“趣配音APP”的英语口语教学方案

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“趣配音APP”的英语口语教学方案摘要小学生学习英语，口语的培养和训练非常重要，然而多数学生在口语方面存在困难，如不愿意开口说，对英语的兴趣不高，认为自己是中国人不用学英语。不敢开口说，怕说错，对自己的口语水平没有信心。如读不规范不标准正常语速的英文课文，在单词的发音、重读和语调方面有困难。在传统的课堂中,口语教学还是存在诸多的问题,例如,课堂时间有限不能进行过多的口语训练、学生对于口语的兴趣低下、学生练习口语的方式有限等等,使得口语教学的效率和有效性大打折扣。需要采取行之有效的措施客服上述的问题,提高学生的口语能力。研究者指导一名小学英语老师在课堂中根据学生的不同状况加以解决,创设一个生动有趣的课堂氛围,让每名学生都能真正参与到课堂活动中。本研究将动画配音--“趣配音APP”运用到了小学英语口语的教学中,通过这种将课堂教学与课后学习相结合的方式来改善小学英语口语教学的现状,提升小学生的英语口语能力。本研究采用等组实验法,在作者所教授的班级中选择一个班作为实验班,实施运用动画配音--“趣配音APP”的英语口语教学方案,选定另一个班级作为对照班,采用传统的课堂口语教学方案。关键词：小学英语教学；英语口语困难；动画配音教学；口语教学

AbstractOraltasksareextremelyimportantintheprimarylanguageclassroom.Thispaperpresentsadetailedreportofaprojectwhoseobjectiveistosolvetheproblemthatyounglearnershaveinoral.AllstudentsinthisprojectimplementationareGradeFourstudentsinaprimaryschool.Theresultsshowthatthenewwayoforalhashelpedthestudentsfindabetterwaytomaketheiroraleasierandmoreenjoyablethroughanimationdubbing.Theprojecthypothesisisthatstudents’oralabilitycanbebetterenhancedthroughAnimationdubbingpractice,Duringimplementation,fourresearchtoolsareused,whichincludepretestandpost-testscores,teacher’sreflectionnotes,questionnaireandthestudentinterview.Thedataproducedarecollectedandanalyzedtotestifythehypothesis.Theresultsofdataanalysisareconsistentwiththeinitialhypothesis:Animationdubbingisabetterwayforyounglearnerstoenhancetheiroralabilityascomparedwiththeold-fashionedmethod.Itprovestobeapracticalwayforstudentstoimprovetheiroral.Keywords:improvetheiroral;Animationdubbing;

TableofContentsPages1.ProjectIntroduction72.ProjectProblemIdentificationandAnalysis82.1Projectproblem82.2Problemanalysis82.3Resultsofproblemanalysis83.ProjectObjectiveandHypothesis93.1Projectobjective93.2Projecthypothesis94.ProjectRationale94.1ProjectRationale94.2Researchonanimationdubbing94.3Advantagesofstorytelling95.ProjectDesign105.1TargetGroupandControlGroup105.2Teachingmaterials105.3Designanimationdubbing115.4Researchingtools155.4.1Post-test155.4.2ReflectionNotes155.4.3Questionnaire165.4.4Interview166.ProjectImplementation166.1Backgroundinformation166.2Timetableofprojectimplementation166.3SampleGrouping176.4Datacollection177.ResultsandDiscussion187.1Students’perceptionofthenewmethod187.2Students’self-evaluationinthequestionnaire188.Conclusion18Bibliography18AppendixI.AnimationdubbingLessonPlan19AppendixII.MsW’sReflectionNotes22AppendixIII.Pre-testPaper23AppendixIV.Post-testPaper25AppendixV.Questionnaire26

