英語教育畢業(yè)論文（全英版）

1、enhancing young learners speaking ability through imitating the pronunciation of the foreignersubmitted by chan guostudent id number 131019454162supervised by xue fenga thesis submitted in partcial fulfillment of the requirements of the degree of bachelor of artsinstitute of online educationbeijing

2、foreign studies university北京外國語大學(xué)網(wǎng)絡(luò)教育學(xué)院學(xué)士學(xué)位論文誠信聲明本人鄭重聲明： 所呈交的學(xué)士學(xué)位論文，是本人在導(dǎo)師的指導(dǎo)下，獨立進(jìn)行研究工作所取得的成果。論文所涉及的項目為本人親自負(fù)責(zé)或者參與實施的項目。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的作品成果。本人完全了解本聲明的法律結(jié)果由本人承擔(dān)。學(xué)士學(xué)位論文作者簽名：日期： 2015 年11 月11 日摘要英語發(fā)音問題一直是作為母語非英語國家的英語學(xué)習(xí)者的一大弱項，往往成為學(xué)生在學(xué)習(xí)英語過程中的一大阻礙，許多學(xué)生聽力，閱讀等科目一直有不錯的表現(xiàn)，但唯獨是在英語口語的發(fā)音上難以僅僅

3、通過自身的勤奮和努力來達(dá)到理想的目標(biāo)。本項目以初二課本為基礎(chǔ)設(shè)計了四個星期的以模仿和跟讀為主促進(jìn)糾正發(fā)音的教學(xué)實踐。本項目的假設(shè)是學(xué)生的英語交流能力達(dá)到能更有效，自如地與外國人進(jìn)行溝通交流。通過對于英語音標(biāo)的練習(xí)，使得學(xué)生在不斷地練習(xí)過程中標(biāo)準(zhǔn)化自己的發(fā)音，從而降低或避免部分口語發(fā)音錯誤。學(xué)生們在各組中與組員彼此交流，彼此糾正錯誤，彼此鼓勵，在互相改錯和自我糾錯中走向成功。教學(xué)過程中，學(xué)者將學(xué)生分為實驗組和對照組，分別用改良和傳統(tǒng)的方法進(jìn)行四周的對比教學(xué)。在對比組中保持傳統(tǒng)教學(xué)的同時，教學(xué)采取群體教學(xué)及小組活動相結(jié)合的模式，學(xué)生以小組為單位通過互動達(dá)到互相學(xué)習(xí)取長補(bǔ)短的效果，使學(xué)生們都能夠積極

4、地參與到教學(xué)活動中來，且通過不斷的學(xué)習(xí)和總結(jié)來達(dá)到提升自己的發(fā)音水平的目的。畢竟口語的學(xué)習(xí)與其他的方面有所不同，需要正確的發(fā)音指導(dǎo)。本項目通過平時課堂上的隨機(jī)抽查和課后一對一的輔導(dǎo)與糾正，外加上小測驗的成績對比和項目后的問卷調(diào)查發(fā)現(xiàn)實驗組的同學(xué)經(jīng)過這近一個月的學(xué)習(xí)，口語的發(fā)音有取得很大的進(jìn)步，大部分學(xué)生愿意面對自己的錯誤并予以改正，通過交流，學(xué)生們變得更愿意開口說英語，用英語交流時不再畏懼出錯。反復(fù)的練習(xí)和記憶基本達(dá)到了教學(xué)目的。學(xué)生的發(fā)音水平的提高，學(xué)習(xí)態(tài)度的改善，班級學(xué)習(xí)氛圍的上升，都是有形無形地為學(xué)生們?nèi)蘸蟮挠⒄Z學(xué)習(xí)奠定下堅實的基礎(chǔ)并鋪墊下學(xué)習(xí)經(jīng)驗。無論是在發(fā)音的細(xì)節(jié)上如對于元音，輔音的

