2.2 Previous Research on the Activity-based English Learningand English Listening and Speaking Teaching
To clarify the research process and problems of the activity-based Englishlearning in education,this study searched and organized the existing literature athome and abroad to understand the specific research status.
2.2.1 Previous Research on the Activity-based English Learning
Activity-based English Learning have long been studied domestically andinternationally,with numerous researches conducted.
The theory of activity-based teaching has shown a vibrant development trendabroad.Piaget(1955)proposed the principle of activity,laying a psychologicalfoundation for using action as a teaching method.Subsequently,the focus of activityresearch shifted to the field of education.Zankov’s(1977)experimental study ondevelopmental teaching demonstrated that activity is the realistic foundation forstudents'comprehensive development.Vygotsky(1978)put forward the theory ofactivity,marking the formalization of activity theory.He believed that the essentialelements of a completed activity system are the subject,object,tool,rules,community,and division of labor.Activity teaching entered the realm of foreign language teachingin the 1980s,with a plethora of theoretical research conducted.According to Crocks(1986),“classroom activity”refers to a task or activity with a specific purpose,oftenas part of the educational process or conducted in the workplace.Brown(1991)viewed“classroom activity”as a task learners complete after undergoing the targetlanguage acquisition process’s comprehension,generation,and interaction stages.Davydov’s(1999)three decades of exploration into the theory of learning activitiesinvolved rational thinking about activity-based teaching methods from philosophical,logical,and psychological perspectives.Dewey(2013)revised the application of theprinciple of activity,applying the concept of“learning by doing”to education.
Chapter 3 Methodology ............................ 21
3.1 Research Questions .......................... 21
3.2 Research Participants ........................... 22
3.3 Research Methods .................... 23
Chapter 4 Listening and Speaking Teaching Design Based on the Activity-based English Learning ................. 31
4.1 Existing Problems ................................ 31
4.2 Classification of Teaching Content .................... 32
4.3 Basis of Instructional Design ..................... 32
Chapter 5 Analysis and Discussion ......................... 41
5.1 Experimental Effect on Students’ Listening and Speaking Learning Attitudes .................. 41
5.1.1 Results and Analysis of Pre-questionnaire and Post-questionnaire ........................ 41
5.1.2 Results and Analysis of Interview ....................... 48
Chapter 5 Analysis and Discussion
5.1 Experimental Effect on Students’Listening and SpeakingLearning Attitudes
This section primarily relies on questionnaire survey results and interviewcontents to analyze the specific impact of the activity-based English learning onstudents’learning attitudes.
5.1.1 Results and Analysis of Pre-questionnaire and Post-questionnaire
This section presents the results of pre-questionnaire and post-questionnaire.Through these data,an analysis is conducted to explore the effect of listening andspeaking teaching based on the activity-based English learning on students’attitudes.
Firstly,the results of pre-questionnaire are collected and analyzed.To study thequestion,“What impact does the English listening and speaking teaching based on theactivity-based English teaching have on students’learnin
