福建师范大学学位论文使用授权声明
摘要
详细中文文摘
Synopsis
Chapter One Introduction
1.1 Current situation of university English teaching in China
1.1.1 Traditional English language teaching mode and curriculum
1.1.2 Current university English teaching classroom and present study
1.2 English teaching aims
1.3 Small group discussion (SGD) and the acquisition of English
1.3.1 The benefits of group discussion
1.3.2 The necessity of group discussion
1.4 Key research questions of the present study
Chapter Two Brief Introduction to Small Group Discussion
2.1 The definition of group discussion
2.2 Application of SGD
2.3 Types of group discussion
2.3.1 Informal round-table discussion
2.3.2 Buzz sessions
2.3.3 The circle of voices
2.3.4 Circular response discussions
2.4 Individual’s role in group discussion
2.4.1 Group leader’s leading role in group discussion
2.4.2 The summarizer’s important task
2.4.3 The responsibilities of group members
2.5 Planning the physical environment
2.5.1 The classroom setting
2.5.2 The seating arrangement
Chapter Three Experiments
3.1. Objectives
3.2 The study questions
3.3. Subjects
3.4. Methods
3.4.1 Instrument
3.4.2 Sources of the questionnaires
3.5 Procedure
3.5.1 Pilot study
3.5.2 Current study
3.6 Results and data
3.6.1 Students’ general attitudes towards group discussion
3.6.2 The Ranking Order of Factors Causing Group Discussion Failure
3.6.3 Ranking of facilitating factors concerning students
3.6.4 Ranking of other factors concerning students
3.6.5 Ranking order of factors concerning SGD itself
Chapter Four Discussion and Conclusion
4.1. Discussion on students’ general attitudes towards group discussion
4.2 Discussion on factors causing failure to group discussion
4.2.1 Poor preparation
4.2.2 Others’ inactiveness
4.2.3 Others’ criticism and sarcasm
4.2.4 Other students’ or teachers’ correction
4.2.5 Low proficiency of English
4.3. Discussion on factors facilitating small group discussion
4.3.1 Respect
4.3.2 Patience
4.3.3 Negotiation of meaning
4.3.4 Self-confidence
4.3.5 Risk-taking
4.3.6 Sense of achievement
4.3.7 Silence
4.4 Discussion on the factors concerning SGD itself
4.4.1 Topics and content
4.4.2 Appropriate time allocation and alternation with other activities
4.4.3 Grouping and group size
Chapter Five Pedagogical Implications
5.1 Teacher’s role in discussion
5.2 Rewarding but not grading students’ performance
5.3 Helping students prepare for discussion
5.3.1 Encouraging students to learn each other’s names and interests in group
5.3.2 Allowing to warm up before launching into the discussion
5.3.3 Identifying discussion questions in advance
5.4 Sustaining of the discussion
5.5 Summarizing the students’ reports and giving sensible comments
5.6 Conclusion
References:
Appendix
ACKNOWLEDGEMENTS
