中小学语音教学论文

学士学位论文中小学英语语音教学探究*名：***学号：****************：***学院：外国语学院专业：英语完成日期：2014年5月27日学士学位论文中小学英语语音教学探究*名：***学号：***************：***学院：外国语学院专业：英语完成日期：2014年5月27日山东女子学院学士学位论文作者声明本人声明：本人呈交的学位论文是本人在导师指导下取得的研究成果对前人及其他人员对本文的启发和贡献已在论文中做出了明确的声明，并表示了谢意论文中除了特别加以标注和致谢的地方外，不包含其他人和其他机构已经发表或者撰写过的研究成果本人同意学校根据《中华人民共和国学位条例暂行实施办法》等有关规定保留本人学位论文并向国家有关部门或资料库送交论文或者电子版，允许论文被查阅或借阅；本人授权山东女子学院可以将本人学位论文的全部或者部分内容编入有关数据库进行检索，可以采用影印、缩印或者其它复制手段和汇编学位论文（保密论文在解密后应遵守此规定）作者签名：日期：年月日THE STUDY OF ENGLISH PHONETIC TEACHING IN PRIMARY AND SECONDARYSCHOOLSByZhou YonghongSupervisor：Cao CuihongA thesissubmitted in fulfillment of the requirementsto the School of Foreign LanguagesShandong Women’s UniversityThe Study of English Phonetic Teaching inPrimary and Secondary SchoolsAbstract: Pronunciation is the basis of the existence and development of language. As one of the three elements of language, it is also the external performance of language. Learning English phonetics not only will be helpful to express ideas exactly, but also will directly or indirectly influence the development of English listening, speaking, reading and writing. Therefore, to make sure students acquire a good knowledge of phonetics, it is very important for primary and secondary schools to promote phonetic teaching in teaching content. This thesis aims to analyze the content of phonetic teaching, some methods of phonetic teaching, problems in phonetic learning and some solutions.Key words: English phonetic teaching; Content of phonetic teaching; Phonetic teaching methods; Problems; Solution中小学英语语音教学探究摘要:语言存在和发展的基础，是语言的外在表现，是语言的四大要素之一英语语音学习不但有利于正确的表达思想，还会直接或间接影响听，说，读，写等各项技能的发展因此，在中小学要结合教学内容深入开展语音教学，让学生全面了解和掌握语音知识，正确运用语音，语调本文旨在分析英语语音教学容，方法，存在的问题以及解决对策，从而推论出语音教学的重要性关键词:英语语音教学；语音教学内容；语音教学方法；问题；对策OutlineThesis Statement: This paper gives a brief introduction of definition of pronunciation, content of English phonetic teaching, objective of phonetic teaching, importance of phonetic learning, the methods of phonetic teaching, the problems of phonetic learning and the solutions of the problems. This purpose of this thesis is to make people clearly know the importance of phonetic learning and make the teachers get a better understanding of phonics. In addition, it is to the teachers who want to seek some effective methods in English teaching.Ⅰ. IntroductionA.Definition of pronunciationB.Content of phonetic teaching1. Basic pronunciation2. Intonation and rhythm3. Stress4. PhrasingC.The objectives of phonetic teachingⅡ. The importance of phonetic learningA.Pronunciation and wordsB.pronunciation and listeningC.pronunciation and conversationD.pronunciation and readingⅢ. The approaches of English Phonetic TeachingA.Natural pronunciation teaching methodB.Phonemic symbol teaching methodC.TPR teaching methodD.Phonemic symbol teaching methodE.Spiral rising teaching methodⅣ. Problems in phonetic teachingA.Influence of native languageC.Learning strategiesD.Teacher’s qualitiesV. Solutions to the problemsA.Emphasize phonetic teachingB.Develop valid learning motivationsC.Create effective strategiesD.Improve teacher s’ qualitiesVI. ConclusionThe Study of English Phonetic Teaching inPrimary and Secondary SchoolsI. IntroductionA. Definition of pronunciationPronunciation is a broad term used to describe a number of aspects of producing the appropriate sounds in the language targeted. Most people think it refers to only the separate, identifiable sounds of words, but it covers more than just that. As well as the sounds there are also the sentence tunes, and the use of pitch and loudness to indicate importance or strong feeling.B. Content of phonetic teachingMany people seem to think that phonetic teaching is only about letters and sounds, but it is actually more than that.1. Basic pronunciationa. sounds of 26 letters in the English alphabetb. sounds of vowels a, e, i(y), o, u in wordsc. sounds of consonant such as ball, pig, ship, this, chip, etc.d. sounds of consonant clusters such as black, class, flag, glass, plane, sleep, bright, cry, sky, small, speak, star, street, split, spring, screen, quiet, etc.e.syllabic consonant sounds such as table, people, uncle, single, middle, little, parcel, basin, cousin, often, seven etc.2. Intonation and rhythma.rise and fall of the voice pitchb. A strong, regular repeated pattern of movement or sound3. Stressa. word stressb. sentence stress4. PhrasingChunking into units of meaning, including pausing and linking.C. The objectives of phonetic teachingSpeaking English with a good pronunciation is the basic goal of learning a foreign language-communicative function. The phonetic teaching has to aim at intelligible pronunciation considered as an essential component of communicative competence and help the students acquire the knowledge of pronunciation. The final target of learning English is to use English appropriately on different occasions and to exchange ideas and information with others. As long as students master a good pronunciation, they can understand each others and express themselves in English communication, and they can build and enhance the sense of language, and achieve the goal that receive and transmit information in correct way.II.The importance of phonetic learningA.Pronunciation and wordsThe famous English linguist Wilkins said:“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Conclude from it, we can see that vocabulary is very important as well as difficult in English learning. Word is a basic linguistic unit and the combination of pronunciation, form and meaning. However the pronunciation is very important. Therefore when learning a new word, we have to know its pronunciation well first. For example, bat, fat, mat, pat, the