5、處理還是在口語學(xué)習(xí)的宏觀層面上看，這樣的學(xué)習(xí)是十分有益于對整個英語課程的理解。本項目的成果將對初中英語教學(xué)，尤其是對口語的教學(xué)和發(fā)音的糾正問題提供指導(dǎo)和借鑒。關(guān)鍵詞：英語教學(xué)；口語發(fā)音；互相改錯與自我糾錯；分組對比。abstractin modern society, more and more children tend to study english since primary school. there is a common phenomenon that lots of students focus on grammar and writing more than speaking

6、. however, communication and expression are the most basic and important factors in english learning. this project is based on their textbook and that is designed on the basis of four weeks to imitate and follow the main teaching practice to promote the correct pronunciation. the hypothesis of this

7、project is that the students ability to communicate in english is more effective, and can communicate with foreigners freely. through for english phonetic exercises, the students continue to practice in the process of standardization of your pronunciation, thereby reducing or avoid some pronunciatio

8、n errors. the students in each group and team members communicate with each other, correct each others mistakes and encourage each other.in the course of teaching, the students were divided into experimental group and control group, which were compared with the traditional methods. in the comparison

9、 group maintain traditional teaching at the same time, the teaching is a combination of group teaching and group activities mode, students in groups as a unit through the interaction to the effect of complement and learn from each other, students are able to actively participate in teaching activiti

10、es and to improve their pronunciation through constantly learning and summarized. after all, the study of spoken language and other aspects of the difference that needs to correct pronunciation guidance. therefore , the author through broadcast bbc pronunciation teaching video and standard phonetic

11、pronunciation teaching video as far as possible provide the best teaching and improve the teaching quality , in an entertaining way to mobilize everyones enthusiasm for learning .this project through the usual random checks in the classroom and after-school one to ones guidance and correction , plus

12、 a small test of the results and the project after the survey found that the students in the experimental group after this past month , the pronunciation of spoken language has made great progress , most students are willing to face their own mistakes and to correct, through communication , students

13、 become more willing to speak english , with english communication is no longer afraid of mistakes. the improvement of students pronunciation, the improvement of learning attitude, and the rise of classroom learning atmosphere are all influenced their english studying in a tangible or intangible way

14、. such learning is very useful in understanding the entire english curriculum, whether in the pronunciation of the details, such as the pronunciation of vowels, consonants, or in the macro level of oral english learning.the results of this project will provide guidance and reference to the junior mi

15、ddle school english teaching, especially to the teaching of spoken language and the correction of pronunciation.key words: english teaching; oral english pronunciation; mutual correction and self correction; comparison.table of contentspage1.introduction1112.project objective5 2.1 background informa

16、tion5 2.2 summary of project implementation137 2.2.1week i137 2.2.2 week147 2.2.3 week iii9 2.2.4 week iv10 2.3 grouping1610 2.4teachingmaterials1610 2.5 data collection113.results and discussion11 3.1 project findings11 3.1.1 comparing the result of weekly test of the two groups1711 3.1.2 result of

17、 three weeks practice in the target group13 3.2. discussion174.conclusion18bibliography21appendix i. reflection notes22appendix ii. role-play lesson plan26appendix iii. questionnaire28enhancing young learners speaking ability through imitating the pronunciation of the foreigner1. introduction1.1as t

18、he old saying goes that communication is the most important bridge between the hearts of people. human being uses the language to express their emotions and ideas. especially in modern society, english become the most popular and official language around the world. so the importance of english pronu

19、nciation could not be ignored any more. however, it is the weakness for most english learners in china.due to the basic situation that there are too much students, too less teachers and standard materials resources, many students cannot accept the best pronunciation teaching class from the beginning

20、. what a pity! they always do well in reading or listening but not the speaking.in order to solve such phenomenon, we did a research about teaching people the correct way to learn oral english. people in the survey were going to learn something about syllables, stress and rhythm in english. at the s

21、ame time, they could learn to say greetings and farewell with appropriate pronunciation and intonation in english. some students might feel that it is not necessary to learn. as a matter of fact, we found that major students could not say such simple words in a correct way. luckily, we offered such

