An Analysis of Innovative Teaching of English Phonetics for Non-English Major Students

Phonetics is the cornerstone of language.The improvement of the proficiency of pronunciation has a great effect on the level of English listening and speaking skills.Learners with high proficiency in pronunciation can communicate effectively in terms of thoughts,culture,and emotions[1].However,due to the limitations of the language environment,subject characteristics,and traditional teaching methods,non-English majors often face problems such as difficulty in pronunciation and lack of motivation for learning,which raise concerns regarding the English phonetic learning situation among these students.Therefore,innovative phonetic teaching is of great significance to non-English majors.This paper aims to provide some innovative and effective strategies for the innovative teaching of English phonetics for non-English majors to meet the learning needs of students,and to provide useful guidelines for future teaching reform and practice.According to the literature review and personal teaching experience,the article summarizes some innovative strategies that can improve the teaching of non-English majors’pronunciation,such as using real situations and technical assistance,encouraging cooperative learning,gamifying phonetic learning,and so on.By implementing these strategies,students can improve phonetic sensitivity and pronunciation accuracy,thereby enhancing their listening skills and oral fluency.

On the Application of Task-based Language Teaching Approach to English Phonetic Teaching

Task-based language teaching approach(TBLTA), which lays stress on "learning by doing", gained increasing popularity in English teaching in recent years. The design of phonetic teaching calls for more emphasis from English educators since it is one of the basic rounds of English teaching. This paper made a trial on the utilization of TBLTA in the English phonetic teaching context and designed a TBLTA model for English phonetic teaching based on discussions about model and merits of TBLTA.

Brief Probe into College English Teachers' Phonetic Teaching Beliefs and Behavior

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.

An Empirical Study on Problems of English Phonetic Teaching in Primary Schools and Countermeasures Based on Constructivism Theory-A Case Study of

According to constructivism theory, students do not acquire knowledge in teachers’ teaching but rather in cooperation with others in certain social environments. The theory stresses the importance of learning initiatives and cooperation. Based on constructivism theory, this paper uses empirical research, literature reference, and questionnaire survey to explore the phonetic teaching process of primary school English, to analyze problems from teachers and pupils, thus putting forward corresponding countermeasures. In the study, 100 pupils are interviewed from Grade 5 and Grade 6 of Jietou Central Primary School in Taizhou City. It is found through the questionnaire and data analysis of the problems on English phonetic teaching ways and skills as well as the English phonetic teaching situation that pupils lack listening training and interest in English learning. By analyzing the problems, the paper uses constructivism theory to put forward proposals of improving teachers’ teaching situation and pupils’ English phonetic situation, with the purpose of helping teachers to improve themselves in English phonetic teaching and finally improving pupils’ level in their English learning.

A Tentative Evaluation of "The Three-step Method" In Teaching English Phonetics In Class

The reform into the method of teaching English phonetics still remains a weat ling, This paper, deals with some efficacious attempts made in the classroom teaching of the English phonetics from the Three-step Method :

Research on the Teaching of"Translation and Chinese Phonetics"Course

It is essential to enhance the teaching quality of the Translation and Chinese Phonetics'course through the integration of Chinese phonetics in the teaching process,analyzing its teaching objectives,and optimizing the teaching framework.This paper endeavors to illustrate the importance of mastering multiple languages for the teaching of the Translation and Chinese Phonetics'course,explaining the essential position of Chinese phonetics in foreign language learning.Furthermore,it explores strategies for ethnic universities to enhance the teaching quality of the Translation and Chinese Phonetics course.

Current Situation and Countermeasures of Rural Primary School English Teaching

The promotion of rural primary schools in English and open, influenced by many factors, there are many problems,making the rural and urban pupils compared to the poor standard of English is great, even when individual students graduated from elementary school even 26 English letters are read incomplete or pronunciation, this article will explain the status quo and countermeasures of teaching English in primary schools in rural areas.

A Case Study of a Technology-Based Phonics Teaching and Learning in an Elementary School

Different from International Phonetic Alphabet learning,phonics as an effective way of spelling and reading gets more at⁃tention in China.But it faces many problems in implementation process.This paper introduces a case study of a technology-based phonics teaching and learning.This paper results from two classes in an elementary school revealed that pupils broke through the difficulties of learning phonics on technology-based learning.

