本站原创Acknowledgements4-5
摘要5-6
Abstract6-9
Introduction9-10
1. Literature Review10-23
1.1 Problems with Traditional Spoken Engpsh Teaching and Learning in Junior Middle Schools10-12
1.2 New Engpsh Curriculum Standards for Junior Students12
1.3 The Role of Role-play in Language Learning12-17
1.3.1 The Definition of Role Play13-14
1.3.2 Types of Role Play14-16
1.3.3 The Values of Role Play16-17
1.4 Theoretical Bases17-23
1.4.1 Communicative Language Teaching (CLT) in the Classroom17-18
1.4.2 Cooperative Learning Theory18-19
1.4.3 Cognitive Theory in SLA19
1.4.4 Task-based Language Teaching and Learning19-20
1.4.5 Input Hypothesis and Output Hypothesis20-23
2. Implementation of Role Play23-33
2.1 Role Play and Curriculum23-24
2.2 Preparation24-29
2.2.1 The Students’ Level of Proficiency25-27
2.2.2 The students’ Need27-28
2.2.3 The Students’ Interests28-29
2.3 The Syntax of Role-playing activity29-33
2.3.1 Warm Up the Group30
2.3.2 Select Participants30-31
2.3.3 Prepare Observers31
2.3.4 Enact31-32
2.3.5 Discuss and Evaluate32-33
3. Methodology33-40
3.1 Introduction to Case School and Overall Analysis for Participants33-34
3.2 Research Questions34-35
3.3 Research Design35
3.4 Instruments35-39
3.4.1 Interview35-37
3.4.2 Questionnaires37
3.4.3 Teaching Plan37
3.4.4 Teaching Materials37-38
3.4.5 Data Collection and Analysis38-39
3.5 Evaluation and the Implemented Curriculum39-40
4. Findings and discussion40-50
4.1 Problems in real Engpsh Class40-42
4.2 Results of questionnaires for teachers42-44
4.3 Effect of Role Play Activities in Engpsh Class44-47
4.3.1 Active Roles in Modern Curriculum44-45
4.3.2 Causes of Learner Failure45-47
4.4 Improving Classroom Management47-49
4.5 Making Role Play Activities More Task-based49-50
Conclusion50-52
Bibpography52-55
Appendix 155-57
Appendix 257-58
Appendix 358-61
Appendix 461-64
Appendix 564-66
Appendix 666-67
Appendix 767-68