作為語言的三要素之一,語音在英語學習中占有重要地位。但是,受學分和課時制約,我國很多高校并沒有給非英語專業(yè)學生開設(shè)英語語音和語調(diào)課程,這導致其無法接受系統(tǒng)的語音語調(diào)訓練。這種教學現(xiàn)狀難以滿足新時代國家、社會、高校及學習者個人對語音學習的需求。2012年慕課在國際上興起,2013年被稱之為“中國慕課元年”。慕課的出現(xiàn)給非英語專業(yè)學生的語音語調(diào)學習提供了提升自己語音語調(diào)的機會。但是只是通過學生自學語音和語調(diào)慕課來提升他們的發(fā)音還遠遠不夠,最好教師能夠在課堂上對學生的慕課學習給予指導,抽出一定時間進行語音語調(diào)翻轉(zhuǎn),以此提升學生的語音語調(diào)水平。本研究依托英語語音語調(diào)慕課,基于建構(gòu)主義、合作學習等理論,結(jié)合翻轉(zhuǎn)課堂教學模式,輔以糾錯性反饋,在重慶某高校25名非英語專業(yè)大一新生中開展了一次英語語音教學實驗。通過實證研究,探索以下兩個問題:(1)大學英語語音翻轉(zhuǎn)課堂教學模式是否能夠有效提升實驗對象的英語語音和語調(diào)水平?(2)實驗對象對于這種語音翻轉(zhuǎn)課堂持什么觀點?本次教學實驗為期12周。每周實驗者在綜合英語課堂上花15分鐘對實現(xiàn)對象進行語音教學翻轉(zhuǎn)。實驗前后分別測試其發(fā)音水平并計分,通過SPSS軟件...

【文章頁數(shù)】：99 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Research Objectives
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Review of Studies of Flipped Classroom
        2.1.1 Review of Studies Abroad
        2.1.2 Review of Studies at Home…
    2.2 Review of Studies of English Pronunciation Teaching
        2.2.1 Review of Studies Abroad
        2.2.2 Review of Studies at Home
    2.3 Theoretical Foundation
        2.3.1 Constructivism
        2.3.2 Collaborative Learning …
        2.3.3 Corrective Feedback
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Tests
            3.3.1.1 The Quasi-experimental Pronunciation Test
            3.3.1.2 The Pre-test and the Post-test
        3.3.2 Questionnaires
            3.3.2.1 Pre-questionnaire
            3.3.2.2 Post-questionnaire
        3.3.3 Observation
        3.3.4 Interview
    3.4 Instructional Design
        3.4.1 Course Preparation
        3.4.2 Learning Procedures
            3.4.2.1 Pre-class Learning Procedure
            3.4.2.2 In-class Learning Procedure
            3.4.2.3 Post-class Learning Procedure
    3.5 Research Procedure
Chapter Four Research Results and Discussions
    4.1 The Efficacy of the Pronunciation Instruction
        4.1.1 The Results of the Pronunciation Instruction
        4.1.2 The Efficacy of the Pronunciation Instruction from the Instructor's Observatioin
        4.1.3 The Efficacy of the Pronunciation Instruction from the Results of Questionnaires and interview of the participants
        4.1.4 Discussion
    4.2 The Participants’ Views of the Pronunciation Instruction
        4.2.1 The Participants' Views Expressed in the Questionnaires
            4.2.1.1 Views of Effectiveness of the Pronunciation Instruction
            4.2.1.2 Views of the Recommended Learning Videos
            4.2.1.3 Views of the CF Given by the Instructor
            4.2.1.4 Views of the Participants’ Learning Interests
            4.2.1.5 Discussion
        4.2.2 The Participants’ Views Expressed in the Interview
            4.2.2.1 The Participants’ Views
            4.2.2.2 Discussion
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for Future Research
References
Appendices
    Appendix A 語音水平準測試
    Appendix B 語音水平前測
    Appendix C 語音水平后測
    Appendix D 成績統(tǒng)計
    Appendix E 英語語音學習基本情況調(diào)查問卷
    Appendix F 英語語音訓練情況調(diào)查問卷
    Appendix G 英語語音學習基本狀況調(diào)查問卷
    Appendix H 英語語音訓練情況調(diào)查問卷



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