English phonetic Teaching

Chapter 6
English phonetic Teaching
6.1 What is English phonetic teaching ?
6.1.1 Contents
Early :p honeme and pronunciation
1980s:segmental feature →（转向）suprasegmental features
↓指↓指
Phoneme（vowel and consonant）rhythm、stress、flow 、intonation
6.1.2 Choosing an English phonetic model
Teachers must choose a model for students according to a standard which is widely used,widely understood,and largely used in textbooks.
6.1.3 English phonetic teaching and learning purpose
Jennifer Jenkins→The phonology of English as an International Language→EIL
Cruttendens →English phonetic teaching may be affected by age ,talent,motivation,and usage.The purpose of the learners set between minimal general intelligibility and high acceptability.
6.1.3.2 English phonetic abilities
Joan Morley 谟利→Put p honetic into oral communication which focus on production and performance
↗phoneme
productiion↗stress performance↗ whole understanding
↘intonation ↘ communication
↘rhythm
6.2 Relative theories about foreign language teaching
6.2.1 Critical period hypothesis
Lenneberg列林伯格
The development of language ability is restricted by physical conditions
Yang Lianrui杨连瑞
Children are talented at the acquisition of
phonetic with a strong imitative ability and memory. As adults,they own the ability to monitor language output,to compare,contrast and recognize language pattern.
6.2.2 Language Aptitude 语言学能
Language Aptitude
Voice coding ability(recognize phonetic) differentiate and analyse
decode
Language analyse ability
Language memorizing ability
6.2.3 Monitor Model 监察模式
Non _interface view
无接口观点
↙↘
Acquired knowledge learned knowledge
↓↓
Natural environment class environment
↘↙
Separate
↓
learned knowledge cannot be transformed into acquired knowledge
Input H ypothesis
Enough comprehensible language input is an important factor that affect the acquisition of foreign language
The affective filter hypothesis
Learners who have a stronger motivation,self_confidence,and less anxiety will get more language input
6.2.4 Out put H ypothesis
Comprehensible output contributes to the acquisition of foreign language
6.2.5 Contrastive analyse 对比分析
拉多A:native language B:target language
Similarity
↙
Help to acquire foreign language
6.2.6 Interlanguage H ypothesis
native language ← interlanguage →target language
Fossilization
Fossilization,according to observations,is a process that may occur in the second language acquisition context as opposed to first language acquisition
Fossilization,as presented in much of the literature,is understood to be the inability of a person to attain nativelike ability in the target language.(Lowther)
Fossilized structures can be realized as errors or as correct target language forms
6.2.7 Information Processing Theory
Schemata theory
accretion 堆积→ restructuring 重够→ tuning 调整
6.3 English phonetic Teaching------Principles and Practice
Transformation
b--/ b / d--/ d / f--/ f / g--/ g / ；h--/ h / j--/ j / k--/ k / l -- / l /；m--/ m / n--/ n / p--/ p / r--/ r /；s--/ s / t--/ t / v--/ v / w--/ w /；y--/ y / z--/ z
1.A ccuracy principle
2.Long-term principle
3.Pertinence principle 针对性原则
4.Interesting principle
e.g. Apple pie, apple pie, apple pie, soup.
Vegetables, vegetables, vegetables, soup.
French fries, French fries, French fries, soup.
municative principle
e.g A: Would you please open the window ？
B: Sorry. ↘ (No, I don ’ t want to)
B: Sorry? ↗ (Pardon, what did you say?)
B: Sorry. → (A normal apology)
6.Integration 融入原则
7.Deductive and inductive 演绎和归纳
8.Kinesthethetic Activities 肢体活动
tele↑vision ↑beautiful
9.Rap Music 说唱音乐
The accent of a word is the subject we sing,
When the function is changing from an action to a thing.
To proDUCE means we make a little more,
............。