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自然拼读法在初中英语词汇教学中的推广思考

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2022-05-17编辑:vicky点击率:975

论文字数:44544论文编号:org202205081626354747语种:英语 English地区:中国价格:$ 44

关键词:初中英语教学论文

摘要:本文是一篇初中英语教学论文,本研究的教学实验旨在探讨语音教学是否能激发学生的单词拼写能力和英语学习兴趣。18周后,这两个问题被解决了,并得到了如下一些补充:首先,语音法确实可以提高学生的拼写能力。在实验之前,大多数学生拼写单词的唯一方法是反复阅读或书写单词中的字母。这是一种低效的记忆单词和拼写的方法,也让学生非常痛苦。

本文是一篇初中英语教学论文,笔者认为在教学实验中,一些语音教材是作者和她的同事根据自己的教学经验获得的。因此,研究结果仍需进一步验证。但研究结果可以为英语教师和研究者在语音教学中提供一些参考价值。
CHAPTER ONE INTRODUCTION

1.1 Research Background

As one of the most important information carriers, English has become the mostwidely used language in all fields of human life. Our country regards Englisheducation as an important part of civic quality education. In China, English is acompulsory course for every student. It’s also occupying a considerable proportion inall stages of the entrance examination, so its importance is self-evident. Englishcourses are offered in most parts of our country from the third grade of primaryschool, and in some developed areas the children learn English even from a veryyoung age.
The author is an English teacher of a junior high school in the X Division ofXinjiang Production and Construction Corps. She teaches Class one and Class two ofGrade seven. In the entrance examination, the two classes’ average scores are 27points and 29 points (total score of 100 points). Among these students, most of themalways say that word memory is very difficult for them. They cannot find any rules toremember the words, let alone to connect the pronunciation, spelling, and themeaning. Besides, only a few students in the two classes can read the text fluently.Mechanical reading and reciting of words and sentences from grade three of primaryschool made these students a little bit fearful or even disgusted with English. Withthose incorrect learning methods, when they see a new word, they cannot pronounceit, when they hear a word, they cannot think of its ‘shape’. The separation of sound,shape and meaning for the current junior high school students with poor Englishfoundation is really a very serious problem.

1.2 Research Purpose

As Wilkins (1972) said in his book Linguistic that “without grammar, very littlecan be conveyed, without vocabulary, nothing can be conveyed.” It can be seen thatvocabulary is the key to language learning. The English Curriculum Standard (2017edition) also puts forward clear requirements for vocabulary. Students who graduatedfrom the sixth grade (second level) should learn six hundred to seven hundred wordsand about fifty related idioms, and can use about four hundred words to express thecorresponding topics in the second level.

English and Chinese belong to two different language systems, English lettersand pronunciation is not a one-to-one correspondence, but in Chinese thecorrespondence is more closely related. Therefore, if Chinese-speaking students learnEnglish when they do not understand the relationship between English letters andpronunciation, they will be more or less affected by their mother tongue.

In the face of students learning difficulties. Many teachers and researchers haveexplored for a long time. Is there a method can help students improve their spellingability as well as the learning interest? Is there a quick and efficient method to recitewords? As what Edward (2008:545-555) mentioned before, people at any stage can make an attempt on phonics as long as they have difficulties in recognizing Englishwords. National Reading Panel (NPR) states that phonics is an effective way toteaching children to read, and readers who are skilled in phonics can sound out wordsthey haven't seen before, and write down them when they hear the words withoutmemorizing them.

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