本文選題：小學(xué)英語(yǔ)教學(xué) + 語(yǔ)音意識(shí)　； 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：中國(guó)是非英語(yǔ)國(guó)家中少數(shù)全民學(xué)習(xí)英語(yǔ)的國(guó)家之一,英語(yǔ)學(xué)習(xí)的重要性、必要性和目的性是每個(gè)學(xué)生和老師都深諳的道理。在英語(yǔ)學(xué)習(xí)中,語(yǔ)音、單詞和語(yǔ)法知識(shí)的記憶稱為知識(shí)積累,而聽、說(shuō)、讀、寫的練習(xí)稱為技能訓(xùn)練,知識(shí)積累是技能訓(xùn)練的基礎(chǔ)。國(guó)內(nèi)許多研究者們發(fā)現(xiàn),我國(guó)大多數(shù)學(xué)生在學(xué)習(xí)英語(yǔ)的初級(jí)階段都是靠死記硬背來(lái)記憶語(yǔ)音、單詞和語(yǔ)法知識(shí)。這樣不僅記憶效率低,而且特別容易忘記,一旦忘記了又要花時(shí)間重新記憶,浪費(fèi)了很多時(shí)間。正如本次研究所用實(shí)驗(yàn)教材《一氣呵成學(xué)語(yǔ)音》的編著者張晉老師所說(shuō),學(xué)生在學(xué)習(xí)語(yǔ)音時(shí)一般會(huì)面臨四大問(wèn)題:一是發(fā)音不準(zhǔn);二是單詞不會(huì)讀;三是音形記不住;四是聽說(shuō)跟不上。針對(duì)以上種種問(wèn)題,結(jié)合國(guó)家教育部制定的《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011版)》中對(duì)于語(yǔ)音的要求,本文主要研究如何在課堂上提高學(xué)生的語(yǔ)音意識(shí)及單詞拼寫準(zhǔn)確度與語(yǔ)音意識(shí)的相關(guān)性。本研究對(duì)語(yǔ)音意識(shí)的概念和國(guó)內(nèi)外有關(guān)語(yǔ)音意識(shí)的測(cè)試方法進(jìn)行了闡述,并對(duì)國(guó)內(nèi)外有關(guān)語(yǔ)音意識(shí)與英語(yǔ)教學(xué)中的研究成果進(jìn)行了梳理和分析。在此基礎(chǔ)之上,完成了此項(xiàng)把提高學(xué)生語(yǔ)音意識(shí)的訓(xùn)練應(yīng)用到小學(xué)英語(yǔ)教學(xué)中,以此探究語(yǔ)音意識(shí)與單詞拼寫準(zhǔn)確度的相關(guān)性研究。本研究選取了作者實(shí)習(xí)小學(xué)的兩個(gè)三年級(jí)班級(jí),兩個(gè)班均為朝鮮語(yǔ)班,即學(xué)生的母語(yǔ)為朝鮮語(yǔ)或韓國(guó)語(yǔ),第二語(yǔ)言為漢語(yǔ),英語(yǔ)作為第三語(yǔ)言習(xí)得。教學(xué)實(shí)驗(yàn)為期四個(gè)月,共分為兩個(gè)部分,語(yǔ)音意識(shí)的訓(xùn)練和單詞拼寫測(cè)試。將兩個(gè)班級(jí)分為實(shí)驗(yàn)班和控制班,實(shí)驗(yàn)班在正常授課之外,運(yùn)用實(shí)驗(yàn)教材進(jìn)行語(yǔ)音意識(shí)的培養(yǎng)和訓(xùn)練,控制班則正常授課,不再額外進(jìn)行語(yǔ)音意識(shí)的培養(yǎng)和訓(xùn)練。對(duì)實(shí)驗(yàn)班分別進(jìn)行語(yǔ)音意識(shí)的前測(cè),中測(cè)和后測(cè),控制班只進(jìn)行語(yǔ)音意識(shí)的前測(cè);兩個(gè)班共同進(jìn)行單詞拼寫的前測(cè),中測(cè)和后測(cè)。單詞拼寫測(cè)驗(yàn)為聽寫測(cè)試,每次測(cè)試后細(xì)致地進(jìn)行評(píng)分,然后利用SPSS17.0軟件對(duì)所得數(shù)據(jù)進(jìn)行分析。研究結(jié)果表明,與控制班學(xué)生相比,實(shí)驗(yàn)班學(xué)生在后測(cè)中的成績(jī)明顯高于控制班,在實(shí)驗(yàn)期間基本養(yǎng)成了對(duì)語(yǔ)音意識(shí)的自我訓(xùn)練習(xí)慣,對(duì)音標(biāo)、音節(jié)、音素等有了基本的了解。此外,作者還發(fā)現(xiàn),語(yǔ)音意識(shí)除了可以提高單詞拼寫的準(zhǔn)確度外,還可以提高學(xué)生對(duì)單詞長(zhǎng)時(shí)記憶的能力。本論文研究結(jié)果可以對(duì)英語(yǔ)教學(xué)提出以下啟示:(1)針對(duì)母語(yǔ)非英語(yǔ)的學(xué)生,培養(yǎng)語(yǔ)音意識(shí)有助于提高單詞拼寫的準(zhǔn)確度;(2)語(yǔ)音意識(shí)的提高有助于學(xué)生提高英語(yǔ)學(xué)習(xí)效率;(3)通過(guò)語(yǔ)音意識(shí)的培養(yǎng)和訓(xùn)練可以幫助學(xué)生提高對(duì)單詞的長(zhǎng)時(shí)記憶能力,節(jié)省重復(fù)記憶的時(shí)間;(4)教師應(yīng)提高自身對(duì)英語(yǔ)語(yǔ)音意識(shí)的培養(yǎng),修正發(fā)音;(5)教師應(yīng)豐富課堂教學(xué)形式以便提高學(xué)生語(yǔ)音意識(shí)訓(xùn)練的興趣等。
[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.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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