英语语音教学论文苏柱昌.docx

英语语音教学论文苏柱昌.docx

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英语语音教学论文苏柱昌

论文题目：

AStudyonEnglishPronunciationTeachinginJuniorMiddleSchool

初中英语语音教学研究

Abstract

Pronunciationisoneofthethreeelementsoflanguage,itisthebasisofthemasteryoflanguageknowledgeandlanguageskills.Ifthestudentscannotmasterthepronunciationknowledge,theywon’tunderstandtheotherpeople’sspeakingandmakeself-expressionincommunicationwithastronglanguagesense.ButEnglishpronunciationteachingeffectinjuniormiddleschoolisnotidealatpresent.Pronunciationteachingisusuallyneglectedundertheexam-orientededucationbackground,butalltheaspectsofEnglishlearningareinfluencedbythepronunciationability,sincethereisacloselyconnectionamonglistening,speaking,readingandtranslating,SohowtoimprovethequalityofEnglishpronunciationteachingandmakethejuniormiddleschoolstudentsmastersystematicpronunciationknowledgeisaurgentproblemtosolveinthispaper.Thispaperisdividedintofiveparts:

thefirstpartisabriefintroductionaboutthepronunciationteaching;theimportanceofpronunciationinEnglishteachingisintroducedinthesecond;InthenextisthethirdpartthatmainlyanalyzesthecurrentsituationaboutcompetentinsufficienciesofEnglishpronunciationteaching,theinfluenceoflocaldialectinjuniormiddleschoolEnglishpronunciationteachingandothersituations.Fromtheanalyzing,weputforwardsomeeffectivecountermeasureslikestrengtheningpronunciationawarenessandamelioratingteachingmethodstosolvetheproblemsofthecurrentpronunciationteachingonthefourthpart.Thefifthpartisaconclusion.

Keywords:

juniormiddleschool;Englishpronunciationteaching;countermeasures

1.Introduction

AccordingtoDengChunyan（2008）,pronunciationisthephysicalformandtheessenceoflanguage.Pronunciationisthefirststageofteaching.EnglishpronunciationteachingistheinitialpointofEnglishteaching.Forstudents,pronunciationlearningisthestartingofEnglishstudy.Thepurposeofanykindoflanguageteachingistotrainstudents’abilitytouseit.Hedge（2002）pointedoutthattheabilitytoproducesoundsintelligibletootherspeakersispartofthecompetencyofspeakingEnglish.Asthematerialbasisofexistedlanguageandthestartingorthekeypointoflanguageteaching,pronunciationteachingaimstocultivatestudentstoformcorrectwayofpronunciation,speaknaturallyandhaveafluentflowoflanguageandintonation.Butthereisnowaytoexpressconceptswithoutvocabulary,andtheexchangeofideaswillbeinevitablyinfluencedwithoutrichvocabulary.Esling,J&Wong,R（1983）suggestedearlytrainingshouldbegiventothelearners,hopingtoawakenthestudents’desiretopractice.However,inrealEnglishteachingprocess,pronunciationteachingisnotideal.TheeffectofEnglishteachinginjuniormiddleschoolsisunsatisfactoryinChina.ManyproblemsstillexistinEnglishpronunciationteaching,suchasirrationalteachingmethods,lackofattentionandeffectofthelocaldialect,etc.Whatcausestheseproblems?

Howcanwesolvetheseproblems?

ThispaperwilldiscusssomemajorproblemsthroughthewayofliteratureanalysisandpracticalresearchinjuniormiddleschoolEnglishpronunciationteachingandputforwardsomecountermeasuresorprovidevaluablereferencetoimproveEnglishpronunciationteachingsituationinjuniormiddleschool.

2.TheImportanceofPronunciationTeaching

PronunciationteachingisanimportantstageinEnglishteaching.Itshouldbepaidmuchmoreattention.Voiceisthematerialshellofalanguage,thelanguageisfirstvoiced,teachingalanguageisalwaysstartingfromtheteachingofpronunciation.Adult’slearningofasecondlanguageandstudents’learningofaforeignlanguagehavetostartfrompronunciationlearning.WhentherightEnglishpronunciationandintonationisstoredinstudents’brain,itwillbeabasicguaranteeorafoundationtolearnEnglishwell.What’smore,itwillalsoensurestudentstoexpresstheirownthoughtscorrectlyandunderstandEnglishinformationproperly.Tospeakanylanguageapersonmustknownearly100%ofitsphonetics,whileonly50-90%ofitsgrammarand1%ofthevocabularymaybesufficient（A.C.Gimson,1989）.Fromthisperspective,weelicittheconclusionthatteachingpronunciationplaysanessentialandintegralroleintheeducationofEnglishforsecondlanguagelearners.ThefamouslanguageexpertStern（1922:

117）consideredthatpronunciationlearningisaprogressoflearningstepbystepanditneedsalongtimetostrengthentheknowledgeortheabilityoflanguage.Fromthisviewpoint,weknowthatpronunciationisavitalpartinlanguageteaching.Pronunciationteachingalsoaffectstheotherpartoflanguageteaching,suchaslistening,grammarandwordwhichisthefundamentalmaterialsofalanguage.Ifthestudentscannotgetagoodpronunciationteaching,theywon’tgetastronglanguagesenseforthelanguagelearning.Therefore,asEnglishteachers,theyneedtoteachinpatienceandteachthepronunciationthroughoutthewholeEnglishteachingprogress.Theyneedtomakesuretheirstudentshaveagoodpronunciationfoundation.

