楊麗論文“表音密碼”教學(xué)法在提高農(nóng)村高一學(xué)生英語(yǔ)詞匯拼讀效率方面的運(yùn)用

1、Enhancing English vocabulary pronouncing and spelling through the application of “Orthographic Cipher” approach in a Rural Senior One High School“表音密碼”教學(xué)法在提高農(nóng)村高一學(xué)生英語(yǔ)詞匯拼讀效率方面的運(yùn)用中文摘要 英語(yǔ)是世界通用語(yǔ)言，目前在全球范圍內(nèi)是使用最多的交際語(yǔ)言，詞匯學(xué)習(xí)是英語(yǔ)學(xué)習(xí)者學(xué)習(xí)英語(yǔ)的一個(gè)重要的組成部分。眾所周知，正確拼讀英語(yǔ)單詞是英語(yǔ)詞匯學(xué)習(xí)的重中之重。有關(guān)事實(shí)表明，大多數(shù)農(nóng)村高一學(xué)生雖然學(xué)了五六年英語(yǔ)（小學(xué)三年級(jí)開(kāi)始），但他們?cè)?/p>

2、英語(yǔ)單詞拼讀方面依然有很大困難。毫無(wú)疑問(wèn)，英語(yǔ)單詞拼讀能力的薄弱，直接阻礙著學(xué)生在英語(yǔ)其它方面的學(xué)習(xí)。為什么學(xué)生不能有效地拼讀英語(yǔ)單詞？如何改進(jìn)英語(yǔ)詞匯教學(xué)，采取更科學(xué)有效的教學(xué)方法激發(fā)學(xué)生的積極性和主動(dòng)性？這個(gè)問(wèn)題一直困擾著筆者。這是否與英語(yǔ)語(yǔ)音的學(xué)習(xí)方法和學(xué)習(xí)策略有關(guān)？目前還在農(nóng)村學(xué)校流行的“國(guó)際音標(biāo)”語(yǔ)音教學(xué)法是否符合英語(yǔ)文字的本質(zhì)？語(yǔ)音訓(xùn)練新方法“表音密碼”教學(xué)法是否能夠提高農(nóng)村高一學(xué)生拼讀英語(yǔ)單詞的效率？“表音密碼”作為一種不同于“國(guó)際音標(biāo)”的語(yǔ)音教學(xué)法，也許能更好地適應(yīng)中學(xué)英語(yǔ)教學(xué)的要求，能夠使學(xué)生有效地讀寫(xiě)記憶英語(yǔ)單詞。帶著這個(gè)愿望，筆者開(kāi)始了這次研究。首先闡述了詞匯教學(xué)的的重要

3、性，然后對(duì)國(guó)內(nèi)教授英語(yǔ)單詞拼讀的現(xiàn)狀進(jìn)行了分析，迫切地感到上述問(wèn)題有必要進(jìn)行研究。接著本文通過(guò)回顧國(guó)內(nèi)外在學(xué)習(xí)策略及單詞拼讀教學(xué)方法上的諸多研究，發(fā)現(xiàn)各種方法各有優(yōu)缺點(diǎn)，但都不是從英語(yǔ)文字本質(zhì)出發(fā)，效率低。因而，筆者針對(duì)河南省農(nóng)村一所高中的一年級(jí)學(xué)生進(jìn)行了“表音密碼”方法在單詞拼讀中的運(yùn)用方面的研究。論文提出兩個(gè)假設(shè)：“表音密碼”語(yǔ)音教學(xué)法能夠提升農(nóng)村高一學(xué)生的英語(yǔ)單詞的拼讀能力；英語(yǔ)單詞拼讀能力的提高能夠帶動(dòng)學(xué)生在英語(yǔ)其它方面學(xué)習(xí)能力的提高。為了驗(yàn)證這些假設(shè)，筆者采用河南省某農(nóng)村中學(xué)高一年級(jí)兩個(gè)平行班作為研究對(duì)象，一個(gè)實(shí)驗(yàn)班，一個(gè)對(duì)照班。 實(shí)驗(yàn)班采用“表音密碼”教學(xué)法訓(xùn)練學(xué)生拼讀單詞，對(duì)照班

