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1、学科分类号 050201 本 科 毕 业 论 文题 目 贵州乡村地区小学英语语音教学的 现存问题及教学策略探究 姓 名 学 号 院 (系) 外 国 语 学 院 专 业 英 语 年 级 2011 级 指导教师 职 称 副教授 二一五年五月DECLARATIONI am, Shi Yinghong, the undersigned, hereby declare that this essay does not contain any material which has been accepted for the award of any other higher degree or gradu
2、ate diploma in any tertiary institution and that, to the best of my knowledge and belief, this essay does not contain any material previously published or written by another person, except when due reference is made in the text of the essay. Signed: Dated:CONTENTSAbstract in English .1Abstract in Ch
3、inese.2I. Introduction.3II. Problems of Guizhou Rural Primary School English Phonetic Teaching .4 2.1 The Difficulty in Carrying out Phonetic Teaching in Primary School.5 2.2 Prevalent “Dumb English” in Primary School English Teaching.5 2.3 Pupils Difficulty in Memorizing Words.6III. Methods of Impr
4、oving the Teaching of English Speech in Primary School.7 3.1 Teaching the Phonetic Symbols and Letters together .7 3.2 Putting the Phonetic Teaching of the Speech, Letters and Words together.7 3.3 The Phonetic Teaching of Classifying Phonetic Symbols and Vocabulary.8 3.4 Applying Heuristic Teaching.
5、8IV. Conclusion.9Bibliography.10Acknowledgments.11Appendix 1.12Appendix 2.13 AbstractWith Zhezhuang Primary School in Hezhang County Guizhou Province as a case, the paper mainly discussed the existing problems of English phonetic teaching in rural primary schools and the teaching strategies for them
6、, and the author came out the problems of English phonetic teaching in rural primary schools based on his communication with the teachers and students in this school, as well as his observation in the classrooms. In view of the current situation, the author puts forward some proposals to improve the
7、 English phonetic teaching in the rural primary schools. This tentative research aims to attract more attention from more experts and scholars to the English phonetic teaching in rural primary schools and stimulate more relevant researches, so as to provide more beneficial reference for English phon
8、etic teaching in the rural primary schools. Keywords: rural primary school; English phonetic teaching; English in the primary school; existing problems; strategies 摘 要本课题以贵州赫章哲庄小学为个案，主要探讨贵州乡村地区小学英语语音教学的现存问题及教学策略。首先通过与该校教师、学生进行访谈，深入课堂进行实地观察，从收集的数据中分析该小学英语语音教学的现存问题。在此基础上分析问题存在的原因，并且针对现存问题提出相应对策。本研究的开展
9、旨在引起更多专家、学者对乡村小学英语语音教学的关注，以及对相关方面的问题开展更多的研究，以期为乡村小学英语语音的教学提供借鉴和参考。关键词:乡村小学；语音教学；小学英语；现存问题；策略I. IntroductionAs we all know, in recent years, English teaching has almost spread to every school in our country, and the phonetic teaching has also attracted high attention. However, at the present, the spe
10、ech sound in English teaching has not been valued enough, especially in the western rural poor areas, instead, it was almost ignored in primary schools. This paper mainly focuses on the problem and discusses some proposals for it. The research on phonetic teaching at home and abroad, which was out o
11、f question laying a foundation for the research, but the temporary research at home and abroad still exist some shortcomings. The study abroad considered that “the younger, the easier to learn a language”, and did neither mention the classroom teaching of specific speech sound, nor discuss it with d
12、ifferent regions. Although the domestic researches mentioned the problems existing in the primary school English phonetic teaching and emphasized the importance of the primary school English teaching, the method was not concrete, for they rarely discussed the regional differences of primary school p
13、honetic teaching. In view of this, the author tried to employ the methods of survey and interview to carry out investigation, in which he found out the main problems existing in the primary school English phonetic teaching in rural areas. Meanwhile, combining with the research results of phonetic te
14、aching both at home and abroad, the author summarizes the methods how to carry out the pronunciation teaching in primary school effectively.Of course, we can see pronunciation as the foundation of both listening and speaking. So you must have very good command on pronunciations before you can speak;
15、 and only when you articulate the target languages clearly and correctly, can you understand other peoples pronunciation ability. Critical period is also known as the sensitive period, which refers to the individual development process, when the environment has the greatest impact on learning Langua
16、ge. In the critical period, the acquisition of language is the easiest. However, if you miss it, the ability of the pronunciation acquisition will be limited. For elementary school students who learn English at first time, a solid foundation of speech is the step stone for the mastery of English in
17、the future. However, not all English teachers value the importance of phonetic teaching, especially in rural elementary school in the western poor regions such as villages, where phonetic teaching is usually ignored. In the second academic semester of 2014, the author was assigned to Zhezhuang Centr
18、al Primary School of Hezhang County in Guizhou Province to do his teaching practice for three months, during which he was an English teacher of 3 classes in Grade four. In his spare time, he went to attend other English teachers lessons in different classes and grades. He found some problems existin
19、g in some teachers English pronunciation, and inadequate attention being paid to English phonetic teaching. After communicating with the teachers there, the author arrived at a conclusion: they thought it is unnecessary to attach too much importance of phonetic teaching in elementary schools, especi
20、ally in rural ones. In addition, the author also discovered the pupils in Grade Four and other grades had very poor knowledge of English pronunciation. In view of the present situation and out of curiosity, the author decided to take Zhezhuang Primary School as a case, with an attempt to carry out s
21、ome investigations on the existing problems of English phonetic teaching in the rural primary schools and the strategies for them. The author hopes the findings in his research will contribute to improve students ability of English pronunciation in rural primary school.II. Problems of Guizhou Rural
