高中语音教学

论文摘要

如今,人与人之间的距离随着全球一体化的走势和通讯手段的发展而逐渐缩短,人们之间的交流因此变得越来越重要。但是十年苦读,张不了口,这既是无数英语学习者的真实写照,也是困扰英语教学者的难题,因为良好的语音是人们进行有效交流的基础。笔者发现,大多数英语学习者不能准确把握语音的重音、节奏、语调进行准确地交流,这不能不使人联想到我们的语音教学方面还存在诸多问题。本文旨在通过对高中英语教学中语音教学现状所进行的调查与分析,得出语音学习应在整个英语学习中占重要地位并应贯穿于英语教学始终的结论。阐明英语教师,应该很好地掌握英语语音知识,了解英语语音的发音技巧等建议。论文首先阐述了研究的目的、研究问题的来源、和进行研究的方法,并解释了有关语音理论方面的概念。之后介绍了相关领域的研究和成果,作为本论文写作的理论依据,然后又介绍了外语语音教学现状的调查结果和作者的分析。提出了适合中国国情的外语语音教学建议,以此引发教师的思考和对语音教学的重视,从而有效帮助学生真正做到学以致用。最后,对本文研究发现的结论以及该研究对教学的意义和进一步进行研究的必要性作了综述。

论文目录

• English Abstract
• Chinese Abstract
• Acknowledgments
• Table of Contents
• CHAPTER ONE INTRODUCTION
• 1.1 Research background and significance
• 1.2 Research objectives and questions
• 1.3 Research methods and resources
• 1.4 Key terms and definitions
• 1.4.1 Phonetics and phonology
• 1.4.2 Phonemes
• 1.4.3 Syllables and clusters
• 1.4.4 Co-articulation effects
• 1.4.5 Suprasegmental phonology
• CHAPTER TWO LITERATURE REVIEW
• 2.1 The place of pronunciation
• 2.2 The research of some Linguists
• 2.3 The study of Phonetics and Phonology
• 2.4 The difficulties in English pronunciation teaching
• 2.4.1 The difference between American English and British English
• 2.4.2 Models of pronunciation
• 2.4.3 Objectives of pronunciation teaching
• 2.4.4 The necessity of efficiency
• CHAPTER THREE THEORIES FOUNDATION
• 3.1 Theories of phonetics
• 3.1.1 The purpose of pronunciation teaching
• 3.1.2 Phonetics and phonology
• 3.1.3 The significance of the necessary theory on pronunciation teaching
• 3.2 Pronunciation learning and learner's biological factors
• 3.2.1 An optimal age for second language learning
• 3.2.2 Biological Explanation
• CHAPTER FOUR RESEARCH
• 4.1 Research process
• 4.1.1 Objective
• 4.1.2 Participants
• 4.1.3 Data collection
• 4.1.4 Data analysis
• 4.2 EFL Learners’Problems in Pronunciation
• 4.2.1 Introduction
• 4.2.2 Some troubles in pronouncing some vowels
• 4.2.3 Difficulties in learning consonants
• 4.2.4 Some difficulties that Chinese learners meet in learning consonant clusters
• 4.2.5 Difficulties in controlling word stress and sentence stress
• 4.2.6 Difficulties in reaching the goal of communication with appropriate intonation
• 4.2.7 High anxiety and lack of confidence
• 4.3 Problems in the Teaching of Pronunciation
• 4.3.1 Concentrating on teaching the single phoneme,while neglecting to training
• 4.3.2 Concentrating on word stress, while neglecting sentence stress
• 4.3.3 Concentrating on pronouncing each word clearly,while neglecting co-articulation effects. （Such as assimilation and elision）
• 4.3.4 Concentrating on common intonation,while neglecting communication intonation
• 4.3.5 Concentrating on proficiency while neglecting reading rhythm
• 4.4 Other pronunciation problems
• CHAPTER FIVE DISCUSSOION
• 5.1 Introduction
• 5.2 Analysis
• 5.2.1 Semantic function of English stress
• 5.2.2 the pragmatic function of the stress
• 5.2.3 Comparison between English stress and Chinese stress
• 5.2.4 Functions of intonation
• 5.2.5 Comparison between Chinese tone and English tone
• 5.2.6 Assimilation and Elision
• 5.2.7 Comparison between Chinese rhythm and English rhythm
• 5.3 Suggestions
• 5.3.1 Applying information structure theory to pronunciation teaching
• 5.3.2 Combining listening and reading with pronunciation teaching
• 5.3.3 Giving play to supplemental effect of Chinese in contrastive analysis
• 5.4 Applying CALL courseware to English pronunciation teaching
• 5.4.1 the integrative call period
• 5.4.2 Advantages of Call
• 5.4.3 Necessity with Call courseware
• 5.5 Paying Attention to Learners' Affect
• 5.5.1 The definition of affect
• 5.5.2 The significance of the affect
• 5.5.3 the place of affect
• CHAPTER SIX CONCLUSION
• 6.1 Limitations
• 6.2 Conclusion
• Bibliography