是否教学音标[1].ppt

1、Teach or not to teachphonetic symbols in primary English classroom,人民教育出版社 2008-10-18,Teach or not to teach: a real headache,As the national curriculum standard and most newly-published textbooks do not support phonetic symbols (PS) teaching while many teachers argue that its especially helpful, whe

2、ther or not to teach PS in primary English in China has become a problem troubling both teachers, teacher trainers. There is no simple answer to this teach-or-not question.,Teach or not to teach: two surveys,“Do you think teaching PS useful to your students?” “Why Do you think so?” Survey A (2007-20

3、08) 1024 teachers (from BJ,TJ,HB,JX,LN,YN,XJ) Survey B (2008) 5000 teachers (online),Teach or not to teach: teachers response (I),“YES!”(64.4%) and reasons: better pronunciation vocabulary learning (reading/spelling/remembering) reviewing and self-learning (after class) No more 扑栗子给乌蜜择不如不可偷猫肉！ the p

4、roblem of fossilization use of dictionaries,Teach or not to teach: teachers response (II),“NO！”(35.6%) and reasons: boring pressure for both teachers and learners kill the childrens interests cause confusion between letters, pinyin and PS difficult/ not suitable for children “phonics” may be a bette

5、r choice,Teach or not to teach: what specialists say (I),陈 琳: 小学开设英语课会加重学生负担吗? N 王 蔷：小学英语课程该怎么开? N 程慕胜: 学英语不宜用国际音标? N 练玉春，张亚群: 小学英语音标可以放弃吗?Y 光明日报(2001) 邓一琳：小学生要不要学习音标? Y 付 军：小学生先学国际音标不好 !N 马 承：字母音素音标三位一体法（直呼式韵律法）Y 章兼中：直接拼音英语Y 李如云：表音密码N 高明兰：实证研究(2008)Y 邱建华：字母拼读教学的实证研究(2007)Y 汪国萍：小英起始阶段培养学生拼读能力的可行性和必要

6、性Y,Teach or not to teach: what specialists say (II),Cheng（程晓堂） 小学阶段不主张教音标; 学生学单词拼音不建议学音标; 势必加重学生学习的负担; 学习语音最佳途径是听说，不应该是识别音标符号; 音标强调正确和准确但实际语言运用中不总是强调准确; 语言学习最有效的方法是直接模仿正确的发音; 建议教师在课堂上让学生多听，多模仿。,Teach or not to teach: what specialists say (III),Lu（鲁子问） 教师中流传一种说法：新课标反对教音标, 这是以讹传讹而泼在课程标准上的脏水. 音标教学是否可以促

7、进培养学生的英语运用能力呢？ 当然能！关键在于如何教。 为什么要学音标？因为英语教育学家发现这一符号系统可以帮助学习者了解单词的读音和记忆单词的拼写。,Teach or not to teach: what specialists say (IV),中国儿童在记忆英语单词时确实运用了记忆策略。 主要是听磁带。 随年龄增长,部分孩子运用国际音标知识进行记忆。 在记忆英语单词拼写时,他们共使用了10 种记忆策略： 死记硬背、熟悉的词、国际音标、音节、 构词法、 读音规则、视觉框架、词形联想、汉语拼音、随意拆分。 国外学者认为对记忆单词非常有效的策略, 中国儿童未用。 (Chen & Zhang ,

8、2001) (陈桦,张益芳)中国儿童英语词汇记忆策略探索 外语学刊. 2001(4).,Teach or not to teach: what specialists say (V),洪 明. 英汉语音差异对英语语音习得产生的母语负迁移作用浙江师范大学学报. 2004(2). 张允, 李英杰, 刘杰. 试论汉语拼音再英语语音教学中的正迁移作用J. 基础教育外语教学研究. 2005(1).,Teach or not to teach: when,Grade 5 (48%) Grade 4 (29%) Grade 6 (14%) Grade 3 (9%),Teach or not to teach

9、: how much & how,Know of something? Read? Write? Remember? or not Test? or not Intensively(Gao:2008)? or extensively PS? Or phonics,Teach or not to teach: reflection,There is no right or wrong answers or simple solution to the problem. What is right？ What is reasonable？ What is practical ? What is possible？,Teach or not to teach: reflection,Particularity Who? Where? What ? Why? Teachers preference and skill. Learners and teachers needs.,Teach or not to teach: looking forward,beyond-method (No mor