Research On The Application Of Student Presentation In College English Class

With the reform of college English teaching,many new teaching approaches and means have been applied to college English teaching.In this thesis,the researcher mainly studies the application of constructivism-based presentation in college English class.The key objective of this research is to find out the present situation of constructivist-based application of presentation and its influences on students’ English proficiency.The research questions to be addressed in the study are:1.What are the students’ attitudes toward presentation in college English class?2.What benefits can the students gain from presentations? In what aspects can they benefit from presentations?3.How should English teachers organize and evaluate presentations?This thesis adopts an empirical method to address the three questions.147 students from three freshmen classes in Shanghai Normal University were randomly chosen as the subjects of this research.They are students from different majors whose English levels are below the average according to the English placement examination.Three instruments are adopted in this research,including a set of questionnaires,an interview and teaching logs.The major findings of the research are summarized as follows:Firstly,presentation as an English classroom activity is in concordance with the English learning requirements for college students,and they take positive attitudes towards the presentation in English class.Secondly,presentation is beneficial to stimulate learners’ interest,reinforce their motivation and confidence,as well as cultivate autonomous learning awareness and team spirit.Thirdly,presentation accords with the constructivist view of English teaching.It contributes to the improvement of students’ oral English proficiency and a variety of other comprehensive abilities and skills.Besides,successful presentations rely on the elaborate design and careful organization.Otherwise,the effect of this precious classactivity will be greatly reduced if teachers simply treat it as a warming-up activity without providing corresponding guidance and focusing on cultivating students’ language ability.