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2023师范英语专业开题报告TheApplicationofUsingRole-playingGamestoChangeStudents’ReticenceinEnglishClass应用角色扮演教学法改变大学英语课堂沉默现象研究对象、目的与意义：1.PurposeandSignificanceoftheResearchItisnotapieceofnewstoimplementtherole-playinggamesintocollegestudents’classroomanymore,however,bothChineseandforeignresearchershavestudiedthisapplicationforalongtimeviatheperspectiveofcultureorthetypesandtopicsoftasks.Allofthemwanttoexploretheimportantroleofrole-playinggamesincollegestudents’classroom.Inthisthesis,theauthordoesnottendtobuildupanewmodelofclassinteractionbutaimstogiveabundantevidencestoprovethatusingrole-playinggamescanchangecollegestudents’reticenceindeedbypromotingandenhancingcollegeEnglishteachingandlearning,andadjustingwaysofstudents’andteacher’sstrategies.Moreover,theauthoraimstopresentsomeimplicationsalongwithtacticsforteacherstoenhanceclassroominteraction,whichmakesforhavingabetterunderstandingofeachotherandmakingtheirteachingandlearningmoreeffective.Role-playinggames,asitis,encouragestudentsincreasingtheirlanguagestorebylisteningtorealauthenticlinguisticmaterialandtheoutputoftheirpartnersindiscussion,communicationordialoguejournals.Inrole-playinggames,thereisaninteractionbetweenstudentandstudent,studentandteacher,whichformsatriangleinlearningandteaching.TheabilitytospeakEnglishfrequentlyandpositivelyisnowbecomingapursuinggoalinEnglishteaching,however,seenfromtheunfavorablecurrentsituationofstudents’reticenceonEnglishteachingandlearning,wecannotwaittochangestudents’reticenceinclassroomwhichcomestothepremiseproblemandcomeupwithanideatosolvethiskindofdilemma.2.ObjectofResearchChinesecollegestudents(Examples:EnglishlearnersformZhejiangAgricultureandForestryUniversity)3.LiteratureReview:Uptonow,manyresearchersandteachersfromhomeandabroadhavebeenattachedimportancetotheeffectsofrole-playinggamesonchangingcollegestudent’sreticence.Manystudieshavebeendoneinthisrespect.1.UnfavorableEffectsofReticenceonStudents’EnglishProficiencyTheseminalstudyinthisareaisbyWangXuehua(2006),whopointsoutthatmanycollegestudentsofEnglishregardingEnglishasasecondorforeignlanguagehavebeendiagnosedasreticentlearnersintherecentESL/EFLliterature.Theyareunwillingtoparticipateinclassroomactivitiesandreluctanttogiveresponses,evendonotwanttoaskquestions,whichpushestheatmosphereofclassdeadasadoornail.Itissouniversaltofindthattherearesomanyreluctantspeakers,anditisacceptableifactiveparticipationwerenotimportantinlanguagelearning,however,itisinMainlandChinawhereEnglishcannotbeuseddailysothatlanguagepracticeisthebasicguaranteefortheimprovementoflanguagecompetence.Moreover,eitherforpersonalneedsorforenvironmentalrequirementtheabilitytocommunicatefrequentlyinEnglishcomestobethepremisenow.DrawinguponWangXuehua,LuoYongqin(2006)takestheargumentastepfurtherandobservesthatthedominantroleinclassismixedinthetraditionalteachingofEnglish.Thatis,Excessiveteacherdominationandlanguagestructuralknowledgeprivilegedleadstostudents’lackofpracticability.ItisalimitationforstudentstolearnEnglishfeasibility,practicabilityandeffectiveness.InLuo’sopinion,role-playactivities,asaneffectivesolution,alongwithmuchmaterialinthetextbookisavailabletocarryouttheinteraction,whichmakesforcultivatingstudents’interestinlearningandencouragingthemtouseEnglishsocially.However,therearealsomanylimitationsanddifficultiesinputtingrole-playteachingintoclasses,forexample,thecontradictionbetweenlinguisticcompetenceandcommunicativecompetence,misunderstandingofthedominantrolebetweenteacherandstudentsinclass,thedifficultyofimplementingrole-playinggameswithover30studentsinaclassandsoon.(ZouYan,2001)Theyareremainedtobesolved.SomewhatincontrasttoWangandLuo,WuBian(2009)agreedwiththeopinionthattraditionalteachingmethodhassomenegativeeffectsinEnglishlanguageteachingandlearning,whileheemphasistocreateapositiveclassroomatmosphere.Itisvitaltocreateanopenanddemocraticatmospherewherestudentsareeasytoexpresstheirthoughtsandopinionsduringdiscussion.AsSenior(1997)pointsout‘anatmosphereofclassroomcohesionwasanecessarypreconditionforthedevelopmentoflinguisticproficiency’.Acomfortableatmospherebringsoutafamiliarityforstudentstoachieveaffectiveobjectiveoflanguagelearning.Inaddition,itisafeasiblewaytominimizeclassroomanxiety.Role-playinggamescombinedwithlistening,speakingandbodylanguageencouragetwoormorepartnerstoperformhumorously,freelyandpleasurably.(VanMents,1983)Itisstressedthatefficientlearningtakesplaceinanatmospherewheresubjectshavenowareofthethreattotheself-imageandexternalcriticismismaintainedtoaminimumandself-evaluationisencouraged.Takingtheargumentinanewdirection,YuJiaonaproposedthatrole-playingteachingplayanimportantroleinstudents’productivevocabularylearning,referringtoSwain’soutputhypothesisandcooperativelearningtheory.AsMerrillSwainproposed,outputactivitypromotesstudentsinternalizingwhattheysay,andmakingthemselvesasamainpartofit.BydevelopingtheirownindependentcognitivethinkingcompetencethroughoutputactivitiescanimprovetheeffectoftargetoutputinEnglishlearning.(Harmer,J,2000)Itisaninventiontoturninvisibleknowledgeintovividac