SynchronousanimationdubbingtoimprovetheoralEnglishofpupils1.IntroductionInarecentsurveyofseveralprimaryschoolEnglishteachers,wefoundthatthefollowingproblemsexistintheoralexpressionofprimaryschoolstudents.Firstofall,someonenotwillingtospeak,someonenothighinterestinEnglish.AndtheythinktheyareChinesepeople,sotheydonotneedtolearnEnglish.Thesecond,Theydon't

open

their

mouths

to

speak

English.Because

they're

afraid

to

say

something

wrong.Andtheyhavenoconfidencetoownspokenlanguagelevel.Thethird,theirspokenEnglishisnotstandard,cannotconnectthepronunciationoreventhepronunciationmold.Inviewofthisphenomenon,IamgoingtosuggestthatoneoftheprimaryschoolEnglishteachersusesynchronousanimationdubbing.Throughanimationdubbing,roleexperience,toimprovethespokenEnglishlevelofprimaryschoolstudents.Tosolvethisproblem,athree-weekexperiment,featuredbyAnimationdubbing,wasdesignedandcarriedoutwithtwogroupsofprimaryschoolstudents.AllstudentsinthisprojectwereGradeFourstudentsinapublicprimaryschoolinJinan.StudentsinClass2comprisedtheTargetGroupandreceivedstorytellingtoteachoralandwereaskedtospend10minutestoAnimationdubbingineach40-minutelesson;whilethestudentsinClass1servedastheControlGroupandcontinuedtousethetraditionalmethod.Arangeofresearchmethodswereemployedintheproject,whichwerepretestandpost-testscores,teacher’sreflectionnotes,questionnaireandthestudentinterview,sothatmoreobjectiveandcomprehensiveresearchresultcanberecordedthroughouttheimplementationperiod.Thewholeprojectwasdesignedthebytheresearcher,butsincetheresearcherhadafull-timejobandcouldnotbefreetoteachthestudentsbyherself,sheemployedmanykindsofwaystomaintainclosecommunicationduringtheprojectimplementationwithMsW.Theteacherwhocarriedoutthewholeexperimentallessonplantothetargetgroupwhilecontinuingtoteachthecontrolgroupwiththetraditionalmethod.However,theresearchermanagedtocometotheclassroomfromtimetotimetosuperviseandobservethepedagogicalactivitiesandalsotointerviewthestudentsinthetargetgroup.Therefore,thesuccessofthisjoint-projectismeaningfulintwoways.ItcanprovidesomeempiricalguidancefortheprimaryschoolEnglishteachingand.Itcanserveasapracticalexampleofco-operationbetweenteachertrainersandtraineeteachers.2.ProblemIdentificationandAnalysis2.1ProjectproblemThetraditionalteachingofLet’stalkismainlyadialoguewiththestudentsorarecordingoftheconversation.Thistraditionalteachingmodeoftenputsstudentsinapassivestate.TheEnglishclassisboringanditisdifficulttoarousestudents'interestinspeakingEnglish,makestudentsfromunwillingtospeakEnglishtofeartospeakEnglish,spokenEnglishabilityplummeted.Furthermore,theresearcherfoundthatsomeofherstudentshadtheproblemsinoralcomprehension,suchas:Theyarenotwillingtospeak,nothighinterestinEnglish,thattheyareChinesepeopledonotneedtolearnEnglish.Troublewiththesound,stressandintonation.They

