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ime paid more attention to written language,especially grammar and the translation between target and native language than oralcommunication forms.The Reform Movement occurred in the late 19th century provides favorable conditionsfor the development of English pronunciation，which gave people a new picture of languagewho came to know language is firstly vocal in the process of communication and thus spokenlanguage was a kind of important form in language learning. Since that, pronunciationteaching should not be only limited to classical written words but the form of oralcommunication forms in a language. The awareness was a turning point for Englishpronunciation teaching and speech research because of the change of people's attentiontowards language teaching and learning. Besides, before 20th century, some speech sound wasnot so standard since pronunciation teaching was not given enough attention. During thisperiod, many language teachers realized: “The reform of English language should be staredfrom correct phonetic symbols that based on phonetics. Language teachers should receiveexcellent pronunciation training in order to maintain the standardization of English phonetics.(A.P.R.Howatt 1984:172)
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2.2 The Approaches to the Teaching of Pronunciation
Generally speaking, pronunciation as apart of three elements in the English language，itis a key point in language teaching. According to Hedge (2000:287), when students speakEnglish, they will have some psychological restraints because they are accustomed to thepronunciation of their native language. Kelly(2000:ll) pointed out, English teachers shouldattach great importance to phonetic teaching since the incorrect pronunciation will lead tobarriers or misunderstandings in communication. Reviewing whole language teaching, Kellysummarized, since time immemorial, language pedagogy has attempted to grips with theproblem of pronunciation, either intuitively or by an analytic approach.An intuitive-imitative approach is mainly used in language teaching before 20th century.Learners learned pronunciation by listening to and imitating the sounds or rhythms of thetarget language without the assistance of explicit instruction. Technologies, such as audiotapes,videos, and computer-based programs and websites and language labs offer rich resources ofnative speech as good models since the mid-twentieth century, which have enhanced thepossibility of bringing language learners into contact with standard pronunciation.
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3. Ma Cheng's "Three-in-one Method"............ 15
3.1 Theoretical Basis of "Three-in-one Method”........... 15
3.1.1 Theory of Second Language Acquisition ...........15
3.1.2 Theory of Constructivism ...........15
3.1.3 Theory of Learning Transfer........... 16
3.2 The Requirements for the “Three-in-one Method........... 17
3.3 The Teaching Contents of the Three-in-one Method........... 18
3.4 The Teaching Process of the Three-in-one Method........... 18
254 Research Design ...........27
4.1 Purpose of the Research........... 27
4.2 Research Questions........... 27
4.3 Subjects ...........28
4.4 Research Instruments........... 28
4.4.1 Test...........28
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