four words have same syllable/æt/for morpheme “at”. If the learners remember its pronunciation, it will be easy for them to remember these words. In addition, there is another example for it. There is one part in the book I teach in school .If the students learn words prince, princess, present, then practicing the sentence“The princess gives the prince a present” is easy for them to remember the words. It is called Sounds and Sentence.B.Pronunciation and listeningEnglish teaching practice proves that it is difficult to improve the skill of listening ifthe learner’s pronunciation is not good enough. Since he pronounces different from the words he heard, he can’t get the right information from conveyed by the voice. Therefore it is easy to be at a loss in listening. Many students reflect that some listening materials are not that hard to understand in literal. However when it is played in a radio or spoken out from a native speaker, they will be like at sea. The reason is that the sentences are not pronounced word –for- word, whereas there are many influencing factors such as stress, assimilation,connected speech, the speed of speaking, rhythm, and intonation. For example, it’ll ['ɪtl], I’ve got to go/aiv`ɡɒtə gəʊ/.C.Pronunciation and conversationMeanwhile there will be some problems in conversation. I am the real example for proving that pronunciation is really important in conversation:I have been learning English for 8 years. However, when I came to this school where I am working now, I dare not speak to our foreign teachers, because my English speaking is so bad. Every time when I spoke to them, they kept asking me “What? What?”Then I would repeat my sentence again and again. Finally they would say “Ah-ha!” and then corrected my pronunciation. It was very humiliating. I know my words and grammar are good, but the native speak would not understand me just because of my pronunciation .At the same time, when I communicate with foreign teachers, it is very difficult to get their meaning since they speak in different intonation, tone from us. I have to beg his pardon to ask him to repeat the words. Even sometimes I have to ask him to spell the word because I can’t get the meaning of the word and I thought it was a new word. However, when I see the word, only to find it is a word I have learned but I pronounced wrong before.D.pronunciation and readingPronunciation is not only helpful to remember new words, but only to improve the skill of reading. Having a good knowledge of pronunciation can build up your language sense and help you grasp the knowledge of grammar. Then it will be easier to understand when you have a reading with the correct stress, intonation and rhythm. In addition, whenyou pronounce one word it will be easily to remember the word because sounds, forms and meaning are in concord.Ⅲ.The approaches of English Phonetic TeachingA.Natural pronunciation teaching methodNatural pronunciation teaching method is a method prevailed in English speaking countries such as Britain, America, Canada etc. It aims to make the learners know the regular pattern between sounds and symbols by analyzing the relation of them. At first the sounds of 26 letters should be taught. The learners will gradually find rules of pronunciation when they are learning the combination of letters. Then they will know how to pronounce one word literally even though they don’t know its meaning. In addition, it is easy for them to spell the word out when they hear the sound of one word.A sample lesson teaching c goes something like this:The teacher writes down the words “cat,”“cake”, “cup”, “cot”, on the board. The teacher could read the words for them and ask the students to find what is common in these four words. When the students find the common in these words, they will remember that the letter c stands for /k/ .When the students understand this rule, it will be easy for them to learn other sounds of letters. The same way to teaching combination of letters such as “bat”“cat”, “fat”, “mat”, the students will find the common in these words and they will learn the sounds of the combination at. When they have a dictation, it becomes easy to spell the words out when they hear the sounds.B. Phonemic symbol teaching methodPhonemic symbol teaching is a traditional teaching method. Phonemic symbols represent the sounds of the English language as similar as pinyin of Chinese. Different from phonics teaching, the learners read a word by phonetic symbols. Certainly when it refers to phonemic symbol, what we think is IPA (International Phonetic Alphabet). The alphabet which we use to write English has 26 letters but English has 44 sounds. Inevitably, English spelling is not a reliable guide to pronunciation because some letters have more than one sound. Sometimes letters are not pronounced at all .Sometimes thesame sound may be represented by different letters. Sometimes syllables indicated by the spelling are not pronounced at all. Therefore phonemic symbol teaching plays an important rule as the phonemic teaching in phonetic.C. Games teaching methodAs a Chinese saying goes:“Interest is our best teacher.” so games are very necessary in teaching. Playing games in practicing not only create an active class, but also stimulate the students’ desire of speaking English.Here is a popular game to practice “What time is it?-It’s one o’clock/two o’clock…”，we can play game Mr. wolf. One student stand in a circle representing Mr. wolf’s house, and other students will walk step by step asking“what time is it, Mr. wolf？”