本文關(guān)鍵詞： 聽力 語音訓練 自下而上法 手掌模式　出處：《內(nèi)蒙古師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：語言是一種交流工具。與此同時,在人類的語言歷中,“聽”和“說”是最初的階段,兒童在學習母語的過程中也是從“聽”開始。這就是為什么聽力總是被作為學習外語的第一步。然而,沒有講話,語言的功能將嚴重被限制。因此,語音也應該成為語言教學的基礎(chǔ)。好的發(fā)音會幫助我們自然地把詞音、詞形和詞意聯(lián)系在一起,這將有助于單詞的拼寫、增加學習興趣,并有助于提高自信心和理解所聽內(nèi)容。另外,大學英語教師應該改變聽力教學重心而且更加注重課堂上的語音訓練。作者發(fā)現(xiàn)語音知識一直以來都是大多數(shù)非英語專業(yè)學生的一大弱點,教師也沒有在教學過程中也沒有對此給予足夠的關(guān)注。然而,另一個調(diào)查顯示,大多數(shù)學生知道語音知識相當重要但卻不知如何獲取這些知識,以至于在聽力過程中主動運用這些語音知識的意識處于薄弱狀態(tài)。本研究主要嘗試將作者自己設(shè)計的“手掌式語音訓練法”運用到聽力教學中,旨在有效改進大學英語聽力教學,提高學生的聽力能力。通過實際教學中的基礎(chǔ)語音訓練,作者發(fā)現(xiàn)系統(tǒng)語音訓練不僅僅能夠改進學生的語音能力,而且有助于學生的聽力能力的提高。在此實證研究中,兩個假設(shè)得到了證實:(1)手掌模式語音訓練法對提高大學生語音能力是有效的;(2)手掌模式語音訓練法對提高大學生聽力水平是有效的。這個研究隨機選了65名來自鄭州成功財經(jīng)學院的二年級學生。其中實驗組的32名學生來自藝術(shù)系的環(huán)境設(shè)計專業(yè),對照組的33名學生來自藝術(shù)系的環(huán)境設(shè)計專業(yè)。教學的最初階段,兩個班級都進行了語音知識和聽力能力的前測。接下來的教學過程中,實驗組采用系統(tǒng)語音訓練和課本常規(guī)訓練相結(jié)合的方式,主要依附趙文學編著的國防科技大學出版社出版的《卓越英語》綜合教程第三冊和屠蓓編著的外語教學與研究出版社出版的《英語語音》兩本教材進行教學。控制組依然采用傳統(tǒng)常規(guī)教學法依附大學英語教材趙文學編著的國防科技大學出版社出版的《卓越英語》綜合教程第三冊進行教學。另外,有關(guān)語音知識和聽力能力的后測在教學的最后階段也隨之進行。最終,收集數(shù)據(jù)并通過SPSS18.0分析數(shù)據(jù)。分析包括語音試卷信度分析、前測和后測的描述性分析、語音成績和聽力成績關(guān)系的散點圖分析、學生語音成績和聽力成績的相關(guān)性分析、獨立樣本T檢驗分析。數(shù)據(jù)的結(jié)果分析表明,非英語專業(yè)的英語教師們應該意識到系統(tǒng)語音訓練的重要性并將其應用于聽力講學中。另外,教師需要幫助學生運用語音知識。實際教學中,具體教學方法也應該通過慎重考慮并在大范圍內(nèi)實施。
[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.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：H319

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本文編號：1441915