新疆乌鲁木齐市高校英语专业学生语音教学状况调查研究

论文摘要

随着人们对语言交际能力的认识不断加深，作为英语三大组成部分之一的语音，越来越受到人们的关注。但是通过观察笔者发现，很多英语学习者不能准确把握英语的发音、节奏、语调进行交流。基于这一点，本文选取了新疆师范大学，新疆医科大学，新疆大学英语专业大一共170名本科生和6位英语教师作为研究对象，通过调查问卷、访谈、前后期语音测试等手段收集数据，对乌鲁木齐地区的英语专业语音学习和教学状况进行了研究；旨在从中发现一些典型的英语语音问题和教学中存在的问题，以便高校英语专业的语音教学能够更加有的放矢。本研究基于中介语和语言迁移理论，对比分析假说和错误分析理论，系统地分析了学生的语音问题。研究结果表明：大多数学生没有接受过系统的语音学习，尤其是超音段知识，然而其中一所高校却没有为学生单独开设语音课；在开设语音课的两所高校中，教师的教学重点也是音段知识。学生认识到了语音学习的重要性，但他们仍依赖于老师对语音的教授，缺乏自主学习能力。受课时限制，教师也没有足够的时间来涉及超音段知识。此外，各高校语音教材各异，缺乏与之相配套的有声教材，供学生课后练习；多媒体语音教学设备没有保障，同时也没有统一的语音测试标准和体系，无法对教学做出反馈。语音前后测试结果显示：学生在超音段层面发生问题的比例高于音段层面，而且问题类型相对集中，而音段层面的问题类型比较分散；经过一学期的语音训练，英语专业学生音段层面语音问题的改善明显好于超音段层面。通过三所高校的语音前后期测试对比，其结果显示：三所学校学生的英语语音成绩均有所提高，然而，单独开设语音课的新疆师范大学和新疆医科大学学生的语音成绩明显高于新疆大学学生。所以，单独开设语音课的教学效果要比把语音课融合到其他课程中的效果好。鉴于本研究结果，笔者认为应该为英语专业学生单独开设语音课，系统地讲授语音知识，并且对音段和超音段知识的教学给予同等关注。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 The General Introduction of Pronunciation
• 1.2 The Importance of Pronunciation in Language Acquisition
• 1.2.1 Pronunciation and Listening Skill
• 1.2.2 Pronunciation and Speaking Skill
• 1.2.3 Pronunciation and Reading Skill
• 1.2.4 Pronunciation and Learner’s Motivation
• 1.3 The Purpose and Significance of the Present Study
• 1.4 The Layout of the Thesis
• Chapter Two Literature Review
• 2.1 Some Basic Terms and Concepts
• 2.1.1 Phonetics
• 2.1.2 Phonology
• 2.1.3 The Standard English Pronunciation
• 2.1.4 The Segmental Features
• 2.1.4.1 Vowels
• 2.1.4.2 Consonants
• 2.1.5 The Supra-segmental Features
• 2.1.5.1 Stress
• 2.1.5.2 Liaison
• 2.1.5.3 Intonation
• 2.2 The History of English Pronunciation Teaching
• 2.2.1 The Reform Movement
• 2.2.2 The Development of Different Teaching Methods for Pronunciation
• 2.2.2.1 Grammar-translation and Reading-based Approach
• 2.2.2.2 Direct Approach
• 2.2.2.3 Audio-lingual and Oral Approach
• 2.2.2.4 Cognitive Code Approach
• 2.2.2.5 Communicative Approach
• 2.2.2.6 Multimedia Teaching
• 2.3 Related Theories to Pronunciation Teaching and Learning
• 2.3.1 Interlanguage Theory and Language Transfer
• 2.3.2 Contrastive Analysis Hypothesis
• 2.3.3 Error Analysis
• 2.4 The Relevant Studies on Pronunciation Learning and Teaching Abroad
• 2.4.1 Pronunciation and Native Language
• 2.4.2 Pronunciation and Age
• 2.4.3 Pronunciation and Exposure to Target Language
• 2.4.4 Pronunciation and Innate Phonetic Ability
• 2.4.5 Pronunciation and Attitude
• 2.4.6 Pronunciation and Motivation
• 2.5 The Relevant Studies at Home
• 2.5.1 Pronunciation and Native Language
• 2.5.2 Pronunciation and Other Language Skills
• 2.5.3 Pronunciation and Teaching Methods
• 2.6 Summary
• Chapter Three Research Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.2.1 Subjects for Questionnaire and Tests
• 3.2.3 Subjects for Interview
• 3.3 Instruments
• 3.3.1 Questionnaire
• 3.3.2 Interview
• 3.3.3 Pronunciation Tests
• 3.4 Procedures of the Research
• Chapter Four Data Analysis and Research Findings
• 4.1 Findings from the Questionnaire
• 4.1.1 Overall Results of the Questionnaire
• 4.1.2 Specific Results of the Questionnaire
• 4.1.2.1 Attitudes towards English Pronunciation
• 4.1.2.2 Mastery of Basic Pronunciation Knowledge
• 4.1.2.3 Factors Affecting Pronunciation Learning
• 4.1.2.4 Strategies for English Pronunciation Learning
• 4.1.3 Summary of Findings Obtained from the Questionnaire
• 4.2 Findings from the Interview
• 4.2.1 Time Allocation of English Pronunciation Teaching
• 4.2.2 Textbook and Teaching Facility
• 4.2.3 Teachers’ Belief on Pronunciation
• 4.2.4 General Situation of Pronunciation Teaching
• 4.2.5 Summary of the Findings Obtained from Interview
• 4.3 Major Pronunciation Problems Found in Pre-test
• 4.3.1 Segmental Problems
• 4.3.1.1 Vowel Problems
• 4.3.1.2 Consonant Problems
• 4.3.2 Supra-segmental Problems
• 4.3.2.1 The Problems of Stress
• 4.3.2.2 The Problems of Liaison
• 4.3.2.3 The Problems of Intonation
• 4.3.3 Summary of Major Pronunciation Problems Found in Pre-test
• 4.4 Contrastive Analysis between Pre-test and Post-test
• 4.4.1 Results of Pronunciation Pre-test and Post-test
• 4.4.2 Paired Samples Statistics of Pre-test and Post-test
• Chapter Five Conclusion
• 5.1 Findings of the Study
• 5.2 Pedagogical Implications of the Research
• 5.3 Limitations of the Present Study
• 5.4 Suggestions for Further Research
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• 在校期间发表的论文清单
• Acknowledgements