摘 要

研究显示，在大学英语课堂教学中，由于学生学习兴趣不高，课堂教学效率低下，阻碍了大学英语教学的发展。导入作为课堂教学的初始环节，虽占时间不多，比重不大，但其作用却不可低估。为进一步了解大学英语课堂导入环节与非英语专业学生学习兴趣的相关性，本文首先基于学者们对课堂教学的理论研究，对课堂导入进行界定，然后通过课堂观察，问卷调查和访谈，对武汉理工大学84名大学本科生进行调查，以实现研究目标。

结果表明：大学英语课堂多种导入方式的使用能够吸引学生的注意力，激发学生英语学习兴趣。其中学生最喜欢的导入方式是音乐导入法，自由谈话法，故事典故导入法，多媒体导入法，情境导入法和辩论法等多样的导入方式，如果长期使用，必定会扩大学生的知识面，增进师生之间的感情，提高英语综合能力和英语学习成绩。

本文丰富了在大学英语课堂导入方面的实证研究成果，为后续相关研究提供了重要的调查结论。笔者在其基础上，分析了大学英语教学实践中能够激发学生学习兴趣的导入方式。在指导大学英语教学，提高学生学习英语的兴趣，促进学生学习效果等方面起到一定的指导作用和借鉴意义。

关键词：大学英语教学；课堂导入；非英语专业学生；学习兴趣；综合能力

Abstract

Research shows that, nowadays, the development of college English classroom teaching is hindered by students' low interest in learning and low efficiency of classroom teaching. As the initial part of classroom teaching, lead-in takes a little time and occupies a small proportion, but it has virtuous effect beyond expectation. In order to probe into the correlation between the lead-in and non-English major students' learning interest, this paper defines the lead-in based on the scholars’ study on the classroom teaching and applies the research methods of classroom observation, questionnaire and interviews by choosing 84 college undergraduates in Wuhan University of Technology as the research objectives.

The results reflect that the use of various lead-in methods in college English teaching attracts students' attention and stimulates their interest in learning English. The most popular methods are music, free discussion, storytelling, multimedia, scenario simulation and debate, etc. If used for a long time, it will be definitely conducive to enhancing the relationship between teachers and students, and improving students’ comprehensive English ability and learning performance.

This paper enriches the empirical research on the lead-in of college English teaching, provides important investigation conclusions for subsequent researches, and has reference significance for guiding college English teaching to promote students' learning effect.

Key words：College English Teaching; Classroom Lead-in; Non-English Majors; learning interest; Comprehensive ability

Contents

1 Introduction..............................................................................................................................1

• 1. Research Background...................................................................................................1
  2. Research Purpose..........................................................................................................2
  3. Research Significance...................................................................................................2
  4. Layout of the Paper.......................................................................................................2

2 Literature Review.....................................................................................................................4

2.1 Overseas Research ........................................................................................................4

2.2 Domestic Research.........................................................................................................5

3 Research Methodology.............................................................................................................8

3.1 Research Questions......................................................................................................8

3.2 Participants.....................................................................................................................8

3.3 Instruments.....................................................................................................................9

3.3.1 Classroom Observation........................................................................................9

3.3.2 Individual Interview...........................................................................................10

3.3.3 Questionnaire Survey.........................................................................................10

3.4 Date Analysis...............................................................................................................10

4 Results and Discussion...........................................................................................................12

4.1 The Current State of Lead-in in College English Teaching.........................................12

4.2 The Correlation Between the Lead-in and Students’ Learning Interest.......................14

4.2.1 The Use of Lead-in and Student’s Interest.........................................................14

4.2.2 Students’ Favorite Lead-in Methods in Stimulating Interest.............................17

5 Conclusions............................................................................................................................20

5.1 Summary......................................................................................................................20

5.2 Limitations and Suggestions .......................................................................................20

References.................................................................................................................................24

Appendix A...............................................................................................................................25

Appendix B...............................................................................................................................28