22、good chance for them to recognize the mistakes and rebuild a new appearance of english in their minds. a serious problem surfaced when the researchers was observing the secondary school english classroom. it seemed that the bottom-up speaking techniques most young learners used in the textbooks was

23、not effective. a careful analysis showed that their problems in speaking were caused by the lack of motivation and background knowledge. they often could not understand the american or english special expression methods. after all, the differences between them and chinese traditions have existed a l

24、ong time. to solve this problem, a four-week experiment was designed and carried out with two groups of secondary school students. all students in this project were grade eight students in a public school secondary school. students in class 2 comprised the target group and received the standard pron

25、unciation teaching by english bbc teaching video, while the class 1 served as the control group and continued to use the traditional method, which included only the bottom-up method -video .in recent years, the importance of speaking skill is widely recognized by english language teachers. they beli

26、eve that if their students can develop their speaking skills they can begin to learn by themselves, which is to say, they can become autonomous and learn in the way many native speakers learn their first language through hearing. if the learning could become such a simple process, there are not too

27、many students and their parents worry about the pronunciation.the project hypothesis is that students ability to speak english natively. when talking with foreign, ones speaking ability can be improved more effectively by the practice of phonetic symbol and so on. the teaching materials were selecte

28、d from lots of excellent references and videos by professional experts. the specific activities designed for each unit intended to let students build the skills for what to say and how to speak. they were highly practical for young learners than their traditional speaking exercises. a range of resea

29、rch methods were employed in the project, which were pre-test and post-test scores, teachers reflection notes, questionnaire and the student interview, so that more objective and comprehensive research result can be recorded throughout the implementation period. the whole project was designed by the

30、 researcher, but since the researcher had a full-time job and could not be free to teach the students by herself, she employed many kinds of ways to maintain close communication. during the project implementation with her employees, the teachers who carried out the whole experimental lesson plan to

31、the target group would continue to teach the control group with the traditional methods. however, the researcher managed to come to the classroom from time to time to supervise and observe the pedagogical activities and also to interview the students in the target group.we all know that correct pron

32、unciation of the individual english sounds is important in communication. the way the sounds are organized, however, is often more crucial for understanding. the rhythm of english, for example, is one of the two major organizing structures that native speakers rely on to process speech. rhythm can b

33、e found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and of course in poetry and music. but rhythm in language is less familiar because it is less obvious. the rhythm of a language is characterized by the timing pattern of successive syllables. in som

34、e languages, every syllable is given about the same length, while in others, syllables vary in length. in english, strong beats are called stress - the heart of the rhythmic pattern.we now have a general view of the sounds in english. we know how important correct pronunciation is to successful comm

35、unication. we also learned a little about the fact that we need to master other important aspects of the spoken english in order to achieve successful communication. stress and rhythm are two essential elements. every time you dance, sing, or clap your hands, you emphasize or stress beats and sounds

36、. in speech, stress may be defined as the degree of intensity of loudness placed on a sound, that is, the amount of force one puts on a syllable or word to give it importance. stress is such an important feature of spoke english that it determines not only the rhythmic flow of words, but also the qu

37、ality of the vowels. correct word and sentence stress in spoken english can mean the difference between good communication and no communication at all.in a sentence, english speakers joint stressed and unstressed syllables together smoothly. stressed syllables are long, have a pitch change and have

38、full vowel sounds while unstressed syllables are short and often have a reduced vowel sound. a reduced vowel sound is a short, unclear vowel sound. the short vowel sound in unstressed syllable is very often the sound which is the most common of all sounds in english. as we all know, many function wo

39、rds in english have two pronunciations: a stressed form (or strong form) and an unstressed form (or reduced form, weak form). the unstressed form is thus an alternate pronunciation of a word which is so reduced in its articulation that it consists of a different set of phonemes. two reasons are said

40、 to be most important in learning to use the unstressed forms in english. firstly, most native speakers of english find an all-strong form pronunciation very unpleasant. secondly, learners who are not familiar with the use of weak forms are likely to have difficulty understanding native speakers.in