don't

open

their

mouths

to

speak

English,afraidofsayingwrong,havenoconfidencetoownspokenlanguagelevel.TheirspokenEnglishisnotstandard,cannotconnectthepronunciationoreventhepronunciationmold.2.2ProblemanalysisInviewofthissituation,Iwillputforwardtheformof"dubbing",throughwhichstudents'interestinlearningEnglishcanbeenhancedandtheatmosphereofEnglishclasscanbeenlivened,inthecourseofLet'stalk.Studentsarealwaysinastateofactiveknowledge,whichenablesthemtospeakEnglishactivelyandhappily,thusimprovingtheiroralcommunicativecompetence.3.ProjectObjectiveandHypothesis3.1ProjectobjectiveTheprojectaimstoenhanceyounglearners’oralability.3.2ProjecthypothesisItishypothesizedthatAnimationdubbingisabetterwayforyounglearnerstoenhancetheiroralabilitythantheTraditionalmethod.4.ProjectRationale4.1ProjectRationaleSpokenLanguageconsistsoftwobasicelements,oneispronunciation,theotherisexpression.Themostimportantthinginpronunciationisimitation.Makesurehoweachsoundispronouncedandwherethestressis.Thepronunciationofeachwordshouldbecorrect,andthepronunciationandintonationofthewholesentenceisalsoimportant.Inordertogetthecorrectpronunciationandintonation,studentsmustdosomemechanicaloralpractice,whileasingleoralpracticewillmakestudentsfeelboring.Butlearningalanguagemusthaveacertainlanguageenvironment,notallEnglishclassescanusetheobjecttocreatescenestoteach.4.2ResearchonanimationdubbingThemostdirectwaytocultivatestudents'languageabilityistoplayanimation,DUBanimationandrole-playinclass.-Ontheonehand,thestudentsnotonlyincreasetheirvocabularyandenrichtheirexpressions,butalsoexperiencethedifferenteffectsbroughtbydifferentpronunciationandintonationintherealcontext,tobetterunderstandwhat'sbeingsaid.Onlyinactivitiescanstudents'interestinlearningbemaintainedforalongtime.Thefourstepsofanimationdubbing,namely,appreciation,listening,modelingandmatching,providestudentswithadynamiclearningprocess,throughtheinteractionbetweenteachersandstudents,skillfullytranslateanimationintostudents'oralexpressionability.Asforthesefoursteps,teachersmuststudythemcarefullyinteaching,becausethereisanimportantrelationshipbetweenthem,andstudentsneedtohaveagoodgraspoftheoriginalcognitivebasisofEnglish.4.3AdvantagesofstorytellingIbrieflyexplaintheadvantagesofsynchronousanimationdubbing:1）SynchronousAnimationDubbingisanimated,withmusic,video,cangreatlyimprovestudents'interestinEnglishlearning.2Synchronizedanimationdubbingcanrecordtheirownpronunciation,canplayback,cancomparetheirpronunciationisaccurate,andcancontinuetoreadasentencetopractice,tomaketheirpronunciationmorestandard,moreaccuratelinkage.3）dubbingisasinglesentencedubbing,aftercompletioncanbeplayedtosharewithteachersandstudentstoenjoy.Youcanalsoclicklikeranking,teacherscanalsobeguidedbythevoiceofthestudents.Inthisway,studentscanseetheirprogressandimprovetheirconfidenceintheirspokenEnglish.5.ProjectDesign5.1TargetGroupandControlGroupDrawingonthediscoveryoftheproblemanalysisandrationalequotedabove,aprojectisdesignedtoimprovethestudents’oralabilitybyAnimationdubbingintheirclassroomlearning.Twogroupsofstudentswillbeneededforcomparison,theTargetGroup,whowillusetheAnimationdubbingmethod,andtheControlGroup,whowillbetaughtinthesametraditionalway.ThesamplegroupsconsistedoftwoclassesofGrade4students,whowereaboutthesameEnglishlevelatthebeginningoftheproject.Theyweretaughtbythesameteacher,butindifferentways.StudentsofClass2,Grade4comprisedtheTargetGroupandusedfororalpractice.Theywereaskedtospend10minutestoAnimationdubbingineach40-minutelesson.StudentsofClass1,Grade4servedastheControlGroupandcontinuedtousetraditionalmethod,topracticeEnglishoral.5.2TeachingmaterialsQUPEIYINAPPwillbeneededintheproject.Theyshouldbesuitableforthestudents’presentEnglishlevelandthecontentshouldberelatedtothestudents’curriculumsoasnottointerrupttheirnormallearningplan.5.3DesignanimationdubbingDate(proposed)ActivityDescription(topic,method)Objectives(mustberelatedtohypothesis)Materials(includeclassroomaids)DataCollectionMethods(tables,diaryentries,surveysetc.)ClassTime(minutes)1.RoleplayCultivateaspiritofcooperationMakingalittlevideo10minutes2.Super-duperimpersonatorPronunciationandintonationexercisesFUNNYVOICE-OVERAPPAPPrecords10minute3.LittlereporterIncreaseinterestinEnglishlearningTeachingdiary10minute4.……Hereisthelessonplanforthefirstweekforillustration,andallthelessonplanscanbefoundinAppendixII.WeekI--Animationdubbing1:Myschoolbag..Time:10minutesContent:ForusewiththeGrade4Materials:multimediacomputer,Objective:Thepurposeofthisstoryistomakestudentsenjoythestoryandbecomeawareofthegeneral“feel”oftheforeignlanguageProcedures:1.DoDialoguedubbinginPairs(withsubtitles)TheLet'sstalkdialoguedesignedinPEPforprimaryschoolEnglishissuitablefordubbinginpairs,soEnglishteacherscandubthedialoguebetweenstudentstomakethemspeakEnglishhappily.TherearetwoLet'sstalkcharacters,JohnandGrandfather,andsincethesetwocharactersspanawiderangeofages,it'shardtotellwho'sGrandfatherandwho'sJohnwhenthevoiceovercomesout,thishasbecomeacriteriontoevaluatethesuccessofthedubbinggroup.Intheprocessofcreatingdialoguedubbing,manyjokeswillbemade,whichmakesthispartalwaysfullofstudents'laughterandmakestheEnglishclassbecomelively,andtheeffectofstudentslearningEnglishhasalsobeenimprovedtoacertainextent.Gradually,studentsbegantohavedialogueswithinterestineachgroup.Studentswentfrompassivelyreadingdialoguestoactivelywantingtohavedialogueswiththeirclassmates,theinitiativeoflearninghasbeengreatlyimproved,soastoachievethegoalofspeakinghappyEnglish,oralcommunicationabilityhasbeengreatlyimproved.Organizestudentstoperformdialoguedubbingintheformofstageplay,cultivatestudents'self-confidence,happytosay(withoutsubtitles,withmusic)InsituationswherestudentsarealreadyfamiliarwithaLet'stalkdialogue,teacherscanorganizestudentstovoicethedialogueintheformofastageplay,reallylettingthestudentstaketheleadintheclass,thisnotonlycantrainstudents'organizationalability,butalsocanarousestudents'interestinlearning.Inordertomakethesituationclosertothestage,Ispeciallyletthestudentsroundthetableofthewholeclass,thecenterofthecircleisthestudentsstage.Skillfullyuse"QUPEIYINAPP"inthematerial,letthestudentshappytosay.Inthe"QUPEIYINAPP",IselectedthevideodialoguerelatedtowhatIlearnedaboutLet'sstalk,andaskedthestudentstovoicethevideoinEnglish.场景一:9:00p.m.Inthebedroom.Zoom:Goodnight,Mum.Mum:Wait,Zoom.Putawayyourbooks.Zoom:Allright.Zoom:Englishbook,Chinesebook,mathsbookMum:Zoom,iseverythinginyourschoolbag?Zoom:Yes,Mum.Mum:Goodnight.Sweetdreams!场景二:7:30a.m.Inthekitchen.Mum:Somemore?Zoom:No,thanks.I'mfull.Zoom:Oh,myschoolbagissoheavy.