up 总而言之

5. 句子亮点

（1）复合句：非限制性定语从句：which has caused heated debate among parents；原因状语从句：because they can use public phones to contact their parents in case of an emergency；as they may chat online with their friends or surf the Internet after class。

（2）？非谓语动词：动词不定式作目的状语：many schools take tough measures to forbid students from bringing their mobile phones to school；And parents can call the teachers to reach their children；动名词作宾语：I am in favor of banning phones to school。

（3）固定句式：①没有必要做某事：there is no need for students to bring mobile phones to school。②很有可能做某事： students are likely to compare the brands of their mobile phones。

【技巧点拨】

1. 辩论稿是英文中一种常见的写作文体，旨在帮助辩手在辩论过程中更好地陈述自己的立场和观点，并提供论据。

2. 辩论稿通常由三部分组成。第一，要提出一个辩论的话题，并亮明自己的观点和态度；第二，提供充足的论据来支撑自己的观点；第三，总结前文，再次强调自己的观点和立场。

3. 写辩论稿时用到的句式：

（1）陈述正反观点？

Some people argue that/hold the idea that…

But I hold the opposite view. / I am against this idea. I would agree that…/ I strongly believe that…

I’m in favor of…

First of all/First/Firstly/Initially Second/Secondly/Then/Next/Besides Last/Finally/Last but not least/What’s more/More importantly In conclusion…/All in all…/In summary…/To sum up…/In a word…

（2）可使用下列表示顺序的词语罗列论据？

（3）辩论稿结尾表示总结陈词的话？

【参考范文2】（反方观点）

Recently， many schools have taken tough measures to forbid students from bringing mobile phones to school， about which teachers and parents have different opinions. In my opinion， students should be allowed to bring their phones to school. Here are my reasons.

First of all， it is convenient for students keep in touch with their parents so that parents can know how their children are getting along at school. Secondly， mobile phones make it easy for students to contact their friends when they are in need of help. More importantly， students can relax themselves by listening to music or playing games after class.

All in all， students should be allowed to bring mobile phones to school as long as they can use them in a proper way.

名师简介

篇5：英语论文答辩稿

Distinguished professors and teachers, ladies and gentlemen, thank you for attending the oral defense. (或Welcome to attend the oral defense.)

I am XXX. Firstly, I would like to express my sincere gratitude to my supervisor XXX, for his intellectual guidance, invaluable instructions and comments on my thesis. It is with his valuable assistance that I have finally accomplished this thesis.

My topic is XXXXXXXXX.

篇6：英语专业论文的答辩稿

The title of my paper is *************. I choose this as my topic due to the following reasons.

Firstly, I am very interested in the study of ambiguity. Ambiguity is a common phenomenon in all natural languages. As is known to all, in our daily conversations, ambiguity is often employed to achieve the effect of humor, thus creating a relaxing atmosphere and letting people feel at ease. Some jokes caused by ambiguity is very interesting.

Secondly, I have read several articles about ambiguity written by linguistics and scholars. I found my knowledge of ambiguity is very limited, superficial and nonsystematic. What I knew is just the tip of the iceberg. So I plan to learn more about ambiguity by this research.

Thirdly, I found many scholars have carried out numerous studies of ambiguity, but a majority of these studies are focused on single language separately. Articles about comparison between English ambiguity and Chinese ambiguity are not sufficient. So it is necessary to make further study.

For the above facts, I select this title.

Next, I will present the outline of my thesis. It consists of 7 parts.

The first part gives a brief introduction to the ambiguity and structure of the thesis.

The second part is literature review, briefly introducing the development of study of ambiguity and some scholars’s main views.

The third to fifth parts focus on three types of ambiguity in English and Chinese: phonological ambiguity, lexical ambiguity, syntactic ambiguity. In every broad type, I respectively list some detailed branches and cite some vivid English and Chinese examples to explain these ambiguity phenomena. But I put more focus on the third part and point out two differences of ambiguity between English ambiguity and Chinese ambiguity.

The part six will point out positive results by using ambiguity deliberately in daily conversations, advertisements and literary works.

The last part is the conclusion.

I hope by this contrastive research, we will have a better understanding of ambiguity in English and Chinese and apply it to our life and study.

When reading the final draft, I still find my argument is not so comprehensive and improvements are needed. So welcome your precious suggestion.