小学英语教学中语音意识与单词拼写准确度的相关性研究

发布时间：2018-05-13 20:47

本文选题：小学英语教学 + 语音意识　；参考：《青海师范大学》2017年硕士论文

【摘要】：中国是非英语国家中少数全民学习英语的国家之一,英语学习的重要性、必要性和目的性是每个学生和老师都深谙的道理。在英语学习中,语音、单词和语法知识的记忆称为知识积累,而听、说、读、写的练习称为技能训练,知识积累是技能训练的基础。国内许多研究者们发现,我国大多数学生在学习英语的初级阶段都是靠死记硬背来记忆语音、单词和语法知识。这样不仅记忆效率低,而且特别容易忘记,一旦忘记了又要花时间重新记忆,浪费了很多时间。正如本次研究所用实验教材《一气呵成学语音》的编著者张晋老师所说,学生在学习语音时一般会面临四大问题:一是发音不准;二是单词不会读;三是音形记不住;四是听说跟不上。针对以上种种问题,结合国家教育部制定的《义务教育英语课程标准(2011版)》中对于语音的要求,本文主要研究如何在课堂上提高学生的语音意识及单词拼写准确度与语音意识的相关性。本研究对语音意识的概念和国内外有关语音意识的测试方法进行了阐述,并对国内外有关语音意识与英语教学中的研究成果进行了梳理和分析。在此基础之上,完成了此项把提高学生语音意识的训练应用到小学英语教学中,以此探究语音意识与单词拼写准确度的相关性研究。本研究选取了作者实习小学的两个三年级班级,两个班均为朝鲜语班,即学生的母语为朝鲜语或韩国语,第二语言为汉语,英语作为第三语言习得。教学实验为期四个月,共分为两个部分,语音意识的训练和单词拼写测试。将两个班级分为实验班和控制班,实验班在正常授课之外,运用实验教材进行语音意识的培养和训练,控制班则正常授课,不再额外进行语音意识的培养和训练。对实验班分别进行语音意识的前测,中测和后测,控制班只进行语音意识的前测;两个班共同进行单词拼写的前测,中测和后测。单词拼写测验为听写测试,每次测试后细致地进行评分,然后利用SPSS17.0软件对所得数据进行分析。研究结果表明,与控制班学生相比,实验班学生在后测中的成绩明显高于控制班,在实验期间基本养成了对语音意识的自我训练习惯,对音标、音节、音素等有了基本的了解。此外,作者还发现,语音意识除了可以提高单词拼写的准确度外,还可以提高学生对单词长时记忆的能力。本论文研究结果可以对英语教学提出以下启示:(1)针对母语非英语的学生,培养语音意识有助于提高单词拼写的准确度;(2)语音意识的提高有助于学生提高英语学习效率;(3)通过语音意识的培养和训练可以帮助学生提高对单词的长时记忆能力,节省重复记忆的时间;(4)教师应提高自身对英语语音意识的培养,修正发音;(5)教师应丰富课堂教学形式以便提高学生语音意识训练的兴趣等。
[Abstract]:The importance, necessity and purpose of learning English are well understood by every student and teacher. In English learning, the memory of phonetics, words and grammar is called knowledge accumulation, while listening, speaking, reading and writing exercises are called skill training, and knowledge accumulation is the basis of skill training. Many researchers in China have found that most students in our country memorize pronunciation, words and grammar in the primary stage of learning English by rote memorization. This is not only inefficient, but also particularly easy to forget, once forgotten, it takes time to re-remember, wasting a lot of time. As Mr. Zhang Jin, the editor of the experimental textbook "Learning Pronunciation in one step", said, students generally face four major problems when learning pronunciation: first, pronunciation is incorrect; second, words can not be read; third, phonetic form is not memorized; Fourth, I hear that I can't keep up with it. In view of the above problems, combined with the requirements for pronunciation in the English Curriculum Standards for compulsory Education (2011 Edition) formulated by the Ministry of Education, This paper focuses on how to improve students' phonological awareness and the correlation between spelling accuracy and phonological awareness. This study expounds the concept of phonological awareness and the testing methods of phonological awareness at home and abroad, and analyzes the research results of phonological awareness and English teaching at home and abroad. On this basis, the training of improving students' phonological awareness is applied to primary school English teaching, so as to explore the correlation between phonological awareness and spelling accuracy. This study selects two third-grade classes of the author's internship primary school, both of which are Korean classes, in which the students' mother tongue is Korean or Korean, the second language is Chinese, and English is acquired as a third language. The teaching experiment is divided into two parts: phonological awareness training and spelling test. The two classes are divided into experimental class and control class. In addition to the normal teaching, the experimental class uses the experimental teaching material to train and train the phonological awareness, while the control class teaches normally, and no longer carries on the training and training of the phonological consciousness. The experimental class was tested with phonological awareness, middle test and posttest respectively, while the control class only carried out the pre-test of phonological awareness, and the two classes carried out the pre-test, mid-test and post-test of word spelling together. The spelling test is a dictation test, which scores carefully after each test, and then analyzes the data with SPSS17.0 software. The results show that, compared with the students in the control class, the students in the experimental class have significantly higher scores in the post test than in the control class. During the experiment, they have basically formed the habit of self-training of phonological awareness and have a basic understanding of phonetic symbols, syllables, phonemes, etc. In addition, phonological awareness can not only improve the accuracy of spelling, but also improve students' ability to memorize long term words. The results of the present study can provide the following enlightenment to English teaching: 1) for non-English students, Training phonological awareness helps to improve the accuracy of spelling. (2) the improvement of phonological awareness helps students improve their English learning efficiency. 3) through the cultivation and training of phonological awareness, it can help students to improve their long-term memory of words. Teachers should improve their own phonological awareness and improve their pronunciation. Teachers should enrich classroom teaching forms in order to improve students' interest in phonological awareness training.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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