长沙方言导致的中学生英语发音典型错误分析和纠错对策研究

论文摘要

在二语语音系统的学习中,学习者往往因为母语的发音习惯而受到其负迁移的影响,导致发音错误。长沙方言的干扰已经对该方言区的绝大部分中学生的英语语音习得造成了很大的影响。作者通过对该方言区中学生的调查和结果分析,发现受长沙方言影响而产生的英语发音典型错误主要表现在元音的长短对立不明显,口腔开口度大小的偏移,舌位前后高低的偏移,双元音的偏移;辅音的清浊对立的偏误和发音部位的偏移等。并以此为依据编写辅助纠音手册,并进行相关的校本研究和实验教学,力图有效纠正方言造成的英语发音错误。本论文由六部分组成:首先是引论,作者简介了本文的写作背景和研究的意义,及各章节的大概内容。第一章——文献综述,概述以前的学者对汉语及汉语某些方言对英语语音习得的影响的相关研究。然后阐述本研究的理论依据,从母语迁移、对比分析、错误分析和纠错机制等二语习得理论的角度,为作者的研究和写作寻求理论支持,并探讨一条创新之路。第二章——英语和长沙方言的语音系统的对比分析,作者从元音、辅音和音节等方面对两种语言进行对比,并以中国的普通话作为参照,将二者的异同之处较完整地呈现。第三章——调查和分析,对长沙方言区中学生常犯的或可能常犯的英语语音错误进行录音和问卷调查。对象为作者所教班级中的100名来自长沙方言区的初中生。通过数据分析,梳理出高频错误发音—既文中所指的典型错误,为后续的纠错研究提供依据。第四章——纠错对策研究,依托二语习得研究理论,从时间、教材、方法、手段和技巧等方面展开论述;在编写有针对性的纠音手册的同时开展实验教学,随后总结阶段成果中的得与失。最后是结论,本研究是一项长期任务,初步结论证明作者的研究方向正确,实验教学和教材的编撰工作应坚持下去。局限主要在于调查对象的来源不广,以及作者本人的理论基础还有待加强。如能将此课题立项,让更多的专家和英语教师参与,该研究会有更好更深入的发展。

论文目录

• Abstract
• 摘要
• Introduction
• 0.1 Significance & Purpose of this Research
• 0.2 Brief Introduction of contents and structures of the thesis
• Chapter One Literature Review
• 1.1 Brief introduction of the previous study
• 1.2 Theoretical Foundation
• 1.2.1 Basic Concepts
• 1.2.2 Native language Transfer and SLA
• Summary
• Chapter Two CA of the Phonetic System between English and Changsha dialect
• 2.1 A Brief Introduction of the Phonemes
• 2.2 CA of the Consonant Phonemes of English & Changsha Dialect
• 2.2.1 Description of Consonant System of English
• 2.2.2 Description of the Consonant Systems of Chinese PTH and Changsha dialect
• 2.2.3 Consonant the Consonant Phonemes of English and Changsha dialect
• 2.3 Contrastive Analysis of Vowel Phonemes of English and Changsha Dialect
• 2.3.1 Contrastive analysis of the monophthongs of English and Chinese PTH Changsha dialect
• 2.3.2 Contrastive Analysis of the diphthongs of English and Chinese PTH and Changsha dialect
• 2.4 Similarities and Differences between the phonemes of English and Chinese
• 2.5 CA of Syllable Structure of English and Chinese
• 2.5.1 Brief Introduction of the Syllable Structure of English and Chinese
• 2.5.2 The Characteristics of the Syllable Structure of Chinese
• 2.5.3 The Characteristics of the Syllable Structure of English
• 2.5.4 Contrasting Consonants before the Nucleus of English and Chinese Syllables
• 2.5.5 Contrasting Consonants after the Nucleus of English and Chinese Syllables
• 2.5.6 Syllabic Consonants
• 2.5.7 Similarities and Differences between the Syllable Structure of English and Chinese
• Summary
• Chapter Three Investigation and Analysis
• 3.1 Related Investigation
• 3.2 Typical Error Analysis
• 3.2.1 Negative affection of vowel phonemes
• 3.2.2 Transfer errors related to English phonemes
• Summary
• Chapter Four Countermeasures under the Guidance of SLA Theory
• 4.1 Correcting Device and Strategies Research
• 4.1.1 Principles of Correcting errors
• 4.1.2 Correct skills
• 4.2 Guaranteeing Necessary Instruction Time and Proper Teaching Materials
• 4.2.1 Increasing the amount of instruction time
• 4.2.2 Amplifying Teaching Materials
• 4.3 Improving Affective Factors
• 4.3.1 Inspiring Students' Motivation
• 4.3.2 Boosting Students' Confidence
• 4.3.3 Organizing a Supportive Learning Environment
• 4.4 Decreasing Mother Tongue's Interference
• 4.4.1 Analyzing Students' Difficulty
• 4.4.2 Teaching the Techniques of Articulation
• 4.4.3 Improving Student's Listening Ability
• 4.5 Teaching Methods and Techniques
• 4.5.1 Techniques of Practicing Sounds
• 4.5.2 Techniques of Practicing Stress and Intonation
• 4.5.3 Techniques of Correcting Mistakes
• 4.6 Compiling a Guidance Brochure and Experimental Teaching
• 4.7 Assessment System
• Summary
• Conclusion
• Bibliography
• Appendix
• Acknowledgements