French Semi-Vowels and Its Teaching for Chinese-Speaking Learners

The three French semi-vowels[j],[w],and[ɥ]present challenges and noteworthy problems to Chinese-speaking learners of French.Despite the fact that few domestic studies are related with French semi-vowels and their inclusion in French textbooks,the uniqueness of semi-vowels has always revealed itself in the learning process of French pronunciation.This paper,focusing on semi-vowels in French,intends to elaborate the phonetic features of these semi-vowels;following that,an exploration of the reasons for the exception of words to the phonetic rules of semi-vowels is conducted from the perspective of etymology.Since these semi-vowels have vowel-like sounds but act like consonants,the performance of semi-vowels in some phonetic rules,such as syllabication,word stress,and the aspiration of voiceless stops,is analyzed.This study has implications for the teaching of semi-vowels in French.

《识字、写字教学基本字表》中形声字声符表音情况的分类探析

形声是汉字最主要的结构类型,在《识字、写字教学基本字表》中,基于繁体字形认定的形声字共有123个。其中,形声字的声符在现代规范汉字中依然能起表音作用的有84例,而随着语音的演变和汉字形体的变化,声符已丧失表音作用的有39例。从历时的角度考察这些形声字形体由古到今的变化,并从共时的角度作归纳统计和系统分析,有助于深入认识汉字构形的基本规律,从而切实提升中小学语文教师和师范生的识字教学能力。

主流语调理论在大学英语语音教学中的运用——回顾与展望

本文通过对比主流语调理论在同一案例分析中的异同,探究大学英语语音教学中存在的语调教学框架与教学重点。首先经文献回顾后发现,语调作为语音和音系界面的接口,需引起学界的反思,并指出英语通用语更加契合当前语调教学的语境。其次,对比发现Gussenhoven语调理论在教学上更具灵活性。基于此,文章构建ELF理念下的语调教学框架,包括调群切分、语调重音与位置、语调意识与去调型化的可能性。另一方面,其教学重点从可理解性和表达性入手。前者表现集中在超音段层面,而后者涉及句法、语用和会话内信息分布三个维度。最后,文章基于口语语料库和ELF语音教学标准,展望语调理论在英语语音教学中的应用及研究价值。

中高级水平二语学习者汉字知识体系的构建——来自汉字构形教学的实践

中高级水平二语学习者汉字水平与能力远未达预期,与高水平高素质的中文人才培养目标之间尚存在一定差距。本文以汉字的构形理论为指导,对41位三年级来华学历生进行了系统的形符和声符教学实践并辅之以访谈。结果表明,学习者的汉字构形知识有限且汉字构件利用水平较低,培养学习者利用汉字构件形成对汉字形、音、义认知与区别的能力,符合学习者实际需求,也是提高其汉字水平的有效路径。为此,需特别加强中低频形符知义的教学,在充分利用声符显性读音信息的同时,挖掘隐性的读音信息。

黔东南民族地区小学生普通话语音矫正“四结合”协同教学模式的构建与实践

少数民族语言的语音系统与国家通用语言普通话的语音系统存在显著差异,加上生活环境和教育资源相对不足,民族地区小学生在学习普通话时容易在声母、韵母、调值等方面发生语音偏误的问题。为了解决这一问题,课题组以黔东南苗族学生为研究对象,探索出“口部操、正音、共学、延学”四结合协同教学模式,构建“U-S”(高校-小学)教师研修共同体,同时充分利用本地资源和现代信息技术助力普通话教学。“四结合”协同教学模式有效解决了实验学校和推广学校小学语文拼音教学与母语发音冲突的问题,产生了积极的影响。但是,由于主持人及团队成员的学识水平和教学经验有限,课题研究中涉及的调查、教学实践以及案例范围不够广泛、内容不够深入,后续阶段课题组将在教学过程中不断探索和丰富教学模式,引入OBE教育理念检验教学效果,持续优化课程资源、教学内容和教学手段。

高校外语实验室的管理模式探索

在高校外语教学中,外语实验室的地位举足轻重,是培养外语人才的重要场所,高校外语教学平台的规范化管理显得尤为重要,规范化的管理在外语人才培养方面起到事半功倍的作用,对外语实验教学的改革发展提供坚实的保障。文章针对目前高校外语实验室的若干问题进行分析,并根据实际情况,提出建议,为高校外语实验室更好地规范化管理进行研究与探索。

