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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

作　者: 张亚男
导　师: 麦丽哈巴·奥兰
学　校: 新疆大学
专　业: 英语语言文学
关键词: 英语语音现状教学
分类号: H319
类　型: 硕士论文
年　份: 2012年
下　载: 56次
引　用: 0次
阅　读: 论文下载

内容摘要

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。

全文目录

摘要  3-4
Abstract  4-9
Chapter One Introduction  9-15
  1.1 The General Introduction of Pronunciation  9
  1.2 The Importance of Pronunciation in Language Acquisition  9-12
    1.2.1 Pronunciation and Listening Skill  10
    1.2.2 Pronunciation and Speaking Skill  10-11
    1.2.3 Pronunciation and Reading Skill  11
    1.2.4 Pronunciation and Learner’s Motivation  11-12
  1.3 The Purpose and Significance of the Present Study  12-14
  1.4 The Layout of the Thesis  14-15
Chapter Two Literature Review  15-39
  2.1 Some Basic Terms and Concepts  15-21
    2.1.1 Phonetics  15-16
    2.1.2 Phonology  16-17
    2.1.3 The Standard English Pronunciation  17-18
    2.1.4 The Segmental Features  18-19
      2.1.4.1 Vowels  18-19
      2.1.4.2 Consonants  19
    2.1.5 The Supra-segmental Features  19-21
      2.1.5.1 Stress  20
      2.1.5.2 Liaison  20-21
      2.1.5.3 Intonation  21
  2.2 The History of English Pronunciation Teaching  21-26
    2.2.1 The Reform Movement  22-23
    2.2.2 The Development of Different Teaching Methods for Pronunciation  23-26
      2.2.2.1 Grammar-translation and Reading-based Approach  23-24
      2.2.2.2 Direct Approach  24
      2.2.2.3 Audio-lingual and Oral Approach  24
      2.2.2.4 Cognitive Code Approach  24-25
      2.2.2.5 Communicative Approach  25
      2.2.2.6 Multimedia Teaching  25-26
  2.3 Related Theories to Pronunciation Teaching and Learning  26-30
    2.3.1 Interlanguage Theory and Language Transfer  27-28
    2.3.2 Contrastive Analysis Hypothesis  28-29
    2.3.3 Error Analysis  29-30
  2.4 The Relevant Studies on Pronunciation Learning and Teaching Abroad  30-35
    2.4.1 Pronunciation and Native Language  31
    2.4.2 Pronunciation and Age  31-32
    2.4.3 Pronunciation and Exposure to Target Language  32-33
    2.4.4 Pronunciation and Innate Phonetic Ability  33
    2.4.5 Pronunciation and Attitude  33-34
    2.4.6 Pronunciation and Motivation  34-35
  2.5 The Relevant Studies at Home  35-37
    2.5.1 Pronunciation and Native Language  35-36
    2.5.2 Pronunciation and Other Language Skills  36
    2.5.3 Pronunciation and Teaching Methods  36-37
  2.6 Summary  37-39
Chapter Three Research Methodology  39-47
  3.1 Research Questions  39
  3.2 Subjects  39-41
    3.2.1 Subjects for Questionnaire and Tests  39-41
    3.2.3 Subjects for Interview  41
  3.3 Instruments  41-44
    3.3.1 Questionnaire  41-43
    3.3.2 Interview  43
    3.3.3 Pronunciation Tests  43-44
  3.4 Procedures of the Research  44-47
Chapter Four Data Analysis and Research Findings  47-73
  4.1 Findings from the Questionnaire  47-54
    4.1.1 Overall Results of the Questionnaire  47-48
    4.1.2 Specific Results of the Questionnaire  48-53
      4.1.2.1 Attitudes towards English Pronunciation  49-50
      4.1.2.2 Mastery of Basic Pronunciation Knowledge  50-51
      4.1.2.3 Factors Affecting Pronunciation Learning  51-52
      4.1.2.4 Strategies for English Pronunciation Learning  52-53
    4.1.3 Summary of Findings Obtained from the Questionnaire  53-54
  4.2 Findings from the Interview  54-60
    4.2.1 Time Allocation of English Pronunciation Teaching  54-55
    4.2.2 Textbook and Teaching Facility  55-56
    4.2.3 Teachers’ Belief on Pronunciation  56-57
    4.2.4 General Situation of Pronunciation Teaching  57-59
    4.2.5 Summary of the Findings Obtained from Interview  59-60
  4.3 Major Pronunciation Problems Found in Pre-test  60-65
    4.3.1 Segmental Problems  60-62
      4.3.1.1 Vowel Problems  60-61
      4.3.1.2 Consonant Problems  61-62
    4.3.2 Supra-segmental Problems  62-64
      4.3.2.1 The Problems of Stress  62-63
      4.3.2.2 The Problems of Liaison  63
      4.3.2.3 The Problems of Intonation  63-64
    4.3.3 Summary of Major Pronunciation Problems Found in Pre-test  64-65
  4.4 Contrastive Analysis between Pre-test and Post-test  65-73
    4.4.1 Results of Pronunciation Pre-test and Post-test  65-68
    4.4.2 Paired Samples Statistics of Pre-test and Post-test  68-73
Chapter Five Conclusion  73-80
  5.1 Findings of the Study  73-75
  5.2 Pedagogical Implications of the Research  75-78
  5.3 Limitations of the Present Study  78
  5.4 Suggestions for Further Research  78-80
Bibliography  80-85
Appendix Ⅰ  85-87
Appendix Ⅱ  87-88
Appendix Ⅲ  88-89
在校期间发表的论文清单  89-90
Acknowledgements  90

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

内容摘要

全文目录

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