小学英语教师语音教学信念与课堂实践的个案研究

发布时间：2017-03-30 17:20

本文关键词：小学英语教师语音教学信念与课堂实践的个案研究，由笔耕文化传播整理发布。

【摘要】：本研究探究的是小学英语教师语音教学信念和课堂上的实际教学情况的相互联系。大量研究表明,教师的教学信念会影响教师的教学行为(Woods,1996;WilliamsBurden,1997)。在小学阶段,语音教学是英语教学中重要却又薄弱的环节。因此,研究教师对语音教学的理解及其课堂实际教学之间的相互不仅能改进小学英语语音课堂教学实践,对教师的个人发展和课程设计也有着促进作用。本研究的主要问题有:1、小学英语教师持有怎样的语音教学信念;2、他们的课堂实践又是怎样的;3、语音教学信念和课堂实践是否一致?如果不一致,那么导致不一致的原因有哪些。本研究的研究对象为3名在广州不同小学任教的英语教师,资料收集的方法包含问卷调查、课堂观察以及访谈。问卷调查用于了解教师对语音的态度看法和对语音教学的理解,课堂观察不仅为了了解教师语音教学实践情况,还能反映出教师教学信念与实践是否一致的问题,而访谈则是回忆性访谈,通过访谈来进一步检验教师们是如何在教学实践中落实语音教学信念。研究结果表明,小学英语教师的语音教学信念与其课堂实践有一致的地方,也存在不一致的情况。一致的地方有:语音教学的目的、语言准确性和流利性的重要性、教材整合、Phonics的应用、语音模仿策略、教学活动设计和教师角色定位。而不一致的地方则表现在以下四方面:1、认为语音教学和语法、阅读、写作同样重要,但是实际课堂教学却较少关注语音,花费的时间也较少;2、认为在交流中,超音段特征与音段特征同等重要,但在教学中,教师往往重视单个字母或者单词的发音而忽视了说话的语调、重音和节奏;3、认为国际音标对小学生的语音学习有帮助,但在课堂上教师却用Phonics替代了传统的音标教学;4、认为纠正学生错误的语音语调非常必要,但实际教学中却较少能及时准确地纠正学生的语音错误。研究亦发现,导致教师语音教学信念与实践不一致主要有五个原因:第一,课时少;第二,教学对象水平的限制;第三,以考试为导向的教育体制;第四,不充足的教师继续教育;第五,较低的教师语音教学素养。最后,研究亦为教师的专业发展、教师继续教育培训和课程设计提供了可行性建议。
【关键词】：教师信念 语音教学 课堂实践
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.31
【目录】：

Acknowledgements4-5
Abstract5-7
摘要7-11
Chapter One Introduction11-15
1.1 Background of the Study11-13
1.2 Objective of the Study13
1.3 Significance of the Study13-14
1.4 Organization of the Thesis14-15
Chapter Two Literature Review15-27
2.1 Teachers‘ Beliefs15-19
2.1.1 Definition of Teachers‘ Beliefs15-16
2.1.2 Source of Teachers‘ Beliefs16
2.1.3 Nature of Teachers‘ Beliefs16-17
2.1.4 Studies on Teachers‘ Beliefs Abroad and in China17-19
2.2 Pronunciation Teaching19-23
2.2.1 Importance of Pronunciation19-20
2.2.2 Effectiveness of pronunciation teaching20-21
2.2.3 Contents of Pronunciation Teaching21-22
2.2.4 Strategies for Pronunciation Teaching22-23
2.3 Teachers‘ Pronunciation Teaching Beliefs and Practices in Primary Schools23-27
2.3.1 Teachers‘ Pronunciation Teaching Beliefs in Primary Schools23-24
2.3.2 Pronunciation Teaching in Primary School in Guangzhou24
2.3.3 Studies on Pronunciation Teaching Beliefs and Practices24-27
Chapter Three Research Design27-35
3.1 Theoretical Basis of the Study27-28
3.2 Research Questions28
3.3 Research Method28-29
3.4 Participants29-30
3.5 Research Instrument30-32
3.5.1 Questionnaire30-31
3.5.2 Observation31-32
3.5.3 Interview32
3.6 Research Procedure32
3.7 Data Analysis32-33
3.8 Reliability and Validity33-35
Chapter Four Research Findings35-55
4.1 Pronunciation Teaching Beliefs of Three Participants35-39
4.1.1 Beliefs about Pronunciation Attitude35-36
4.1.2 Beliefs about Pronunciation Teaching Contents36-37
4.1.3 Beliefs about Pronunciation Teaching Strategies37-39
4.2 Summary on Pronunciation Teaching Beliefs39-40
4.3 Participants‘ Teaching Behaviors during Class40-55
4.3.1 Proportion and Time Spent of Pronunciation Teaching41-43
4.3.2 Objectives of Pronunciation Teaching43-44
4.3.3 Contents of Pronunciation Teaching44-45
4.3.4 Strategies of Pronunciation Teaching45-55
Chapter Five Conclusion55-67
5.1 Findings of Teachers‘ Pronunciation Teaching Beliefs55-56
5.2 Findings of Teachers‘ Pronunciation Teaching Practices56
5.3 Convergence and Divergence between Participants‘ Pronunciation Teaching Beliefs andclassroom Practices56-59
5.3.1 Convergence56-58
5.3.2 Divergence58-59
5.4 Participants‘ Responses to the Interview59-63
5.5 Reasons of Divergences between Teachers‘ Beliefs and Practices63-64
5.6 Pedagogical Implications64-66
5.7 Limitations of the Study66
5.8 Suggestions for Future Research66-67
References67-72
Appendix I72-74
Appendix II74-76
Appendix III76-77
Appendix IV77-78
Appendix V78-80