【正文】 g participation in the project implementation it would have remained on paper. Last but not the least,（ 2） big thanks to my colleagues and classmates for their time spent on brainstorm as well as their support and help. (1) 首先要向指導(dǎo)教師表示謝意。 (4) 原始假說。這樣研究的著眼點就開門見山地展示在讀者面前。 （ 1） 只一句就可以概述分析問題所采用的手段或方式，這里清楚表明是通過座談和調(diào)查問卷的方 7 many times can?t plete the tasks. b. Some good students report that vocabulary instruction tends to be so mechanical. And it is this mechanical practice, in which the students were asked to read and reread, write and rewrite the new words and expressions that deprived the students of their motivation. c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities. d. The teacher?s methods lack variety. （ 2） 式發(fā)現(xiàn)問題。可以都采用動名詞的表達(dá)方式，也可以都采用不定式的表達(dá)方式。 （ 2） 再次引用名人引語，闡述動機(jī)的重要性。以往常有學(xué)生漏掉這一部分，應(yīng)引起注意。以往研究中，有的同學(xué)把 8 周的具體教學(xué)研究內(nèi)容列表展示，也是比較可取的一種方式 。 視情況，可以適當(dāng)介紹以下問卷的設(shè)計，包含什么樣的內(nèi)容。 Use brief drawings in vocabulary revision To revise the words about colors, a game was designed with brief drawings. In class, the students were divided into 2 groups, a boy group and a girl group, each group telling the teacher the things they want. The students were asked first to draw what they want in colors and then present them to the class. One of them was asked to report according to the pictures like the following: I like a red apple / a yellow pear / a white egg / a brown cake / a green ruler / a blue book / a black pen / an orange pencilbox … 能根據(jù)圖片設(shè)計活動。 Use brief drawings to teach dialogues Almost every unit of the JEFC Book 1 has a dialog, and every dialog is designed in a small scene. Integrating the dialog with the brief drawings will produce a wonderful effect. Example: During the research, when teaching L46, I designed 4 brief drawings, each of which includes relevant information. Looking at these drawings, the students could easily associate the contents of the dialogue and make dialogues freely. 9. Data Analysis In order to assess the effectiveness of the abovementioned solutions, data were gathered 15 mainly from two sources: two questionnaires and two tests at different times, which will be analyzed respectively in this section. Data from the questionnaire Two questionnaires were issued in this research, one at the beginning of the project, the other at the finish of the project. Questionnaire II was designed partly based on questionnaire I so that parisons could be made to see the improvement after the implementation. 因為有兩個調(diào)查問卷，有必要對每個問卷的情況做一簡單的說明。 Data from Tests Two tests were administered in both classes, one at the beginning of the program, the other at the end, with the same format. The means of the two tests in the two classes were calculated and listed in the following table: Table 2Means of tests before research object class Rate of passing （ %） Rate of Excellence（ %） Rate of no passing （ %） Control Group 83 43 17 Experimental Group 92 64 8 Table 3Means of tests after research object class Rate of passing （ %） Rate of Excellence（ %） Rate of no passing （ %） Control Group 90 70 10 Experimental Group 88 61 12 brief drawingsvery usefulusefula little usefulnot useful 18 The above tables show clearly that the students have been making steady progress during the action research. In the Experimental Group, the rate of passing went steadily up from 83% to 90% and the rate of excellence increased sharply by 27%. While Control Group, which had been relatively better than the Experimental Group, had not been making progress at all and left behind. 這里只是成績對比，應(yīng)該加上適當(dāng)?shù)挠懻摚懻撈渑c研究之間的關(guān)系。 （ 4） 研究結(jié)果。方案論證比較充分、切題，能從動機(jī)理論和心理角度，運用研究結(jié)果說明簡筆畫操作方式的可行性。 總之，該研究報告符合寫作要求，研究比較規(guī)范，內(nèi)容比較完整，行文比較得體，是一篇合格的研究報告。 20 Appendix A Questionnaire One for Problem analysis 1. 你喜歡英語課嗎？ A. 非常喜歡 B. 比較喜歡 C. 一般 E. 一點也不喜歡 2． 你不喜歡英語的主要原因是： A. 詞匯不熟 B. 語法太難 C. 內(nèi)容枯燥 D. 形式死板 3．你能當(dāng)堂消化英語課內(nèi)容嗎？ A. 總是能 B. 有時能 C. 一般 D. 不太能 4．你希望老師給你什么幫助？ A. 愉悅的課堂氣氛 B. 輕松學(xué)知識 C. 改變聽學(xué)形式 D. 學(xué)英語的技巧 21 Appendix B Questionnaire Two for Problem analysis 1. 經(jīng)過這段時間學(xué)習(xí)，你喜歡英語課了嗎？ A. 非常喜歡 B. 比較喜歡 C. 一般 E. 一點也不喜歡 2．你認(rèn)為你的英語水平有提高嗎？ A. 有很大提高 B. 有一些提高 C. 有一點提高 D. 提高不大 E. 沒有提高 3．你能當(dāng)堂消化英語課內(nèi)容嗎？ B. 總是能 B. 有時能 C. 一般 D. 不太能 4. 你認(rèn)為簡筆畫對你英語學(xué)習(xí)有幫助嗎？ A. 很有幫助 B. 有一些幫助 C. 有一點幫助 D. 幫助不大 E. 沒有幫助 22 綜合評述： 該研究報告條目完整、寫作規(guī)范，展示了研究的整個過程。 （ 2） 原始假設(shè)。 Question 2: Effectiveness of brief drawing in digestion of English lesson This question is to check if the brief drawings are helpful to the students in learning English. Figure 2Effectiveness of brief drawing in digestion of Englis