Mr. wolf will answer“it’s …”.When the students get close enough , the wolf will say“it’s lunch time” and turn back to catch them. The student who is caught will be the wolf. This game helps the kids not only remember words but also practice the sentences.Here is another game in phonetic teaching named “pick apples”. First the teacher has to draw an apple tree on the board. Then the teacher puts some “apples” with different sounds on the tree. The teacher read words, at the same time the two groups compete to “pick apples” when they heard the sounds in the words. The group pick more “apples”will win. This game aims to help students practice and distinguish different sounds.D. TPR teaching methodTPR is short for Total Physical Response which was put forward by Californian psychologist doctor James Asher. It emphasizes on interaction between the teacher and students. It is based on the coordination of language and physical movement. In TPR, the teacher gives commands to students in the target language, and students respond with whole-body actions. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. TPR is a effective way to learn vocabulary. Here is an example for learning vocabulary: students are taught some nouns such as book, door window. When the teacher says “touch your book”, the students receive the sounds of book and respond to touch their books saying “book”. Then whenthe teacher says “touch the door”, the students hear the word door and run toward the door to touch it saying “door”.It is especially a valuable way to learn idiomatic terms such as phrasal verbs be quiet, open the book, close the book, look at the board. In this case, the teacher speaks out the phrase and the students will respond with actions when they hear these phrase. At the same time, the teacher can do actions and the students speak out the phrase verb.TPR method is always used alongside other methods especially game teaching. It is popular with young learners in elementary school.E.Spiral rising teaching methodSpiral rising teaching is a teaching technique that allows learners to construct much of their own learning process. It differs from the mastery method in that the student doesn’t have to master the topic before moving on to the next “level.” Just as the name suggests, the student is able to spiral back around to the topic in different stages.Take learning colors as an example, initially the kids are only taught to speak “red”out when they see the things with red color. When they go to a higher level, they are required to say the sentence“it’s red.” When they are asked “what color is it?” Then they will be taught to read the words“it’s red.” When they learn it well, they will be taught “It’s a red apple”, then “There are two red apples." The sentences they learn will be more and more complex, but they are reviewing the things they learned before when they learn new things.Ⅳ.Problems in phonetic teachingA.Influence of native languageNative language plays an inseparable role in English learning and people can’t afford to ignore it. It has a dual function of positive transfer and negative transfer in English learning. The behaviorists ascribed errors largely to the interference of learner s’native language. Teaching practice shows that our students often unconsciously speak English in Chinese tone, rhythm, intonation, causing some mistakes that difficult to correct. Affected by Chinese, students often insert a slight vowel and leave out particularsounds such as hot [hɒt] mistaken to [hɒtə], spray [spreɪ] mistaken to [sipreɪ], train [treɪn] mistaken to [triː].The pronunciations of some vowels are confusing to English learners in China. /I/, /e/, and /ae/ do not distinguishably make any difference to the most of Chi nese students. Words like “bit”, “bet” and “bat” will be pronounced in the same sound by them.B.Motivations of learning EnglishMotivation is defined as the learner’s attitude and affective state or learning drive, having a strong impact on his efforts in leaning a second language. There are mainly four types of motivations for English learners: integrative motivation, result motivation and intrinsic motivation. However Chinese learning English mainly with two motivations: instrumental motivations and result motivation.Instrumental motivation: which occurs when people learn a foreign language for external goals such as passing exams, financial reward or furthering a career etc. For many students, learning English with instrumental motivation is pursued only in school, to gain academic credit and move forward in school.Result motivation:learners learn a second language for external purposes. Generally speaking, learning English for external purpose such as for getting a graduate job is less efficient than learners with intrinsic motivations such as for pleasure from learning.C.Strategies of learning EnglishLearning strategies depends much on learning motivations. If he studies for external purpose, then he will be very passive in learning English. Most of the students pay efforts on vocabulary, writing and grammar exercise since they only want to pass the exams or get high marks in test. In learning pronunciation, they just acquire a word by constantly mechanical imitation. However they still don’t know how to pronounce a new word even though it is monosyllable, which is a big problem in remembering words. In order to remember the pronunciation of words or sentence, the students even use pinyin to mark the sounds. For example, what’s your name?