拼写错误与拼写教学的关系

论文摘要

本文旨在检验语音规则的学习是否可以减少拼写错误。调查显示初中生普遍反映英语的单词拼写是最难学的。研究通过测验获取拼写错误的样本,经过分析发现,视觉因素产出的和听觉因素产出的错误可能都与语音有关。因此本研究设计了一种方法,即通过系统教授语音规则(拼写规则)提高增强拼写能力。研究通过实验,观测学生在学完基本的语音规则之后其拼写错误是否显著减少,不同语音维度的错误率是否具有不同趋势?本文选取莆田二十八中七年级(1)(2)班100位学生为实验对象。首先对这两个班学生进行单词听写和单词翻译测试。获取错误样本。接下来,把一个班作为实验组,另一个班作为控制组。在实验过程中。控制组接受近年的常规教学,而实验组除了接受常规教学外,还教授语音规则。教授完成之后。对两个班同时进行测验。采取单词听写和单词中英翻译的方式,通过SPSS统计软件进行方差分析,结果显示:(1)实验组比控制组在拼写测试中的成绩出现显著差异。他们不仅在测试老师教过的单词成绩更好,而且在测试独立学习的新单词中成绩也更好。(2)两组所犯的与元音有关的拼写错误多于与辅音有关的拼写错误。读音规则的学习能使实验组更有效减少与辅音有关的拼写错误。

论文目录

• Chinese Abstract
• Abstract
• Chinese Synopsis
• Synopsis
• Chapter One Introduction
• 1.1 Issues Related to Spelling and Pronunciation Instruction in ESL
• 1.1.1 Some Factors Affecting Spelling Instruction in ESL
• 1.1.2 The Importance of Spelling and Pronunciation in Vocabulary Learning
• 1.2 Rationale for the Present Study
• 1.2.1 Spelling Closely Related to Pronunciation
• 1.2.2 Teaching and Learning Problems in Middle Schools
• 1.3 Significance of the Research
• 1.4 Structure of the Paper
• Chapter Two Literature Review
• 2.1 About the Spelling
• 2.1.1 Spelling is Linguistic System in Nature
• 2.1.2 Spelling is an Integrating System of information
• 2.1.3 Spelling is a Process of Rote Memorization
• 2.2 Approaches to the Teaching of spelling
• 2.2.1 Learning to spell by stressing patterns
• 2.2.2 Spelling instruction advocated by Bohen&Huycke
• 2.2.3.Phonics
• 2.3 Foreign researches on spelling instruction
• 2.4 Domestic researches on spelling instruction
• 2.5 Learners' errors:About CA,EA and IL
• 2.5.1 The theoretical background of Contrastive Analysis
• 2.5.2 The theoretical background of Error Analysis
• 2.5.3 Perspectives of Interlanguage
• Chapter Three Anlytical Description of Misspelling
• 3.1 Identification of Spelling Errors Patterns
• 3.2 Description of Spelling Error Patterns
• 3.2.1.Grapheme Patterns
• 3.2.2 Phoneme Patterns
• 3.2.3 Special Cases
• 3.3 Summary
• Chapter Four Research Design
• 4.1 Research Ouestions
• 4.2 Research Methods
• 4.2.1 Subjects
• 4.2.2 Materials
• 4.2.3 Data Collection and Analysis Method
• 4.3 Procedure of the Study
• 4.3.1 Preliminary Study
• 4.3.2 Pre-test
• 4.3.3 Instruction Period
• 4.3.4 Post-test
• 4.4 Results and Analyses
• 4.4.1 The Analysis of the Results of the Pre-test
• 4.4.2 The Analysis of the Regular Tests
• 4.4.3 The Analysis of the Results of the Post-test
• 4.4.4 The Analysis of the Results of the Pre-test and Post-test
• 4.4.5 The Analysis of the Chinese-to-English Tests and Dictation Tests
• 4.4.6 The Analysis by Error Rate
• 4.4.7 The Analysis of the Posttest by Error Rate
• Chapter Five Discussions and conclusions
• 5.1 General Discussion of the Main Findings
• 5.2 Implications to Foreign Language Teaching in Middle School
• 5.3 Limitations of the Present Study
• Bibliography
• Appendices
• Acknowledgement