4、采用“國(guó)際音標(biāo)”教學(xué)法訓(xùn)練學(xué)生拼讀單詞。實(shí)驗(yàn)結(jié)束后，經(jīng)過(guò)兩個(gè)班的前后測(cè)成績(jī)和問(wèn)卷數(shù)據(jù)的spss分析，結(jié)果表明受培訓(xùn)的實(shí)驗(yàn)班在后測(cè)中，假詞朗讀和拼寫(xiě)測(cè)試明顯優(yōu)于對(duì)照班；“表音密碼”教學(xué)法比“國(guó)際音標(biāo)”教學(xué)法更能有效提高高一學(xué)生的英語(yǔ)單詞拼讀能力，也證明接受“表音密碼”教學(xué)法進(jìn)行培訓(xùn)的學(xué)生極大地提升了學(xué)習(xí)英語(yǔ)的自信心和主動(dòng)性，從而也在很大程度上帶動(dòng)了學(xué)生在英語(yǔ)整體學(xué)習(xí)能力的提高。最后，論文總結(jié)了本教學(xué)實(shí)驗(yàn)的階段性后果，提出了運(yùn)用“表音密碼”教學(xué)法進(jìn)行單詞拼讀教學(xué)的兩點(diǎn)建議：1. 在學(xué)習(xí)英語(yǔ)的任何階段，即使是在已有六年英語(yǔ)學(xué)習(xí)基礎(chǔ)的高中階段，英語(yǔ)教師都要從英語(yǔ)是表音文字這個(gè)本質(zhì)特點(diǎn)出發(fā)，對(duì)學(xué)生進(jìn)行“

5、表音密碼”方法的訓(xùn)練，提高學(xué)生的英語(yǔ)單詞拼讀能力。2. 教師應(yīng)該結(jié)合實(shí)際所用教材，經(jīng)常性地對(duì)學(xué)生進(jìn)行“表音密碼”方法的訓(xùn)練，幫助學(xué)生更實(shí)際有效地學(xué)習(xí)英語(yǔ)詞匯，增加詞匯量，為英語(yǔ)學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)，從而帶動(dòng)學(xué)生英語(yǔ)學(xué)習(xí)的全面提高。 關(guān)鍵詞：“表音密碼”教學(xué)法，英語(yǔ)詞匯的拼讀能力，農(nóng)村中學(xué)。AbstractEnglish is the most widely used number one world language. However, too many students in rural areas in China have great difficulty in learning even

6、 the most basic elements of the language: vocabulary. As is well known to us all, what is of great significance to leaning English vocabulary is the pronunciation and spelling of each word, and the pronunciation of a word is the basis of the base. During my teaching practice, a great many students i

7、n a rural senior one high school still have so many problems in pronouncing and spelling English vocabulary. There is no doubt that the problems badly influence the English learning of a student. The following questions always strike me: why do students often fail in pronouncing and spelling English

8、 vocabulary efficiently? What is the effective approach to build up the confidence and motivation of students? Does it relate to their English phonetic learning strategies? Can IPA-international phonetic alphabet approach that is still popular in rural areas assist students in pronouncing and spelli

9、ng English words efficiently? Can “orthographic cipher” approach enhance rural students reading and spelling abilities of English vocabulary?Based on the questions, an investigation was conducted in the application of the “Orthographic Cipher” approach used to teach and learn to pronounce and spell

10、English words. Firstly, the author elaborated the great importance of English vocabulary in Teaching and Learning English; then analyzed the domestic situations in teaching and learning to pronounce and spell English vocabulary and felt that there is critical need for research. Next, the author foun

11、d that the three approach the International Phonetic Alphabet approach, the phonics approach and the whole language approach all dont reflect the English nature i.e. a kind of the orthographic language and have low efficiency though they have their own merits. Therefore, the author began the study o

12、f the “Orthographic Cipher” approach used by the senior one students of a rural senior high school in Henan province.Two hypotheses are proposed: The “orthographic cipher” approach can enhance rural students abilities to read and spell English words; and the improved phonetic level can help to re-fo

13、und interest in English and confidence in themselves in learning this language, thus raising their whole English learning level. In order to validate the assumptions, the author has taken two natural classes of the first graders in senior one high school as the subjects, experimental class and contr

14、ol class. The experimental class was taught to read and spell English words by the “orthographic cipher” approach while the control class by means of the IPA approach. After three-month experiment, the pre-test and post-test are analyzed. The SPSS analysis shows that students in experimental class w

15、ho have been trained in the use of the “orthographic cipher” approach performed better in the pseudo word post-test than those in the use of the IPA. The results show that the “orthographic cipher” approach can effectively develop the students ability to pronounce and spell English vocabulary. I als

16、o prove that the English reading and spelling ability of the experimental group has increased remarkably over those of the control class; Moreover, it built up the students self-confidence and they would learn English on their own initiative.Finally, the thesis summarizes the achievements of the exp

17、eriments and sets forth two suggestions on vocabulary teaching from “orthographic cipher” phonetic instruction: First, it is essential that teachers should instruct students in a basic English learning stages in pronouncing and spelling English words by the “orthographic cipher” approach, which refl