—wo ci yao nei mu. In class, it is typical that the teachertalks and talks and the students are required to listen. Then the teacher reads and the students parrot.D. Teacher’s qualitiesIn elementary school, most teachers do not have useful strategies or techniques for teaching pronunciation and as they do not know what strategies are appropriate. First of all, most of English teachers in China are lack of professional knowledge, leading many pronunciation problems when students imitate the pronunciation. For example, some teachers read the sentences without noticing the intonation, rhythm, the sound and the flow of speech, causing students to read word by word with no feelings. Secondly, teachers pay more attention to the pronunciation of words, instead of to read the sentences correctly. Furthermore, when the students repeat after radio, some teachers spend fewer efforts on instruction such as blasting, stress, weak, liaison, intonation, tone. When they meet a specific problem, they simply avoid pronunciation instruction in the classroom by employing shrewd tricks.V. Solutions to the problemsA.Emphasize on natural pronunciation teaching methodWhen it refers to phonetic teaching, many people think of the IPA. It will undoubtedly increase the burden on the memory if a string of words are coupled with IPA. Then they will get bored and lose interest in learning English. So phonetic symbol teaching method is not available in primary school, but it can be useful in secondary school.Statistics record that 2.6% of English words do not accord with phonetic rules, whereas 97.4% accord with phonetic rules. Conclude from it, natural pronunciation teaching method really reduces the difficulties of learning 44 phonetic symbols since the students just need to learn letters and combinations of letters. Therefore in phonetic teaching, we should pay attention to natural pronunciation teaching method. Since pupils prefer moving, thinking jumping, etc. it will be more efficient if natural pronunciation teaching method is used alongside other methods especially game teaching method.B.Develop valid learning motivationsThis will refer to another two motivations: integrative motivation and intrinsic motivation.Integrative motivation: the drive that people learn a foreign language because of the wish to identify with the target culture.Intrinsic motivation: learners learn a second language for enjoyment or pleasure from learningThere’s a saying that a language is “best learned between the sheets”.Conclude from linguistic studies, having integrative motivation and intrinsic motivation leads faster and more effective language learning results than other types.C.Create effective strategiesAs the famous English linguistic professor Louis Alexander said, to master a language, you have to understand the90% of the language. The process of language acquisition proves that language absorption always precedes verbal expression. Therefore, in learning activities, the students must follow the objective rules: listen first, then to speak. In my opinion,because the primary students’understanding ability is limited, they can listen to English starting from the 26 letters of the alphabet,cultivating a good habit of“listen” in the teaching of the alphabet. In addition, it is very necessary for the students to imitate the shape of mouth. Then the students should spend much time speaking English instead of writing. Otherwise, the students can learn new words by guessing the pronunciation of the words, which is helpful to them to find the relation of sounds and spellings. At the same time, they will have a more deeply impression on the word by guessing than just parroting.D.Improve teacher s’ qualitiesThe teachers should pay attention to phonetic teaching by improve their pronunciation. First, they can practice their pronunciation by listen to the radio and get more knowledge on phonics. Then they can teach their students in correct pronunciation. Second, they should focus on the students’ intonation, stress, tone in learning words aswell as in reading sentences. Third, be creative in English teaching such as creating some games that is helpful in active class. To be a qualified English teacher, one should not just teach students as what the materials organize. At last but the same important is that the teacher should create an English environment for the students, which means the teacher must have a good quality of English. Therefore, pronunciation components have to be incorporated in the materials, classroom activities and testing tools; and the teachers have to be trained.Ⅵ.ConclusionPronunciation is an integrated and integral part of English learning since it directly affects learners’ communicative competence as well as performance to a substantial extent.English pronunciation should be viewed in the same important as the other skills of the English language, such as vocabulary, grammar, reading, writing, and so on, since it is a crucial part of communication, especially through listening and speaking. Therefore, we should follow what Morley (1991) puts forward: The question is not whether pronunciation should be taught, but instead what should be taught in a pronunciation class and how it should be taught.References[1]Asher James. “What is TPR?” in TPR-World, 2012[2]Dr. M. Maniruzzaman. Teaching EFL Pronunciation: Why, What and How, 2008[3]Prof. Gwendolyn N. 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In the preparation of this thesis, she has spent much time reading through each draft and provided me with inspiring advice. Without her patient instruction, insightful criticism and expert guidance on my thesis, this thesis could not have reached its present form.I also owe a special debt of gratitude to all the professors in Foreign Languages Institute, who have instructed and helped me a lot in the past four years.Last my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.。