41、the last step, we emphasized the significance of intonation. we learned more about english intonation: its functions and uses. intonation and stress work together to express meaning. intonation makes it easier for a listener to understand what a speaker is trying to convey. following are often cited

42、 as important functions of english intonation. intonation is used to convey our feelings and attitudes. for instance, the same sentence can be said in different ways, which might be labeled happy, grateful, angry, bored and so on. usually, intonation units with high heads sound livelier, interesting

43、 than those with low heads. a few generalizations are often made here: the falling intonation is said to be more often associated with completeness and definiteness; the rising intonation is more often associated with incompleteness and uncertainty or questioning; the falling-rising is said to have

44、feelings of hesitation, contrast, reservation or doubt. the accentual function the location of the tonic syllable is of considerable linguistic importance. the most common position for this is on the last information word of the intonation unit. for contrastive purpose, however, any word may bear th

45、e tonic syllable.as a whole, the whole process would aim to attract students in pronunciation. on the one hand, it can let students and teachers regain the interest of pronunciation of english and improve the atmosphere of pronunciation learning. on the other hand, it can correct the mistakes and un

46、derstanding of english pronunciation and let them become more confident to their spoken english to some degree.in conclusion, the success of this joint-project is meaningful in two ways: 1) it can provide some empirical guidance for the secondary school english teaching. 2) it can serve as a practic

47、al example of co-operation between teacher and students.2. project objective2.1 background informationaccurate pronunciation and intonation are the basic quality of a language user. however, there are many problems in chinese students pronunciation of english, resulting from the negative transfer of

48、 their mother tonguechinese. examples of errors made by english learners in pronunciation are common, displaying on both segmental levels. the slight differences between chinese and english in pronunciation which are not so obvious can easily cause negative transfer. by contrasting the sound systems

49、 of the two languages, learners will be clear about the causes of the problems and learn some skills to avoid or tackle these problems. for example, the most common english accent problem is that people cannot tell the difference about v and w. v and w are written as w in the chinese langue , while

50、w is pronounced as v by a lot of people. but there are many places in the china people are not puzzled by this problem. this error is common is the north.learning english is an important skill in ones life, especially when you can speak as what the native speaker do. firstly, people who speak englis

51、h well can understand and experience the different culture to a large degree. as you have already known the culture during the study, you can have a deep feeling when you talk to local people. then, english helps you make friends with people from other english-speaking country. people in the world a

52、re various so you gain the ability of distinguishing different kinds of people and know the correct way to get along with them. apart from that, speaking english well means you can have priority in job competition. when people participate in the interview in a china-foreign co-operative enterprise,

53、a fluent english introduction can brighten their performance which increases the possibility to get that job. whats more, the boss pays more attention to people with good english and is willing to give more job promotion to him. since the researcher want to present obvious outcome, they invite many

54、foreigners to indentify the students pronunciation. they are full of experience and are good at academic english. in order to operate the project in a good way, the researchers communicate with a teacher called ms lyn who is a famous english teacher in their town. before the first lesson, the resear

55、cher talked to ms. lynn face to face about the aim of this project, the procedure and the time needed. ms. limn fined their project very interesting and said that she can give them as much support as she could. the researcher use email and phone to interact with her in frequent basics, and even thro

56、ugh the website. week plan written by the researcher was sent to ms. lynn by emails limn divided her students into two classes (class 1 and class 2) and each class has the same number of students, whose english levels are approximately the same. ms limn gave class 1 prior teaching method which can g

57、ave them more chance to have sterling accent. teacher of class 1 taught the student how to pronounce in the accordance of the bbc learning english programs. when it comes to words and phrases, the students imitate the foreigners accent to ensure that they can enjoy the pure english. the learning way

58、s of article is the same as how they learnt english. class 2 was taught by the traditional teachers in the usual ways. the researcher got the feedback for the previous lesson via email or telephone in order to make sure the project was going well. the researcher asked ms limn to take reflection notes for each class. the researcher observed two classes and made the observation notes. when the researcher could not receive her feedback on the site, the res