18、ects the English nature i.e. a kind of alphabetic language. Second, I suggest that teachers should make the best of the present teaching materials to instruct students how to read and spell English words by means of the “orthographic cipher” approach daily. The first thing that we should do as teach

19、ers is to help students learn English vocabulary more effectively, acquire as many English words as possible and lay a solid foundation for going on learning English, having a strong influence on the whole English level of the student in our country.Key words: the “orthographic cipher” approach, , p

20、ronouncing and spelling of English vocabulary, a rural senior high schoolContentChapter 1 Introduction1.1 The importance of English vocabulary in Teaching and Learning English1.2 The importance of English sounds in teaching and learning to read and spell English vocabulary1.3 The Present Situation o

21、f Vocabulary Teaching In A Rural Senior High School1.4 The Statement of the Problem and Need for studyChapter 2 Literature Review2.1 Three Dominant Approaches in Teaching Decoding and Encoding English 2.2 The International Phonetic Alphabet Approach2.2.1 Advantages of the International Phonetic Alph

22、abet2.2.2 Disadvantages of the International Phonetic Alphabet2.3 The Phonics Teaching Method2.3.1 Advantages of the Phonics Teaching Method2.3.2 Disadvantages of the Phonics Teaching Method2.4 The Whole Language Teaching Method2.4.1 Advantages of the Whole Language Teaching Method2.4.2 Disadvantage

23、s of the Whole Language Teaching Method2.5 New phonetic instruction- Orthographic Cipher 2.5.1 Knowledge about Orthographic Cipher 26 Letter Names and 26 Letter Sounds 26 Consonant Letter Sounds and 18 Vowel Letter Sounds 108 Letters and Common Combinations Representing 26 Cons

24、onantLetter Sounds And 18 Vowel Sounds 468 Uninterrupted Sounds Common Prefix and Suffix2.5.2 The Abilities Of Orthographic Cipher Segment Words The Location of Stressed Syllable The Pronunciation Of Stressed And Unstressed Syllable Chapter 3 Research Methodology3

25、.1. Research questions 3.2 Subjects3.3 Design of the Study3.3.1 The experiment group: the orthographic cipher method3.3.2 The control group: The IPA Method3.4 Measures of the experimental Procedures3.4.1 Pre-test3.4.2 Post-test3.5 Instruction Processes3.5.1 26 letter names and letter sounds3.5.2 Ins

26、truction of the 26 Consonant Letter Sounds3.5.3 Instruction of the 18 Vowel Letter Sounds3.5.4 Instruction of 118 Letter and Letter Combinations Representing The 44 Sounds in English 3.5.5 Instructions of 468 Uninterrupted Sounds3.5.6 Prefix and Suffix3.5.7 Instruction of the Seven Cipher Abilities3

27、.5.7.1 Segment Words The Location of Stressed Syllable The Pronunciation of Stressed and Unstressed Syllable Application Rewriting Chapter 4 Results and Analyses4.1 Results and Analysis of the Pretest 4.2 Results and Analysis of the Posttest4.3 Summary Chapter 5 Conclus

28、ion5.1 Major Findings of The study5.2 Pedagogical Implication of the Study5.3 Limitations of the Study and Suggestions for Further ResearchReferencesAppendix: Knowledge about Orthographic CipherAppendix: Abilities of Orthographic CipherAppendix: Orthographic Cipher Training PretestAppendix Phonetic

29、Training PosttestChapter 1: Introduction1.1 The importance of English vocabulary in Teaching and Learning EnglishLanguage is the instrument through which people communicate with each other. Vocabulary is one of the three elements（phonology, grammar, and vocabulary）of a language. Words constitute a f

30、undamental component of any language; thereby words are of critical importance to language learners. It is also the building material of a language. It is clear enough that without knowledge of words, language learning turn out to be “a castle in the air”（Wilkins,1978）. Wilkins also says “Provided o

31、ne knows the appropriate vocabulary, communicating in a foreign language may not be very difficult; without vocabulary, however, it is next to impossible.”（Wilkins,1978）. Carter & McCarthy compared the relative significance of grammar and vocabulary in the processing of negotiating meaning for langu

32、age learners and drew the conclusion that “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed”（Carter & McCarthy，1990. Just as Harmer says “If we compare language structure as the sketch of language, vocabulary is the thing that provides important organs as wel

33、l as blood and flesh”（Harmer,1990）In all, vocabulary is of vital importance in foreign language learning and teaching. In some sense, language proficiency is depended on the quantity of mastered vocabulary. Vocabulary is the foundation of all language skills and is the rather afflicting part that En

