The First Step of English Teaching —— Pronunciation

This paper narrates the importance of pronunciation teaching and analyzes the relations among pronunciation, grammarand vocabulary, and states the influence of pronunciation on the English abilities of the learners. Pronunciation teaching is the important English teaching step in the school, as well as for the English self-learners. Therefore, pronunciation teaching is essentialand indispensable.

Research on the Reform of Pronunciation Teaching in Business English Major

Traditionally, English pronunciation teaching in universities in China is always focused on the theoretical teaching in classroom, which cannot meet the requirements of society. At the same time, the new national standard of business English major puts forward higher demands of the educational objectives of the course. In order to adapt to the reform of business English major, university teachers of English pronunciation course should be active in promoting the curriculum reform. This paper proposes to make suggestions to change the traditional theory teaching of classroom and to improve the students＇ practical skills by training.

Intelligibility or Native-like Proficiency--What Should Be the Priorities of English Pronunciation Teaching？

Pronunciation plays an important role in English language teaching. This essay reviews literature on English pronunciation teaching and English as a Lingua Franca. Through examining the priorities in English pronunciation teaching, teachers' and students' attitudes towards intelligibility and native-like proficiency, as well as the value of adhering to a language standard, the author provides rational reasons for choosing intelligibility rather than native-like proficiency as the priority of English pronunciation teaching.

The Application of Goal-Setting Theory in the Second Classroom Teaching Activities of College English

Interest is the precondition and motivation for people's accomplishment.However,due to the exam-oriented system,millions of parents and teachers neglect the interests of children,and our children nearly forget their interests or hobbies.Based on different interests of children,the thesis analyzes how to apply the goal-setting theory in the second classroom teaching activities of College English,using the example of Lushan College of Guangxi University of Technology.

Research on the Mistakes Made by College English Teachers in Pronunciation of /n/&/l/

As an old saying goes that"once you open mouth, you are decided". Thus, there is no doubt about the fact that English pronunciation is of great importance, especially for English teachers whose pronunciation exerts far-reaching and direct influences on that of students. Some of College English teachers, however, have poor pronunciation; most of them cannot distinguish/n/ from /l/. Therefore, it is of huge practical value to commit to the research on the mistakes made by College English teachers in pronunciation of /n/ &/l/ and analyze the underlying causes in the hope of helping teachers to improve their poor pronunciation.

A Study on English Pronunciation Problems at Segmental Level of College Students from China's Mainland

English pronunciation at segmental level plays a very significant role in learning and teaching of English pronunciation.This paper aims to investigate into the most salient pronunciation problems at segmental level by college students from China's Mainland(Mandarin L1 speakers)through a close study,and it is found that the problems identified in the segmental aspects of English pronunciation are corresponded with the phonological features of the pronunciation of Chinese English.Moreover,in order to help college students improve their pronunciation and achieve the pronunciation of Standard English,this study provide some pedagogical implications and suggestions about teaching strategies aimed at the most salient problems discovered in the research findings.

Approaches to College English Pronunciation Teaching

In most universities in China,pronunciation has long been overlooked in college English teaching.With the reform of college English teaching,great attention has been paid to the cultivation of the students' listening and speaking skills,that is,Eng lish teaching has moved to language functions and communicative competencies,a new urgency for the teaching of pronuncia tion has arisen.This paper covers the four areas of pronunciation:sounds,stress,rhythm,and intonation,with the expectation that it will provide readers with comprehensive insight into ways of teaching pronunciation.

A Useful System in Learning and Teaching English Pronunciation——IPA Cardinal Vowels System

The paper introduces the cardinal vowels system invented by the famous English phonetician Daniel Jones.This system enables a teacher to describe to his students a foreign vowel by comparing it with the nearest vowel in his mother tongue,which makes the learning of a foreign sound much easier to his students.Two cases of teaching Chinese students English vowels are taken as an example to illustrate the point.IPA cardinal vowel system is of use in terms of teaching and learning English.Two suggestions are put forward in the end.

A Survey of English Accent Preference among International Students

Since"it is impossible to speak English without an accent"(Wardhaugh 1998: 43), English accent has been attached first importance to both native and non-native speakers. This study aims to explore teenagers' understanding and attitudes toward differing English accents by investigating 19 international high school students' preferences toward five English audio samples(the same materials with different accents) in Chingmai International School, Thailand. On the basis of five audio samples and respondents' self-reported answers, the results show that British English, instead of"powerful"American English, emerges as the preferred accent. The results also indicate that the need to understand both accented and non-accented English is required for EFLs. Finally, teaching implications concerning pronunciation teaching in EFL classrooms are also put forward.

Differences between English and Chinese Syllables and Its Inspiration on English Pronunciation Teaching

English and Chinese belong to different linguistic systems, so English and Chinese syllables, as the basic linguistic structure, own great differences in syllable structure, syllabification, syllable function as well as liaison. Chinese English learners are apt to have the negative transfer in English pronunciation acquisition under the influence of their mother tongue-Chinese. Therefore, only the repeated imitation and practice on the ground of theoretical contrasts and analyses can help learners speak perfect English.

Common Problems in English Pronunciation Among Chinese Learners and Teaching Implications

In the process of learning any languages,pronunciation is an important part of language acquisition because pronunciation may influence a listener’s comprehension of one’s expression.An example is the classical mistake of pronouncing“sink”and“think.”Because Germans cannot pronounce/s/,the rescue worker cannot understand why a man who is“thinking”needs help.In China,English learners are also facing the problems of pronunciation.Gimson,a famous professor of linguistics in Britain,pointed out that when learning a language,one should understand 50%-90%of its grammar and 1%of its vocabulary,but it is necessary to fully master the pronunciation,thus highlighting the importance of pronunciation.[1]However,pronunciation is a difficult part of a second language acquisition.This article analyzes the problems of pronunciation and discuss some methods on how to resolve them.

