交际教学法在英语语音教学中的应用

论文摘要

英语学习的最终目的是交际,而语音在此过程中起到了至关重要的作用。笔者在和学生接触的过程中发现,很多人在课堂上的发音练习中可以很好地发出每一个音素,但是他们很难将这种标准的发音带到语流中去。比如,在发音练习过程中,学生可以很好地发/θ/这个音,但是在单词和句子中”Thank you very much”就说成了”Sank you very much”。针对这个问题,作者提出将交际教学法运用到英语语音教学当中,并提出了在每一具体步骤中可以运用的方法策略。为检验这一假设的有效性,作者选取两个班级进行为期十周的研究。其中一个班作为实验班,采取交际教学法;另一个班作为对照班,采取传统教学方法。实验班和控制班由同一个老师上课,材料相同,课时相同。为确保两个班的语音水平无显著差异,在对实验班进行培训之前,两班分别被安排了一次语音测试。实验后为检验两组之间是否存在显著性差异又分别安排了一次语音后测。通过使用SPSS 17.0、Excel 2003和Praat软件对所获得的数据进行统计分析,结果表明:培训结束后,实验组的学生在英语朗读和会话中的语音水平高于控制组,并具有显著差异。交际教学法不仅比传统的教学方法更有助于提高学生英语语音的习得效果,提高交际能力,更有利于激发学生的语音学习兴趣。研究表明,将交际教学法运用到英语语音教学是可行的、有效的。本文的独特之处在于,除了运用SPSS 17.0和EXCEL 2003软件对学生的成绩进行统计分析以外,还运用Praat软件以及实验语音学的有关知识来分析和对比学生培训前后的语音水平。这一检验方法更能客观地说明学生的发音情况。因为本实验是对高职学生进行的尝试性教学,参与的学生人数较少,所以交际教学法是否适合于大班教学,以及交际教学法是否适合目前的高考考试体制等诸如此类的问题没有涉及到。希望那些对交际教学法感兴趣的研究人员和老师对这些问题做进一步探讨。

论文目录

• Acknowledgements
• 中文摘要
• Abstract
• Lists of Figures and Tables
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Significance of the Study
• 1.3 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 The Scope of Pronunciation Teaching
• 2.1.1 Segmental Features
• 2.1.2 Suprasegmental Features
• 2.2 Factors that Affect Pronunciation Learning
• 2.3 Pronunciation Error Analysis
• 2.3.1 Types of Pronunciation Error
• 2.3.2 Tentative Explanation for Students’Phonological Errors
• 2.4 The Influence of Different Language Teaching Schools on Pronunciation Teaching
• 2.5 Two Approaches to Pronunciation Teaching
• 2.6 Research into Pronunciation Teaching in China
• 2.6.1 The Role of Pronunciation Teaching in China
• 2.6.2 The Objectives of Pronunciation Teaching in China
• 2.6.3 Previous Studies on Pronunciation Teaching
• Chapter 3 Theoretical Basis
• 3.1 Definition of Communicative Approach
• 3.2 Principles of Designing Communicative Activities
• 3.2.1 Maximizing Participation by Assigning Roles to Each Participant
• 3.2.2 Information Gap as a Goal for Interaction
• 3.2.3 Promoting Long Turns
• 3.2.4 Meaning Negotiation for Generating More Input
• 3.2.5 The Cultural Dimension
• 3.3 Commonly Used Activities in CLT
• Chapter 4 Research Design
• 4.1 Research Questions
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Assisted Tools
• 4.3.2 Language Tests
• 4.3.3 Variables
• 4.4 Experiment Procedures
• Chapter 5 Results and Discussion
• 5.1 Findings from the Results of Pronunciation Test
• 5.1.1 Results of Pre-test
• 5.1.2 Results of Post-test
• 5.2 Acoustic Analysis of Vowels in the Two Tests
• 5.2.1 The Referenced Standard Pronunciation
• 5.2.2 Comparison of the Formant Data in both Stages
• Chapter 6 Conclusions
• 6.1 Findings
• 6.2 Implication
• 6.3 Limitation
• Bibliography
• Appendix Ⅰ English Vowels and Consonants
• Appendix Ⅱ English Pronunciation Test