2.2.2 Questionnaire survey

　　I made an investigation to know some about the situation, for this purpose, I designed a research procedure like the follows, one day, I gave them two assignments, recite lesson 5 and form groups to make a new dialogue. The title was “traveling”, The next day. To my disappointed, only two groups made a new dialogue and spoke it out. Six students recite the lesson. And the rest of them don’t do. Then I asked them why some of them had done the tasks. The students’ responses: First: Those who had made new dialogue said they were interested in oral English, Second: Those who had recited the text said that they think it was important to recited it, others didn’t do the homework because they were not interested in it, they also said they don’t know how to speak, and they were afraid of laughing by others. So they didn’t do the homework.

　　So I designed a questionnaire to find out why it should be so, I intended to get more detailed. More exact opinions from all the students through questionnaire.

　　Since most of my students did not do the homework (oral English), I asked them to do after class, I designed a questionnaire to find out why it should be so. I intended to get more detailed, and tried to make it as scientific and effective as possible. At first I asked four students who were of different English levels to try out the questionnaire, then I modified some of the items, after that I gave them 15 minutes to finish it, all of them, thirty-five students, returned their questionnaires which were left anonymous.

　　2.2.3 Brainstorming activation

　　When I was engaged in the problem analysis, I consulted my thesis supervisor Miss Wang and after talked to my classmates about all the problem analysis, I determined to overcome this problem.

　　2.3 Problem objective

　　My research objective is to enhance learners’ interest in doing oral practice.

　　2.4 Problem hypothesis

　　It is hypothesized that learners’ interest in oral English is improved by better organization.

　　2.5 Possible solutions

　　With these reasons in my mind, I have provided some possible solutions:

　　2.5.1 Help my students to make up six groups.

　　2.5.2 Give them some related material, necessary background information and useful vocabulary.

　　2.5.3 Choose a leader in each group.

　　2.5.4 Gave them chance to speak it out before the class

　　3 Full-scaled implementation of the solutions.

　　3.1 make up groups

　　In order to make that most of the students would be highly involved into oral practice, I decided to make groups. I found two principal

　　3.1.1 In my class there are 40 students, so I divided them into 9 groups.

　　3.1.2 Every group was composed of the students of different English levels. So that good students could help those who are pool in English.

　　3.2 The role of the students.

　　In the whole stage, the students are participates and performers. I hope my students can try their best to do the work.

　　3.3 The role of the teacher.

　　In the whole stage, I think the teacher is a promoter and participant. First, the teacher should tell their students some background information before their practice. Second, when the students begin, the teacher can walk around the class, prompt them, because in this stage. Some students may chat each other and not to do practice. Third, the teacher can also discuss with some students and interact them. This can make them having more high interesting.

　　3.4 provide materials:

　　It is necessary and useful for the students to choose proper topics. In this stage, I follow the rules:

　　3.4.1 Because my students are high school students, So the materials should have as possible as simple, otherwise they don’t know how to speak.

　　3.4.2 Because the students can only speak a little English, the have little social experience, their brains of thought are limited, so I selected those materials that were close to real-life and similar with them. I found with such, help they could make up very good speaking and they could speak English more smoothly than before.

　　3.5 Ask them to perform

　　After their practice, I created chances for the students to speaker out their topic, before class one student in each group. At the beginning, some of students are very shy and don’t dare to speak before class, I told them we would choose the best group, praise them, so they looked very excited and anxious to speak. One by one, they were very active, most of the students were very happy.

　　4 Oral practice design

　　This part of my study was conducted during May 18,2005 ~ June 18,2005.