Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it i...Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.展开更多
With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourse...With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.展开更多
Most non-native speakers do have difficulty in developing native-like oracy due to vast differences in pronunciation between L1 and L2, adult ESL learners in particular. As Peter and Susan pointed in Teaching American...Most non-native speakers do have difficulty in developing native-like oracy due to vast differences in pronunciation between L1 and L2, adult ESL learners in particular. As Peter and Susan pointed in Teaching American English Pronunciation(1992), there are specific problem syllables with different language groups. As an ESL teacher from China, I assume it necessary to find out whether these sounds really trouble Chinese students in the ESL class I observed. I am going to pick out the most frequently occurred problem sounds and take notes how the teacher deal with them in class. In this paper, based on classroom observation and interviews, I analyzed problematic English vowels and consonants from Chinese learners, and the corresponding mediations for ESL teacher.展开更多
文摘Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.
文摘With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.
文摘Most non-native speakers do have difficulty in developing native-like oracy due to vast differences in pronunciation between L1 and L2, adult ESL learners in particular. As Peter and Susan pointed in Teaching American English Pronunciation(1992), there are specific problem syllables with different language groups. As an ESL teacher from China, I assume it necessary to find out whether these sounds really trouble Chinese students in the ESL class I observed. I am going to pick out the most frequently occurred problem sounds and take notes how the teacher deal with them in class. In this paper, based on classroom observation and interviews, I analyzed problematic English vowels and consonants from Chinese learners, and the corresponding mediations for ESL teacher.
