Contents

1。 Introduction  1

    1。1 Research background 1

    1。2 Research motivation and objectives 。 2

    1。3 An overall structure of the paper  2

2。 Literature review。 4

    2。1 Imitative reading-aloud 。。 4

        2。1。1 Reading-aloud 。。 4 

        2。1。2 Imitation 。。 5

        2。1。3 Imitative Reading-aloud 。。 7

2。2 Constructivism theory。。 7 

2。3Input theory  8

        2。3。1 Input hypothesis 。。 8 

        2。3。2 Acquisition-learning hypothesis 8

    2。4 Literature research at home and abroad。。 8

3。 Research Design 。。 10

    3。1 Research questions。。 10

    3。2 Research participants  10

    3。3 Research methods and procedures。。 10

        3。3。1 Research methods。 10

        3。3。2 Research procedures 10

4。 Result and Discussion 。。 13

    4。1 Results and discussion of questionnaires。 13

    4。2 Results and discussion of exam 17

5。 Concluding remarks 22

    5。1 Major findings 。。 22

    5。2 Pedagogical implication 22

    5。3 Limitations and prospects 。。 22

Bibliography  23

Appendix A 24

Appendix B 25

1。 Introduction

1。1 Research background

English is a compulsory course at the middle school。 Although it's not specialized, It plays a very important role in the traditional teaching, whether for higher education or job hunting。 So English teachers in the middle school should pay more attention to English teaching。 Because every junior middle school student will be asked to learn English from scratch effective learning methods should be taken so that they could feel easier and do better in learning English。论文网

In 2011, the new curriculum standards of compulsory education were pointed out: during English teaching, we should pay attention to cultivate students' interest in English learning, stimulate students' enthusiasm and confidence。 However, the current evaluation system lays emphasis on the students' writing performance。 That is too one-sided。 Therefore to combine the formation and the result of the evaluation method, which is concerned about the outcome of the process, is advocated by the new curriculum standard。 In Zhejiang Province, the Reform Commission of the English exam: in the near future, the grammar tested questions will take place of the inpidual choice questions in the English exam。 

From the above, we can find out that nowadays the test of English language is more concerned about the students' sense of language and discourse。 Language acquisition needs lots of language input。 Training students' sense of language and discourse requires much widely reading。 And language output, or we can call the application abilities of professional English, mostly means good speaking。 In China, English is mainly learned in class through the teaching materials, like textbooks and exercises。 Their paper work is much more than oral work, which is not good for the application abilities of professional English。 So firstly students should open their mouth to read English aloud rather than keeping silence。 As is required as the basic module, students are at least supposed to read the new words correctly through the International Phonetic Alphabet and spell rules, read sentences and articles in correct rhythm and stress, communicate with correct pronunciation and intonation (Education department, 2005)。 Thus, reading-aloud is very important, if students want to speak English fluently。 The American linguist Eugene A。 Nida once said that the method that helps the students to master the language is reading-aloud。 (Wu Cundao，1993) 探究模仿式朗读对英语学习的影响(2):http://www.youerw.com/yingyu/lunwen_83169.html