三峡库区农村初中英语音标教学现状调查报告---毕业论文

【标题】三峡库区农村初中英语音标教学现状调查报告【作者】周建【关键词】英语音标教学；农村初中学校；调查；建议；三峡库区【指导老师】郑丽君【专业】英语【正文】IINTRODUCTIONPRONUNCIATIONISELEMENTARYINENGLISHLEARNING,ANDTHEPHONETICALPHABETISTHECOREOFPRONUNCIATIONTHUSTHEPHONETICALPHABETISTHEMOSTBASICINENGLISHLEARNING“ASTHEMOSTELEMENTARYPART,THEPHONETICALPHABETCANAFFECTNOTONLYTHEPRONUNCIATION,BUTALSOTHESPEAKING,LISTENING,READINGANDTHEMEMORYOFVOCABULARYBESIDES,ITCANINFLUENCESTUDENTSINTERESTANDCONFIDENCEINENGLISHLEARNINGDIRECTLY”1THEENGLISHSYLLABUSFORHIGHSCHOOLPOINTSOUTCLEARLYANDDEFINITELYTHATMIDDLESCHOOLSTUDENTSSHOULDHAVETHEABILITYTOREADANDSPELLTHEWORDSCORRECTLYACCORDINGTOTHEPHONETICALPHABETENGLISHPHONETICALPHABETTEACHINGISVERYCRUCIALINSTUDENTSCORRECTPRONUNCIATIONRECOGNIZINGPRONUNCIATIONANDSPELLINGALLNEEDPHONETICALPHABET“PHONETICALPHABETTEACHINGISTHEFIRSTSTEPOFENGLISHTEACHING”2NOWADAYS,MANYENGLISHTEACHERSINURBANJUNIORHIGHSCHOOLTEACHTHEPHONETICSYSTEMATICALLYBUTTHETEACHINGOFPHONETICALPHABETINRURALJUNIORHIGHSCHOOLISNOTALWAYSABLETOKEEPUPWITHTHEPACEOFTHEADVANCEDEDUCATIONINRECENTYEARS,THEPHONETICALPHABETKNOWLEDGETESTWASCANCELEDINTHEENTRANCEEXAMINATIONFORSENIORHIGHSCHOOLINCHONGQINGTHUS,PHONETICALPHABETTEACHINGIS,INSOMEWAY,IGNOREDINMANYRURALJUNIORMIDDLESCHOOLSITSROLEANDNECESSITYARENOTGENERALLYREALIZEDANDPHONETICALPHABETTEACHINGHASBEENGIVENLESSPLACEINTEACHINGORLEARNINGUNDERSUCHACIRCUMSTANCE,THISSTUDYINVESTIGATESTHECURRENTSITUATIONOFENGLISHPHONETICALPHABETTEACHINGOFTHERURALJUNIORMIDDLESCHOOLSINTHETHREEGORGESRESERVOIRAREAANDAIMSTOFINDOUTTHEEXISTINGPROBLEMSANDPUTFORWARDSOMESUGGESTIONSIIRESEARCHQUESTIONSTHISRESEARCHMAINLYAIMSTOINVESTIGATETHEFOLLOWINGQUESTIONS1HOWISTHEENGLISHTEACHERSPROFESSIONALCOMPETENCEINPRONUNCIATION2WHATSTHETEACHERSPERCEPTIONOFPHONETICALPHABETTEACHING3WHATARETHEPROBLEMSINTEACHINGPHONETICALPHABET4WHATARETHEPROBLEMSINSTUDENTSPRONUNCIATIONIIIMETHODOLOGYAPURPOSETHEGOALOFTHISSTUDYISTOINVESTIGATETHECURRENTSITUATIONOFENGLISHPHONETICALPHABETTEACHINGOFTHERURALJUNIORMIDDLESCHOOLSINTHETHREEGORGESRESERVOIRAREAANDFINDOUTTHEMAINPROBLEMSANDDIFFICULTIESINENGLISHPHONETICALPHABETTEACHINGTHEN,BASEDONTHERESULTS,THESTUDYPUTSFORWARDSOMECORRESPONDINGSUGGESTIONSANDEXPLORESSOMEEFFECTIVEPHONETICALPHABETTEACHINGMETHODSWHICHARESUITABLEFORRURALJUNIORMIDDLESCHOOLBSUBJECTSTHISSTUDYTAKESFULING,FENGDUANDKAIXIANOFTHREEGORGESRESERVOIRAREAFOREXAMPLE144ENGLISHTEACHERSAND150STUDENTSFROMDIFFERENTRURALJUNIORMIDDLESCHOOLSINTHREEGORGESRESERVOIRAREATOOKPARTINTHISINVESTIGATIONAMONGTHEM,FEMALETEACHERSTAKEUP701ANDMALETEACHERSTAKEUP299THEIRAGESRANGEFROM20TO40TEACHERSUNDER30ACCOUNTFOR66AND34AREBETWEEN3040YEARSOFAGEANDTHE150STUDENTSINCLUDETOPSTUDENTS,MIDDLINGSTUDENTSANDBACKWARDSTUDENTSTHEYCOMEFROMTHERURALJUNIORMIDDLESCHOOLOFFULING,FENGDUANDKAIXIANSINCETHESUBJECTSAREOFDIFFERENTAGES,DIFFERENTACADEMICTITLESANDAREFROMDIFFERENTRURALJUNIORMIDDLESCHOOLSINTHREEGORGESRESERVOIRAREA,THISINVESTIGATIONCANBESEENASREPRESENTATIVECINSTRUMENTTHEDATAARECOLLECTEDBYCONDUCTINGANINVESTIGATIONWITH144ENGLISHTEACHERSANDANINTERVIEWWITH150MIDDLESCHOOLSTUDENTSTHEQUESTIONNAIREWASDESIGNEDBYTHEAUTHORTHEAUTHORTOOKADVICEFROMTUTORANDEXPERT,ANDTHENMODIFIEDTHEQUESTIONNAIRETHEREFORETHEQUESTIONNAIREWOULDBEMORESCIENTIFICTHEQUESTIONNAIRECONSISTSOFFOURPARTS110QUESTIONSCONTAINEDINTHEFIRSTPARTAREABOUTTEACHERSPERSONALINFORMATIONANDTHEIRPROFESSIONALCOMPETENCEINPRONUNCIATIONTHEQUESTIONSOFTHISPARTAREDESIGNEDASFILLINTHEBLANKANDONECHOICEQUESTIONS25QUESTIONSCONTAINEDINTHESECONDPARTAREABOUTTEACHERSPERCEPTIONOFPHONETICALPHABETTEACHINGTHEQUESTIONSAREALLDISPLAYEDINONECHOICEFORMSANDTHEREAREFOURTHREECHOICESFOREACHQUESTION37QUESTIONSCONTAINEDINTHETHIRDPARTAREABOUTTEACHERSPHONETICALPHABETTEACHINGMETHODSTHEQUESTIONSAREALSODESIGNEDASONECHOICEFORMS4THEFOURTHPARTINCLUDESTHREEQUESTIONSABOUTTHEDIFFICULTIESINTEACHINGPHONETICALPHABETTHEQUESTIONSOFTHISPARTAREDESIGNEDASMULTIPLECHOICEFORMSANDFILLINBLANKFORMSINADDITION,150STUDENTSWEREINTERVIEWEDABOUTTHEIRPHONETICALPHABETKNOWLEDGE,PROBLEMSANDDIFFICULTIESINPRONUNCIATIONTHEINTERVIEWMAINLYINCLUDESTHEFOLLOWINGQUESTIONS1CANYOURECOGNIZEALLTHEENGLISHPHONETICALPHABET2CANYOURECOGNIZETHEVOWELPHONEMESANDCONSONANTPHONEMES3CANYOUREADANDSPELLTHENEWWORDSACCORDINGTOTHEPHONETICSYMBOLS4CANYOUDISTINGUISHTHEBRITISHENGLISHANDAMERICANENGLISH5HOWDOYOUTHINKOFYOURPRONUNCIATION6DOYOUTHINKYOURPRONUNCIATIONISINFLUENCEDBYYOURDIALECT7DOYOUOFTENWRITESOMECHINESETORECORDTHEPRONUNCIATION8WHATSTHEMOSTDIFFICULTDOYOUTHINKINYOURENGLISHSTUDYDPROCEDURESTHEQUESTIONNAIRESAREDISTRIBUTEDTOEACHTEACHERBYTHEAUTHORANDTHEDISTRIBUTORTOLDTHESUBJECTSTHEFOLLOWINGINSTRUCTIONS“THISISJUSTFORARESEARCHPURPOSETHEREISNORIGHTORWRONGANSWER,SOYOUAREASKEDTOANSWERTHEQUESTIONSHONESTLYYOUSHOULDTICKTHEMOSTSUITABLEANSWERSFORYOU”ANDTHEQUESTIONNAIRESWERECOLLECTEDIMMEDIATELYAFTERTHETEACHERSFINISHEDTHEMTHEINTERVIEWWASMADEINMAANMIDDLESCHOOL,FULING,FENGLEMIDDLESCHOOL,KAIXIANANDQINGLONGMIDDLESCHOOL,FENGDUEACHSCHOOLINCLUDES50SUBJECTSTHE150STUDENTSINCLUDETOPSTUDENTS,MIDDLINGSTUDENTSANDBACKWARDSTUDENTSINENGLISHINFACT,INORDERTOAVOIDTHEHAWTHORNEEFFECTTHEHAWTHORNEEFFECTISAFORMOFREACTIVITYWHEREBYSUBJECTSIMPROVEANASPECTOFTHEIRBEHAVIORB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PHABETTEACHINGISBORINGWHICHCANNOTAROUSESTUDENTSINTERESTEASILYEXCEPTALLTHEDIFFICULTIESMENTIONED,401OFTHETEACHERSHAVESOMEOTHERDIFFICULTIESINPHONETICALPHABETTEACHING,SUCHASTHELACKOFTEACHINGAIDSWHATSMORE,ABOUT66OFTHETEACHERSSAYTHEIRSTUDENTSOFTENUSECHINESETORECORDTHEPRONUNCIATIONWHICHWILLMISLEADTHECORRECTPRONUNCIATIONASFORTHELASTQUESTION,“DOYOUHAVEANYOTHERSUGGESTIONSFORPHONETICALPHABETTEACHINGINRURALJUNIORMIDDLESCHOOL”MANYTEACHERSINDICATETHATTHEYWANTTOATTENDSOMEPROFESSIONALTRAININGWHICHINCLUDESTHEPRONUNCIATIONTRAININGTHUSTHEYCANRECEIVETHEPROFESSIONALEDUCATIONONPHONETICALPHABETBESIDES,MANYTEACHERSALSOHOPETHESCHOOLAUTHORITYCANOFFERMORETEACHINGAIDSTHATWOULDBEBESTTOHAVEALANGUAGELABIFPOSSIBLEANDSOMETEACHERSEVENSUGGESTTHEPHONETICALPHABETKNOWLEDGESHOULDBETESTEDINTHEEXAMDPROBLEMSINSTUDENTSPRONUNCIATIONTHE150STUDENTSFROMMAANMIDDLESCHOOL,FULING,FENGLEMIDDLESCHOOL,KAIXIAN,ANDQINGLONGMIDDLESCHOOL,FENGDUWEREINTERVIEWEDBYTHEAUTHORSTUDENTSINCLUDETOPSTUDENTS,MIDDLINGSTUDENTSANDBACKWARDSTUDENTSINENGLISHINFACT,INORDERTOAVOIDTHEHAWTHORNEEFFECT,THEAUTHORDIDNTTELLTHESUBJECTSITWASANINTERVIEWTHEAUTHORJUSTCHATTEDWITHTHEMTHROUGHTHECHATTING,THEAUTHORCOLLECTEDTHERELEVANTINFORMATIONTHUS,THEINFORMATIONWOULDBEAUTHENTICANDRELIABLEATINTERVIEW,THEFOLLOWINGQUESTIONSWEREASKEDTOTHESTUDENTS1CANYOURECOGNIZEALLTHEENGLISHPHONETICALPHABET2CANYOURECOGNIZETHEVOWELPHONEMESANDCONSONANTPHONEMES3CANYOUREADANDSPELLTHENEWWORDSACCORDINGTOTHEPHONETICSYMBOLS4CANYOUDISTINGUISHTHEBRITISHENGLISHANDAMERICANENGLISH5HOWDOYOUTHINKOFYOURPRONUNCIATION6DOYOUTHINKYOURPRONUNCIATIONISINFLUENCEDBYYOURDIALECT7DOYOUOFTENWRITESOMECHINESETORECORDTHEPRONUNCIATION8WHATSTHEMOSTDIFFICULTDOYOUTHINKINYOURENGLISHSTUDYTHECOLLECTEDINFORMATIONSHOWSMOSTOFTHESTUDENTSCANNOTRECOGNIZEALLTHEENGLISHPHONETICALPHABET,ESPECIALLYSOMEDIFFICULTANDSIMILARPHONEMES,SUCHASSAND“ISANINTERDENTALSOUNDITSPRODUCEDBYSQUEEZINGTHEBREATHSTREAMBETWEENTONGUEANDTEETHANDSISANALVEOLARSOUNDITISPRODUCEDBYFORCINGAIRBETWEENTHETONGUEANDTHEUPPERORLOWERFRONTTEETH”5THEARTICULATIONOFTHEFRICATIVEDENTALREQUIRESTHETONGUETIPTOTOUCHTHEUPPERTEETH,BUTTHISCONSONANTISFREQUENTLYCONFOUNDEDWITHTHEFRICATIVEALVEOLARS,THUSSUCHWORDSASPAISPRONOUNCEDASPASBESIDESONLYAMINORITYOFTHESTUDENTSCANRECOGNIZETHEVOWELPHONEMESANDCONSONANTPHONEMESCLEARLYASFORTHEVOWELSANDCONSONANTS,STUDENTSTHINKTHEVOWELSAREMUCHEASIERTHANTHECONSONANTSBUTSOMESTUDENTSEVENKNOWNOTHINGABOUTTHEVOWELPHONEMESANDCONSONANTPHONEMESALOTOFSTUDENTSARENOTABLETOREADANDSPELLTHENEWWORDSACCORDINGTOTHEPHONETICSYMBOLSBYTHEMSELVESALLOFTHEMWAITTHETEACHERSTOTEACHTHEWORDSANDTHEYFEELDIFFICULTTOREMEMBERHOWTOPRONOUNCETHENEWWORDS,ESPECIALLYSOMEDIFFICULTWORDS,SOMOSTOFTHESTUDENTSUSECHINESETORECORDTHEPRONUNCIATIONSUCHAS“STUDENT死丢灯特，VEGETABLE维吉特波，HAMBURGER汉波嗝儿”ALMOSTALLOFTHESTUDENTSTHINKTHEIRPRONUNCIATIONISNOTSTANDARDWHATSWORSE,MORETHANHALFOFTHESTUDENTSTHINKTHEIRPRONUNCIATIONISBADTHEYEVENCANNOTDISTINGUISHSOMESIMPLEPHONETICALPHABET,SUCHASVANDWTHISISCAUSEDBYTHEDIALECTINKAIXIAN,PEOPLECANNOTDISTING