手掌模式语音训练法在大学英语听力教学中的应用研究

发布时间：2018-01-19 01:01

本文关键词： 听力语音训练自下而上法手掌模式　出处：《内蒙古师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：语言是一种交流工具。与此同时,在人类的语言历中,“听”和“说”是最初的阶段,儿童在学习母语的过程中也是从“听”开始。这就是为什么听力总是被作为学习外语的第一步。然而,没有讲话,语言的功能将严重被限制。因此,语音也应该成为语言教学的基础。好的发音会帮助我们自然地把词音、词形和词意联系在一起,这将有助于单词的拼写、增加学习兴趣,并有助于提高自信心和理解所听内容。另外,大学英语教师应该改变听力教学重心而且更加注重课堂上的语音训练。作者发现语音知识一直以来都是大多数非英语专业学生的一大弱点,教师也没有在教学过程中也没有对此给予足够的关注。然而,另一个调查显示,大多数学生知道语音知识相当重要但却不知如何获取这些知识,以至于在听力过程中主动运用这些语音知识的意识处于薄弱状态。本研究主要尝试将作者自己设计的“手掌式语音训练法”运用到听力教学中,旨在有效改进大学英语听力教学,提高学生的听力能力。通过实际教学中的基础语音训练,作者发现系统语音训练不仅仅能够改进学生的语音能力,而且有助于学生的听力能力的提高。在此实证研究中,两个假设得到了证实:(1)手掌模式语音训练法对提高大学生语音能力是有效的;(2)手掌模式语音训练法对提高大学生听力水平是有效的。这个研究随机选了65名来自郑州成功财经学院的二年级学生。其中实验组的32名学生来自艺术系的环境设计专业,对照组的33名学生来自艺术系的环境设计专业。教学的最初阶段,两个班级都进行了语音知识和听力能力的前测。接下来的教学过程中,实验组采用系统语音训练和课本常规训练相结合的方式,主要依附赵文学编著的国防科技大学出版社出版的《卓越英语》综合教程第三册和屠蓓编著的外语教学与研究出版社出版的《英语语音》两本教材进行教学。控制组依然采用传统常规教学法依附大学英语教材赵文学编著的国防科技大学出版社出版的《卓越英语》综合教程第三册进行教学。另外,有关语音知识和听力能力的后测在教学的最后阶段也随之进行。最终,收集数据并通过SPSS18.0分析数据。分析包括语音试卷信度分析、前测和后测的描述性分析、语音成绩和听力成绩关系的散点图分析、学生语音成绩和听力成绩的相关性分析、独立样本T检验分析。数据的结果分析表明,非英语专业的英语教师们应该意识到系统语音训练的重要性并将其应用于听力讲学中。另外,教师需要帮助学生运用语音知识。实际教学中,具体教学方法也应该通过慎重考虑并在大范围内实施。
[Abstract]:Language is a means of communication. At the same time, in the human language calendar, "listening" and "speaking" are the initial stages. Children also learn their mother tongue by listening. This is why listening is always the first step in learning a foreign language. However, without speaking, the function of language will be severely restricted. Pronunciation should also be the basis of language teaching. Good pronunciation will help us naturally connect word sounds, forms and meanings, which will help to spell words and increase interest in learning. And help improve your confidence and understanding of what you're listening to. College English teachers should change the focus of listening teaching and pay more attention to pronunciation training in class. The author finds that phonological knowledge has always been a major weakness of most non-English majors. Teachers do not pay enough attention to this either. However, another survey shows that most students know that phonological knowledge is very important but they do not know how to acquire it. So that the awareness of active use of these phonological knowledge in the listening process is in a weak state. This study mainly attempts to apply the "palm-style phonetic training method" designed by the author to the listening teaching. In order to improve college English listening teaching effectively and improve students' listening ability, the author finds that systematic phonetic training can not only improve students' phonological ability through the basic phonetic training in practical teaching. In this empirical study, two hypotheses have been proved to be effective in improving college students' phonological ability by using the "1: 1)" palm mode phonetic training method. 2). This study randomly selected 65 sophomores from Zhengzhou Chengcheng Institute of Finance and Economics. Of these, 32 students in the experimental group came from the annulus of the Art Department. I'm majoring in environment design. The control group of 33 students from the art department of environmental design major. In the initial stage of teaching, the two classes conducted the phonological knowledge and listening ability of the pre-test. The experimental group adopted the combination of systematic phonetic training and textbook routine training. Teaching is mainly based on two textbooks, English for Excellence, published by Zhao Wenxue and Tu Bei's Foreign language Teaching and Research Publishing House, published by the University of National Defense Science and Technology Press. The group still relies on the traditional teaching method attached to the third volume of the Comprehensive course of excellent English published by Zhao Wenxue, the University of National Defense Science and Technology Press. In addition. The post-test of phonological knowledge and listening ability is also carried out in the final stage of teaching. Finally, the data are collected and analyzed by SPSS18.0. The analysis includes the reliability analysis of phonetic test paper. Descriptive analysis of pre-test and post-test, scatter plot analysis of the relationship between phonological scores and listening scores, correlation analysis of students' phonetic scores and listening scores, T-test analysis of independent samples. Non-English major English teachers should realize the importance of systematic phonetic training and apply it to listening lectures. In addition, teachers need to help students use phonetic knowledge. Specific teaching methods should also be carefully considered and implemented on a wide scale.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319

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