Practical Project Design
> Unit 3 > Practice section
Join Song
Qin, Li Yue, or Wen Jing
I am Song Qin. Are you with me? Yes? Welcome again!
We are entering into the third stage of the project now.
We have 4 things to do: (1) to formulate our project objective,
(2) to formulate our project hypothesis, (3) spell out our
project rationale, and (4) design classroom teaching tasks.
We have a lot of things to do, don't we? There is no time
to lose.
Through the problem analysis in Unit 2, I came to know that
the problem that my students tend to make the same errors
I corrected before is mainly due to my ineffective error-correction
technique. I have made up my mind to start a project to solve
the problem. Hence
My project objective is:
.
My project hypothesis is:
.
I call my project
.
Similar to Wing Ling, I consulted some relevant literature
and found that Unit 6 Focus on Writing in English
Language Teaching Methodology 2 is very useful. The
following is the rationale on which my project will be based.
Importance given to errors in writing
The role of pre-writing activities
The role of peer check
Teacher check after correction needed
Remedial work necessary
To summarize, in my project, I decide to improve my error-correction
technique in three ways: I would first make more detailed
and insightful corrections of students' errors, and then ask
them to rewrite their work, incorporating the corrections;
next I would ask students to check their work in pairs or
groups; and lastly, I would pick up some typical errors from
the students' writing work, carry out an error-analysis and
design relevant remedial exercises.
Like Wing Ling, I also set up control and target groups.
The implementation of the project takes three weeks. In each
week both groups are required to write a composition in accordance
with the requirements of the book. However for the target
group, the above three suggested error-correction techniques
will be employed in turns to assess their compositions, while
everything remains the same with the control group. After
that, both groups are asked to do a writing task again and
I then compare the students' performance. The results obtained
from the comparison should show whether the students in the
target group make fewer errors than the control group. This
will show whether the students' errors in writing can be reduced
by varied error-correction techniques.