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Acknowledgments
- 上一篇：关于词汇的隐喻语际迁移的研究
- 下一篇：“有”的用法及其英译研究
I would like to express my gratitude to all those who helped me during the writing of this paper. My deepest gratitude goes first and foremost to Professor Zhong Ling, my supervisor, for her constant encouragement and guidance. She has walked me through all the stages of the writing of this paper. Without her consistent and illuminating instruction, this paper could not have reached its present form.
I also owe a special debt of gratitude to all the professors in Foreign Languages Institute, from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepared for the paper.
I should finally like to express my gratitude to my beloved parents who have always been helping me out of difficulties and supporting me without a word of complaint.
Abstract
In recent years, an increasing number of Chinese language teachers and parents have been paying more attention to a new phonetic teaching method- Phonics, which has been a huge success in English-speaking countries. But, compared with the mainstream of phonetic teaching method- International Phonetic Alphabet teaching, the English Phonics teaching needs to be further studied in terms of how much reliability, feasibility and scientificity the Phonics teaching practice does hold for so long a while. This paper is intended to verify approximately the actual proportion of the “rational” and “irrational” elements involved in Phonics teaching practices and, subsequently, to evaluate the practical applicability of the Phonics teaching with a certain number of quantity and quality tests as well as the subsequent sufficient analyses of the results from such tests, and to draw a practical conclusion about the current effect and the practical applicability of the Phonics teaching in the picking up of English language.
All the case study analyses involved in this paper will be based on the four aspects reflected on the part of the students subjected to the tests as designed in all the questionnaires—how well the Phonics teaching helps student to learn the English Phonetics as well as its Phonemes; how accurate the Phonics teaching help the students to pick up immediately the pronunciation of the new word of English at the first sight; how effective the Phonics teaching helps the students to memorize the English words they have learned, and finally how the students feel about their learning experiences with the Phonics teaching. Through comparison and contrast between Phonics and the International Phonetic Alphabet, this essay finally tries to draw a tentative conclusion on whether the Phonics teaching is practical enough so as to be worth well spreading in the practice of English Phonetics teaching and learning especially in nations who learn English as a second language. In regard to this point of view, this paper concerns something of an orientation in the English Phonetics teaching practice, which gets a certain social effect involved in language acquisition.
Key Words: Phonics, the International Phonetic Alphabet, sound-form correspondence
摘要
近年来，一种新的语音教学法——自然拼读法受到越来越多的中国语言教师和家长的青睐。自然拼读法已经在母语为英语的国家语言教学中取得了巨大的成功。但是，与国际音标语音学教学主流相比较的话，自然拼读教学法的可靠性、可行性及其科学性等，在英语语音教学实践中到底有多大的胜算有待于进一步的考证。本文旨在通过对自然拼读法教学案例进行充分的定性、定量实证分析，考证自然拼读法在英语语音教学实践中所占有的科学合理成分和不合理成分的对比差异,并对现实中自然拼读法的可操作性及其成效做出实际的考量和结论。
本文将以实证案例分析为手段，重点考量英语自然拼读法教学实施过程中，在校学生英语语音学习的状态及其英语音位知识掌握的情况、单词拼读及单词识记能力的水平,以及学生自然拼读法学习的情感效能状况等四个方面。在国际音标法的参照下，考证自然拼读法的有效性、实用性及其科学性的真伪，并就自然拼读法是否值得在以英语为第二语言的国家及二语习得中值得运用与推广等具体问题给出探索性的结论。因此，本课题事关英语语音基础教育方向性导向事宜，其立意具有一定的社会效应。19509