3.TheCurrentSituationofPronunciationTeachinginJuniorMiddleSchool

Accordingtotheobservationandresearchinteachingpracticumanddataanalysis,therearemultifariousproblemsintheEnglishpronunciationteaching.Here,wewillsetfivemajorproblems:

competentinsufficienciesinEnglishteachers,theinfluenceoflocaldialect,theweakawarenessinpronunciation,thedeletionofpronunciationmaterialsinthenewcurriculumstandard,thestudents’psychologicaldependence.

3.1CompetentInsufficienciesinEnglishteachers

Englishteachers’Englishpronunciationcompetenceisnotverydesirable.SomeofthemhavenonosystematicEnglishphoneticknowledge.Theycannotpronounceaccuratelyandclearly.Theyoftenpronouncewithoutrhythmandtheydon’tknowwheretoputthestressandweakstress.What’smore,whenstudentsmakepronunciationerrors,theycannotpointouttheerrorsatfirsttime,theirsensitivityabouterrorsisnotenough.Besides,theteacher'spronunciationteachingmethodsaremonotonousandboring.Theycannoteasilystimulatestudents'learninginterestandenthusiasm.Forexample,accordingtoFangXinjing’sresearch（2010）onthecompetencyofEnglishteachersinChongyangCounty,thereisonly55%teachershavinggotBachelor'sDegreeofEnglish,andmostofthemgotitthroughon-jobtrainingandself-study.MostofthemhadnosystematicEnglishphoneticknowledge.Inreality,itisnotjustthecompetenceofChongyangCountyEnglishteachersarenotdesirable,theotherplace’sEnglishteachersalsohavethisproblem.Theirpronunciationabilityisn’tenoughfortheirEnglishteaching.

3.2TheInfluenceofLocalDialect

Localdialectaffectsthepronunciationteaching.SincemostoftheEnglishteachersarelocalpeopleandtheirpronunciationisalsoconsiderablyinfluencedbythedialect.Manyteachersliketousethedialecttoexplainthelessoninclass.Englishteachers'poororalEnglishandthattheyseldomspeakEnglishintheclassarebigproblemsinEnglishpronunciationteaching.ThestudentscannotstudyEnglishinagoodEnglishenvironmentandhavefewchancestoopentheirmouths.ChongyangCountyisaremotedistrictinHuBeiprovince.AlmostallpeoplespeakChongyangdialect,whichistotallydifferentfrommandarin.Mostofteacherspeakdialectinschool,andalargeportionofthemevenspeakitintheclass.UndertheeffectofteachinginChongyangdialect,studentscanhardlymakeadistinctionbetween/l/and/r/,/l/and/n/,/∫/and/t∫/.Consequently,whentheyspeakEnglish,similarpronunciationproblemsarise.NegativetransferfromthelocaldialectsinEnglishpronouncinghasbecameathornyissueforthesestudentstotackleinlearningEnglishpronunciation（FangXinjing,2010）.

3.3TheWeakPronunciationAwarenessofEnglishpronunciationteaching

Englishteachersdonotrealizetheimportanceofpronunciationteaching.Injuniormiddleschool,teacherstendtofocusonthetextreading,listeningandwritingtrainingforthehighschoolentranceexamination.Theythinkthatpronunciationteachingisintheassistanceofpronouncingwords,andtheydonotmakeagreatdifferenceinlanguageteaching.Theydon’tliketospendtoomuchtimeonpronunciationteachingwhichgiverisetoproblemsinpronouncingthestandardpronunciationforstudents,suchas:

pronouncingbreathedconsonantsasthevoiced,confusingshortvowelswithlongvowels

etc.Mostoftheteachersprefertofocusingthekeyteachingpointsonthewordsoftheletters,thephoneticsymbolandsoundmarkspellingexercisesintheactualprocessofpronunciationteaching.Theyignoreflowofspeech,speed,thelanguagemeaningofpause,rhythm,intonationandtheotherpronunciationtrainingcontents.TheyteachEnglishstepbystepandjustrepeatwhatthebooksaysintheclass.Theyteachstudentsjustaccordingtothecontentofsyllabus,neglectingdevelopmentofthestudents’learningability（QiYanmin2010）.

Finally,thisprocessresultsinspellinconsistent,poorspeaking,incorrectintonation,andwhichcausesseriousimpactonthestudents'readingskillsandthedevelopmentoftranslationskills.

3.4TheDeletionofPronunciationinTeachingMaterials

PronunciationteachingmaterialsarenotenoughforEnglishpronunciationteachinginjuniormiddleschool.Therearedeletionsofpronunciationmaterialsinjuniormiddleschool.LiuQingwen（2012）pointedoutthatoneofthereasonscausesthejuniorstudents’pronunciationabilityproblemisthedeletionofpronunciationmaterials,therearenoenoug