A Single-case Analysis for English Pronunciation Teaching

It is an effective and efficient way that teachers can design their teaching plans or exercises according to situation that individual students are in. Thus, single-case designs will be helpful in this field. A read aloud audio recording was made by a Chinese advanced or at least upper intermediate English learner. Four pronunciation features of this learner were analysed according to Standard British English. The three suprasegmental features influence speaker's intelligibility more than the segmental feature.In English as the second or foreign language classes, more teachers tend to adopt the intelligibility principle in English pronunciation teaching.

后RP时代语音教学标准及教学重点——从English After RP:Standard British Pronunciation Today(2019)谈起

世界英语背景下本族语标准不断受到挑战,一线教学面临诸多迷惑。English After RP:Standard British Pronunciation Today(Lindsey 2019)一书指出RP在英国已经死亡,这要求外语教学界回应语音教学中的两个突出问题:应采用何种语音标准来教授?该标准对现有课程框架的教学内容及教学重点将产生怎样的影响?中国及世界英语教学理论与实践的研究表明,以传播中国,沟通世界为目的的中国外语教学,应该理性地选择世界范围内认可度最高的规范作为教授标准,并与时俱进,更新教学内容;从评价输出角度来说,应转变教学理念,聚焦信息交流的可理解度,将教学重点转向韵律。师生均需拓宽视野,培养世界胸怀,培养国际交流中对待地域及社会变体的积极的语言态度。

THE TEACHING OF PRONUNCIATION TO CHINESE LEARNERS OF ENGLISH

English pronunciation is being unduly neglected or even ignored in some of our colleges anduniversities.Its role and necessity are not yet generally realized,and English phonetic courses areusually left to chance or given no place in our teaching or learning.The result is as Baker(1982,pl)states:‘advanced students find that they can improve all aspects of their proficiency in English excepttheir pronunciation,and mistakes which have been repeated for years are impossible to eradicate.’The long-term solution to this problem,I would suggest,is to have a compulsory phonetic coursebccause an active command of pronunciation will help promote the entire learning process.

中国成人英语学习者的语音学习策略与语音可理解度的关系研究

语音学习策略(Pronunciation Learning Strategies,PLS)在第二语言语音(Second Language Speech)研究领域占据重要地位,关于中国成人英语学习者(English as a Foreign Language,EFL)如何运用这些策略以提升语音可理解度的研究相对缺乏。以一所公立大学本科三年级英语专业学生为样本,采用诱导性自然话语语料,辅以问卷调查手段,系统性地考察了学习者在语音学习过程中所采用的各类策略。研究结果表明,就自然话语而言,尽管语音学习策略的整体运用与语音可理解度之间并无显著相关性,但是输入/练习类策略在提升语音可理解度方面的效果尤为突出。这一发现对基于策略的英语语音课堂教学设计具有重要的指导意义。

指向深度学习的英语专业语音课教学策略研究

英语语音是英语语言能力的重要体现。目前语音课的教学存在着表层学习、机械化学习以及与其他课程割裂的现象,教学效果不甚明显。深度学习是一种在深度理解、思辨性理解基础上强调学习者主动参与,加强高阶认知思维发展的学习活动。本研究以深度学习为理论基础,从认知维度、人际维度和个人维度三个方面探讨高效的语音课教学策略和方法,旨在促进英语专业学生的英语语音习得、内化和应用,提升学生的专业核心素养。

An Empirical Study on the Intelligibility of Spoken by Chinese University Students

This paper reports an empirical study on the intelligibility of English spoken by Chinese University students, aiming to identify the factors that hamper intelligibility and suggest the pedagogical priorities in pronunciation teaching. The participants were 45 university sophomores, whose recorded data were transcribed and evaluated correspondingly by 45 educated listeners from 22 different countries. The results reveal that although the speakers＇ English may have strong accents, it is intelligible to international listeners to a great extent. Phonological problems that hamper intelligibility are vowel length and quality, simplification of diphthongs, voiced and voiceless plosives, dental fricative, word ending nasals, consonant clusters as well as stress, rhythm and intonation.

IMPROVING ENGLISH PRONUNCIATION AND INTONATION TEACHING IN CHINA

In terms of creativity, variety, and success in a pronunciation and intonation practice class are concerned, this paper has laid great emphasis on the creation of a relaxed classroom atmosphere based on friendly and cooperative relationships. Based on a few of the ideas that result from second language acquisition research and that have implications for pronunciation and intonation practice class, this paper has suggested some communicative classroom techniques which contribute to desired learning outcomes.

方言语音对英语口语能力培养的制约及入学衔接教学

全国招生的高校的学生方言混杂,以地方生源为主的高校本地区方言使用频率更高。文章以安徽方言和高校皖籍学生为个案,探讨了方言语音对高校非英语专业学生英语语音教学及英语口语能力培养的影响,并调查了学生入学前英语语音学习状况,认为在制约高校非英语专业学生口语能力发展的诸多因素中,一个重要因素是学生的本土方言语音(发音、语调)的负迁移。文章还讨论了学生进入高校后语音教学基本缺失现象,提出大学英语语音入学衔接教学这一环节不容忽视,要为学生补缺补差;并指出做好入学衔接教学的关键在于大学英语教师要有重视语音教学的理念。