场景三:8:00a.m.Intheclassroom.Goat:Takeoutyourbooks,please.Zoom:Oh,sorry.4.Assignhomework:IntheQUPEIYINAPP,dubbingTotoro.5.4ResearchtoolsFivedatacollectioninstrumentswillbeusedintheresearch:pre-test(seeAppendixIV),post-test(seeAppendixV),reflectionnotes(seeAppendixIII),pre-questionnaire(seeAppendixVI),andinterviewnotes(seeAppendixVII)5.4.1Post-testBothclasseswillbepre-testedandpost-testedatthebeginningandendoftheproject.Thepost-testshouldbesimilartothepre-testsothattheresultsofthetwotestswillbecomparable.5.4.2ReflectionNotesTheteacherissupposedtokeepteachingdiariesaftereachlessontohelprecordthestudents’responseandtheteacher’sownobservation.TheresearcheraskedMsWtotakethereflectionnotesaftereachlesson.5.4.3QuestionnaireAfterthepost-test,theTargetGroupwillbeaskedtofilloutthepost-questionnaire(SeeAppendixVI)toinvestigatetheirattitudesandopinionsabouttheAnimationdubbing,andshowingtheresultoftheprojectaswell.5.4.4InterviewDuringtheprocessoftheproject,theresearchershouldinterview5-10studentsfromtheTargetGrouptofindouttheirperceptionsofthisnewwayofteaching.6.ProjectImplementation6.1BackgroundinformationSincetheresearcherhadafull-timejobandcouldnotbefreetoteachstudentsthestoriesbyherself,theresearcheremployedmanykindsofwaystomaintainthecommunicationwithMsWduringtheprojectimplementation.6.2SummaryofprojectimplementationWeekIWeekIwasthebeginningoftheprojectimplementation.Atthisstage,letthestudentstoenjoytheanimation."appreciation",therealappreciation,shouldbethestudentstoseetheanimationoftheeffectivegraspoftheplot,isthecarefulobservationofthescreen;onthisbasis,itisfromthesoundpointofviewtograsptheessenceoftheanimation,appreciationandlisteningtogether,wecanformamoreoverallunderstandingoftheanimation,thisunderstandingwillbeanimportantbasisforthebackdubbing.WeekIIWeekIIwasapractisingweek.Ofcourse,herethereisa"mode"process,heresaidthemodeismainlyimitation,imitationofwhat?Imitateone-someofthemaindetailsandfeaturesoftheanimation,onlyaftertheprocessofimitation,studentscanreallywalktheplotoftheanimation,sothattheanimationanditsexpressionhaveamoreaccurategrasp.Onthisbasis,thefinalmatchisakindofcreativeactivity.WeekIIIWeekIIIdoesnothaveanyteachingtask.Instead,itisforconsolidation,testanddatacollection。6.3SampleGroupingThesamplegroupsconsistedoftwoclassesofGrade4students,whowereaboutthesameEnglishlevelatthebeginningoftheproject.Theyweretaughtbythesameteacher,butindifferentways.StudentsinClass2comprisedtheTargetGroupandreceivedstorytellingtoteachoralandwereaskedtospend10minutestoAnimationdubbingineach40-minutelesson;whilethestudentsinClass1servedastheControlGroupandcontinuedtousethetraditionalmethod.6.4DatacollectionAsplanned,thestudentsofbothgroupswerepre-testedandpost-tested,withpapersofthesimilarlevel,atthebeginningandendoftheproject.Ms.Wkeptdetailedreflectionnotesandemailedthemtotheresearchereachweek.Thepost-questionnairewasdistributedtothestudentsoftheTargetGroupduringbreaktimeinthelastweekandallthequestionnaireswereretrieved.Thethemeoftheinterviewincluded:Doyoulikeanimateddubbing?WhatimprovementsdoyouthinkhavebeenmadethroughfundubbingAPPS?WhatdoyouthinkoftheanimateddubbingonthefunnydubbingAPP?4.Whatareyourthoughtsandsuggestionsonclassroomanimationdubbing?7.ResultsandDiscussion7.1Students’perceptionofthenewmethodStudents’opinionofthenewteachingmethodisobtainedthroughthepost-questionnaireandthepost-interview.TheiranswersarepresentedandanalysedtoreflecthowwelltheAnimationdubbingmethodhasbeenacceptedbythestudents.7.2Students’answerstothepost-questionnaireToQuestion1ofthequestionnaire(seeAppendixVI)afterthewholeteaching,“Whichonedoyouprefer,theanimationdubbingorthenormalwayofteaching”,35outof43studentschosetheanimationdubbingmethod,whichmeansthat81%ofthemfeelpositivelytowardsanimationdubbing.8.ConclusionThecombinationofprimaryschoolstudents'EnglishlearningandEnglishanimationdubbing,whichisamultimediaactivityfullofentertainment,interestandchallenge,cangreatlyimprovetheinterestofprimaryschoolstudentsinlearningEnglishandgetridoftheboringandmonotonouslearningmode,improvetheabilityoflistening,speaking,readingandwriting,autonomouslearningandactivelearningandefficiency,intheprocessoffeelingthedifferencesbetweenChineseandWesternculturesandthecharmofforeigncultures,enhancecommunicationability.IntheprocessofEnglishdubbing,throughthelinestolearnavarietyofvocabularyapplicationenvironment.Therefore,EnglishanimationdubbingisintheprocessoflearningEnglish,thebrainoflanguageinputandoutputprocessofthebestexerciseanditsroleisveryeffective.WhenthemajorityofprimaryschoolstudentslearnEnglishcanmakefulluseofthismethod,learninginfun,improvetheinterestinlearningEnglishsothatEnglishlearningisnolongermonotonous.BibliographyWen,Xiaoli.(2002)Skillfullyusedubbingform,happytospeakEnglish.Guangdong:huizhou.李晓燕，《精彩课堂》。江苏：如皋市白蒲镇林梓小学。陈萍，（2016）《英语动画配音对小学生英语学习的促进作用》。桂林：考试周刊外语教学与研究。赵廷梅，（2018）《论英语配音对学生学习的影响》。山东：发展导报。程瑜，《以配音提高小学生英语听说能力的措施》。江苏：英语画刊。AppendixI.AnimationdubbingLessonPlanWeekI--Animationdubbing1:Myschoolbag..Time:10minutesContent:ForusewiththeGrade4Materials:multimediacomputer,Objective:Thepurposeofthisstoryistomakestudentsenjoythestoryandbecomeawareofthegeneral“feel”oftheforeignlanguageProcedures:1.DoDialoguedubbinginPairs(withsubtitles)TheLet'sstalkdialoguedesignedinPEPforprimaryschoolEnglishissuitablefordubbinginpairs,soEnglishteacherscandubthedialoguebetweenstudentstomakethemspeakEnglishhappily.TherearetwoLet'sstalkcharacters,JohnandGrandfather,andsincethesetwocharactersspanawiderangeofages,it'shardtotellwho'sGrandfatherandwho'sJohnwhenthevoiceovercomesout,thishasbecomeacriteriontoevaluatethesuccessofthedubbinggroup.Intheprocessofcreatingdialoguedubbing,manyjokeswillbemade,whichmakesthispartalwaysfullofstudents'laughterandmakestheEnglishclassbecomelively,andtheeffectofstudentslearningEnglishhasalsobeenimprovedtoacertainextent.Gradually,studentsbegantohavedialogueswithinterestineachgroup.Studentswentfrompassivelyreadingdialoguestoactivelywantingtohavedialogueswiththeirclassmates,theinitiativeoflearninghasbeengreatlyimproved,soastoachievethegoalofspeakinghappyEnglish,oralcommunicationabilityhasbeengreatlyimproved.Organizestudentstoperformdialoguedubbingintheformofstageplay,cultivatestudents'self-confidence,happytosay(withoutsubtitles,withmusic)InsituationswherestudentsarealreadyfamiliarwithaLet'stalkdialogue,teacherscanorganizestudentstovoicethedialogueintheformofastageplay,reallylettingthestudentstaketheleadintheclass,thisnotonlycantrainstudents'organizationalability,butalsocanarousestudents'interestinlearning.Inordertomakethesituationclosertothestage,Ispeciallyletthestudentsroundthetableofthewholeclass,thecenterofthecircleisthestudentsstage.Skillfullyuse"QUPEIYINAPP"inthematerial,letthestudentshappytosay.Inthe"QUPEIYINAPP",IselectedthevideodialoguerelatedtowhatIlearnedaboutLet'sstalk,andaskedthestudentstovoicethevideoinEnglish.W1场景一:9:00p.m.Inthebedroom.Zoom:Goodnight,Mum.Mum:Wait,Zoom.Putawayyourbooks.Zoom:Allright.Zoom:Englishbook,Chinesebook,mathsbookMum:Zoom,iseverythinginyourschoolbag?Zoom:Yes,Mum.Mum:Goodnight.Sweetdreams!场景二:7:30a.m.Inthekitchen.Mum:Somemore?Zoom:No,thanks.I'mfull.Zoom:Oh,myschoolbagissoheavy.场景三:8:00a.m.Intheclassroom.Goat:Takeoutyourbooks,please.Zoom:Oh,sorry.W2S1:Thisisaschoolbag,what'sinit?Canyouguess?S2:Yes.AnEnglishbook..S1:Youareclever.What'sthisinEnglish?(拿出笔记本)S2:笔记本。S1:Youareveryclever.Readitplease.Notebook.S2:Notebook.S1:What'sthisinEnglish?(拿出糖果)S2:糖。S1:Youareveryclever.Readitplease.Candy.S2:Candy.S1:Doyouknowwhat'sthis?(拿出一把钥匙)S2:Yes,钥匙.S1:Youaresoclever.Readitplease.Key.S2:Key.S1:Andwhat'sthis?Canyouguess?(拿出玩具)S2:Yes,玩具.W3S1:What'