《汉语拼音方案》及其教学问题再认识

《汉语拼音方案》是拼写汉语普通话的法定国家规范和国际标准。由于对《方案》的来源和适用范围的认识不足、对《方案》字母和普通话语音系统配置的理解有偏差,实际教学和运用过程中存在有许多误解和误用。对《方案》的教学要有区分度,一方面要区分初等教育与高等教育的深度和广度,实行分层分级教学,另一方面又要注重各个教育层次的相互联系,螺旋上升,把《方案》所蕴含的知识要点和拼写技能高效、准确地传授给学生。

基于CiteSpace的英语语音教学信息化研究述评(2001-2021)

本研究检索中国知网(2001-2021年)关于我国信息技术与英语语音教学融合的相关文献,运用CiteSpace软件对其从语音教学研究对象、研究类型、研究主题三个方面进行分析,研究结果显示:(1)研究对象涵盖从小学到大学语音教学的不同群体,但比例不均衡;(2)研究类型主要从理论思辨研究、综述研究、描述性研究及实证研究进行分析,理论建构和实证研究不足;(3)研究主题主要围绕教学模式、教学策略和技术工具三个主题展开.文章最后分析了上述结果出现的原因,并对英语语音教学信息化提出了建议.

“基音-齿背量子定位发音法”在大学英语语音教学中的应用

在我国大学英语语音教学中,元音的发音主要采用传统的“感知定位法”。通过采用计算机语音分析软件Praat对发音者的声学数据进行验证,结果显示其所发元音的音质不够稳定。在前期研究成果的基础上,以K.N.Stevens的语音量子理论为理论基础,结合Peter Ladeforged的“齿背定位”和鲍怀翘先生的“量子定位”的概念,探讨一种新的英语元音发音方法——“基音-齿背量子定位法”。初步的教学实践与声学实验结果表明,发音音质相对更加准确稳定,易于掌握,便于推广。

初中英语教师语音教学态度与实践教学差异性研究

教师标准的发音水平、系统的应用语音学知识和丰富的语音教学内容和手段,是达成语音教学目标的重要保障因素。通过对Z市初中英语教师问卷调查,探讨了初中英语教师语音教学态度与实践教学的差异性。定量研究结果发现:1.受访教师对语音教学重要性的认可和实际语音教学投入之间无显著相关关系,且不同教龄或发音水平的教师在语音教学侧重上不存在差异;2.男教师对于语音教学、语音作业和语音展示课态度的积极性显著高于女教师;3.自我发音报告水平高的教师更注重自身发音练习,在教学中也会进行更多的语音实践教学;4.语音识别能力弱的教师对学生语音纠错敏感度更低,语音识别能力强的教师更倾向于使用明确纠错策略。

浅谈“后方法时代”教学法三个要素在教学实践中的体现——以法语语音教学为例

外语教师多少都面临过教学法无法有效指导现实教学的窘境,而教师们也习惯性寄希望于理论家提出更为完美的教学范式以解决现实教学中的种种问题。这时外语教师其实已亲手让出了本属自己的理论构建主动权,这便是外语教学“方法时代”对教师思维层面的“奴役”。而“后方法时代”教学法的提出,试图从另一角度解释教学理论与教学实践的共生关系,启发并解放外语教师的思维方式。构成该教学法基础的特殊性、实用性和可能性要素也可作为教学实践的指导原则。联系上述三个要素对法语语音阶段的教学实践进行分析与反思,总结语音教学中采用的具体方法,可以为法语教学工作者进行相关教学拓宽思路并提供参考。

基于音乐剧学科素养的英语语音教学模式探析

高等教育阶段的语音课程大多为英语专业开设。以一所音乐院校面向音乐剧专业学生开设的英语语音课程“英语正音”为例,探讨语音知识与音乐剧知识相结合的英语语音教学模式。该模式通过对课程的教学目标、教学内容、教学方法、教学资源和考核方式的调整,将语音教学与实践和音乐剧学科的要求相结合,以此来调动学生的学习主动性,提高英语语音教学质量,培养学生的音乐剧学科素养。