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GoforIt教材英语语音教学应用之问题及对策分析

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-09-01编辑:lgg点击率:3055

论文字数:38260论文编号:org201309011058229265语种:英语论文 English地区:中国价格:$ 66

关键词:Go for It语音教学问题对策

摘要:NCSFE puts forward specific level-5 phonetic goal for the students in junior high school,and the actual effect of phonetic learning is the topic of this research. At the same time, Go forIt is a set of textbook applied by Yueyang City, Hunan Province.

Chapter 1 Introduction


New Course Syllabus for English (Hereinafter referred to as “NCSFE ”) puts forwardnew objectives and requirements for English phonetic teaching in junior high school. As atextbook applied in junior high school of China, Go for It is adapted from American origin, inaccordance with the requirements of NCSFE by Chinese Education Research Institute andThomson Press Group. It puts forward new teaching objectives, contents and learningmethods, which poses a challenge to the traditional ones. However, the actual effect ofapplication, especially in terms of phonetic teaching, is still far away from the requirement oflevel-5 phonetic goal stipulated in NCSFE. This article focuses on the English phoneticteaching of textbook Go for It.

新课程英语教学大纲(以下简称为“NCSFE”)提出了新的目标和要求在初中英语语音教学。应用于中国初中教科书,它改编自美国起源,在转到按照要求NCSFE由中国教育研究所和汤姆森报业集团。提出了新的教学目标,学习内容和学习方法,这对传统的一个挑战。然而,实际效果的应用,尤其是在语音教学方面,从5级拼音目标在NCSFE规定的要求还相距甚远。本文重点介绍英语语音教学的教科书去了。


1.1 Origin of the Problem
NCSFE describes level-5 phonetic goal for graduates of junior high school. Unlike theinstructions and guide of previous syllabus, which has ignored phonetic teaching, NCSFE putsforward higher requirements in phonetics. Level-5 phonetic goal described in the NCSFE are:Firstly, understand the significance of phonetics during language learning; Secondly,understand English phonetics, including pronunciation, stress, linking, intonation and rhythm;Thirdly, speak with accurate, natural and fluent pronunciation and intonation in dailycommunication; Fourthly, understand and express different intentions by altering stress andintonation appropriately; Fifthly, spell words and phrases according to their pronunciation(NCSFE, 2001). Our targets of phonetic teaching should be set according to the five standardsabove, we should think about how to improve the quality of phonetic teaching under presentsituation of junior high school. However, a great many of teachers didn’t pay attention to itbecause of the pressure of “examination-oriented education”, which makes the phoneticteaching in junior high school cannot meet the needs of NCSFE. The predicaments are mainly focused on the following points:
Firstly, students’ inaccurate pronunciations. The students learn English pronunciation byimitating the teachers or types, and this kind of mechanical method may bring some problemsto the students’ phonetic learning. Many of them cannot pronounce some phonetic symbolscorrectly, and they always pronounce with the help of Chinese words. For example, The level-5 phonetic goal of NCSFE puts forwardsrequirements for the students’ phonetic learning. However, most of the teachers pay moreattention to the single word than speech flow. During the text teaching, the stress accent andintonation are totally forgotten, so that most of the students read the texts with the sameintonation. Teachers should also pay attention to the teaching of stress and rhythm.Thirdly, the teachers’ poor oral English. Nowadays some teachers’ pronunciations are notstandard. There are some problems in their intonation and other aspects, for example, theycannot provide the right example of some special pronunciations. They don’t know thephonological similarities and differences of Chinese and English and can’t explain theessentials of pronunciation. All the above phenomena will have negative effects on students’phonetic learning.


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