22、Primary School English Phonetic TeachingIn terms of the present development of the education in China, English teaching has been popularized in almost every school. However, a lot of primary schools in the western underdeveloped regions still didnt have English class; a case in point is some rural s
23、chools in Bijie city. According to the authors knowledge, in Zhezhuang village, Hezhang County, Bijie city, except for the central primary school, other schools almost had no English class. Even though some primary schools had English class, they took English as an auxiliary subject, having only two
24、 classes a week. Last year, the author had the honor to come to Zhezhuang village township central primary school of Hezhang County in Province to do his teaching practice for three months. He taught English in 3 classes in Grade four, which provided him the opportunity to carry out a preliminary in
25、vestigation on students English pronunciation. The findings, however, was not encouraging. Meanwhile, the author also attended other English teachers class in different classes and grades, where he found no more encouraging situation for students English pronunciation. The problems were summarized a
26、s the follows.To begin with, the teachers did not formulate an overall pronunciation teaching goal, nor did they have any systematic teaching plan. In the classes of middle and high grades, the teachers basically went by the books, ignoring English phonetic teaching in the junior stage, for the teac
27、hers failed to attach adequate attention to phonetic teaching. Secondly, the teachers awareness of phonetic teaching was quite weak; they didnt take the speech sound elements implied in the textbooks into consideration seriously. Besides, as they had very poor knowledge about English pronunciation,
28、they didnt often teach speech sound actively. Thirdly, although most of the teachers had strong ability of pronunciation, they did not have a good command of relevant knowledge of voice, or they were lack of the basic knowledge, which made it difficult to carry out the phonetic teaching. It was infl
29、uenced on the dialectal accent accounts was another important factor, which led to the students mispronunciation. Whats more, their self-independent learning ability was poor and the external condition of English speech sounds were relatively weak; therefore, they would not take the initiative to fi
30、nd suitable extracurricular video and audio data, etc. to help them to improve their pronunciation.2.1 The Difficulty in Carrying out Phonetic Teaching in Primary SchoolThe elementary school students are naughty and active. When you go into an English classroom to teach them English, you will find t
31、hat it is not an easy work to be a primary English teacher. However, it is not only the students themselves that make it hard to teach the English speech sounds; at the same time, there are also many other factors. We can discuss some of them as the following aspects: (1) The attention to the phonet
32、ic teaching varies in different schools. Although English teaching almost reaches every primary school, phonetic teaching is still ignored in most of them. It is thought unnecessarily to teach the speech in elementary school, and it is taken for granted that having the ability to use simple English
33、words and sentences for pupils is enough. (2) The teachers themselves have different degrees of speech sound knowledge. Students who are taught by the teachers with rich knowledge and experience of teaching can obviously learn much more knowledge of speech sounds and can improve their own pronunciat
34、ion gradually. (3) The differences in individual students interest. As a matter of fact, not every student is interested in English, much of them dont know the importance of English for primary school students, nor do they know how important of learning English speech sounds. Because of individual d
35、ifferences, the ability of grasping the skills for improving speech sounds is different as well. Some students have stronger ability to acquire English speech sound, and they can also control the voice well. (4) Parents different attitudes towards English phonetic teaching. The requirements of diffe
36、rent families for children minders learning are different. The parents who think English very important will supervise and urge their children to study hard, while some other parents consider that English far less important than Chinese and mathematics. Especially the parents of the students in the
37、primary school think it is enough for their children have a good command on Chinese and mathematics, as to English, they can learn it in junior high school.2.2 The Prevalent “Dumb English” in Primary School English Teaching“Dumb English” is common in foreign languages teaching, the learners study En
38、glish mainly by writing and paper-testing instead of speaking and listening, and over emphasize the examination and neglect the training of listening and speaking. As a result, “the deaf-mute phenomenon” is quite common. The problems existing in the phonetic teaching has a long history. In many area
39、s, “Dumb English” is still a very common phenomenon in the English teaching of primary and secondary schools. Of course, there must be some reason for this. In the actual teaching process, you will find that the first obstacle to the pupils at the beginning of English learning is the pronunciation p
40、roblems. During the last year when the author did the teaching practice in Hezhang County, he found students were very poor in pronouncing English words. Teaching English word “toy” is a good demonstration, in which it would require the teacher to teach students for dozen times before they could rea
41、d it. The reason is that they dont understand it, they cant read it out, and thus we get the so-called “Dumb English”. The pupils without accepting special introductory of speech teaching usually may get into trouble during the speech sound learning, so they will take some special measures. It is a
42、good example that to use a Chinese characters or pinyin to replace the pronunciation of an English word. Actually, there are a certain rule between the pronunciation and spelling of English words, but for pupils who dont know the phonetic symbols, they frequently use Chinese characters or pinyin to take the place of the pronunciation of a word, such as substituting “赖尺” for “light”,“喔奥” for “wall”, “死壮” for “strong”, etc. Thus they tend to make some mistakes in the process of spelling. Whats worse, they cannot read the sentences and dialogues accurately both with pro