34、glish learners may come across in the first place. Vocabulary teaching is fundamental and an integral part of language teaching. In learning English, vocabulary acquisition is the main task, it is very important to acquire as many English words as possible. It is well-aware that learning English inv

35、olves the learning of a large number of English words. In measures the readability of an English text, vocabulary difficulty has consistently been found to be the most significant predictor of overall readability. Moreover, once a vocabulary measure is included in a prediction formula, sentence stru

36、cture does not add very much to the prediction. In teaching comprehension, the first task is helping students understand what unfamiliar words mean. The second task is helping students remember words or, more precisely, helping them store words, especially content words in memory. A second fact abou

37、t vocabulary and memory is that form may be more important than meaning in remembering a word item. We rely on the form of a word to lead us to its meaning, for we see or hear a particular shape and try then to remember what that shape means（Carter & McCarthy1990, p.64）. .1.2 The importance of Engli

38、sh sounds in teaching and learning to read and spell English vocabularyEnglish is an alphabetic language. As an alphabetical language, its letters should represent the 44 sounds in English. These 44 sounds are both life and soul of English. Whether one can spell an English word correctly is largely

39、decided by whether he or she knows the one hundred or so letters and letter combinations that represent these 44 sounds. As is mentioned above, vocabulary begins with sounds, so phoneme is the foundation of vocabulary. The most important ability is phoneme for English learners. Learning a foreign la

40、nguage must begin with phoneme. As long as we learn phoneme well, we lay a solid foundation for the vocabulary learning. If we dont learn it well, it will affect badly the development of language competence and learning ability.The famous phonetic professor of Britain from London University, C. Gims

41、on, stated that whatever language, people must be equipped with almost all of the phonetic knowledge of this language, 50% grammar and vocabulary and thats enough. (Hu min, 2003). Although a bit exaggerated，we can see the importance of phoneme in learning language. The famous professor, Xu Guozhang,

42、 stressed that learning phoneme well is the first step of learning English process. He stated that learning pronunciation well is the best way to restore the language materials in the right form, and hence strengthen the grammar and vocabulary the most efficiently, thus improving the practical appli

43、cation ability. If the pronunciation isnt learnt well, the learners have difficulty in not only speaking English but also reading English (Xu Guozhang, 1991).Professor Liu Bingshan also pointed out, “The English teaching in middle schools is in a basic stage, having a strong influence on the whole E

44、nglish level of the student in our country. Mastering phoneme is the basis of the base the base must be founded in the youth ”(Shu Dingfang, 2005) According to the statements and researches from the above experts and professors, we can see the significance of phoneme. They placed special emphasis on

45、 the pronouncing accuracy. Whether and how many phonemes are mastered directly determines on the competences of listening, speaking, reading, writing and translating. If a student has a strong reading ability, his or her vocabulary, understanding of the language in terms of its grammar and usage wil

46、l soon be enriched and developed properly. 1.3 The Present Situation of Vocabulary Teaching In A Rural Senior High SchoolIn spite of the importance of English vocabulary and phoneme mentioned above in teaching and learning English, its not time for English learners, English teachers and language exp

47、erts to be optimistic in terms of learning and teaching status of vocabulary. In a rural senior high school, many English learners get into the habit of rote learning of English, which was developed from the start. Many English teachers teach students English vocabulary just as they treat Chinese. I

48、n class, they explain the meanings of words first, and then they have the students read the words after him or her. Secondly, the students and the teachers appeal to dictionaries whenever they encounter new words. Consequently, much time is wasted; the main themes of vocabulary are weakened; the cog

49、nitive sequence is confused. Why so? Because Many English teachers teach students English vocabulary by still purely using the IPA as the only method, which, in practice, takes a roundabout way. As a result, students use the IPA as a walking stick. If they dont recognize the IPA of a certain word, t

50、hey dont pronounce it accurately, thus not spelling the word quickly and correctly, which makes students try to spend time in memorizing its spelling one letter after another, which brings about double memories and double waste.1.4 The Statement of the Problem and Need for study In middle school Eng

51、lish classes, teachers seem to spend too much time on explaining grammatical language points and drilling students with endless hours of all kinds of exercises in order to help students digest what they learn in class. However, some very basic language learning abilities are neglected, such as word

52、decoding strategies. In order to help students get higher scores, teachers train students to get correct answers tirelessly. Students have to do endless hours of rigid and boring exercises in order to master some language points. Yet, the results are no surprise to us that many students still make d

53、isappointing progress. In order to improve the situation, both educators and front line teachers are beginning to pay more attention to the four skills (listening, speaking, reading and writing). But basic word processing strategies seem to be a forgotten realm. Teachers do not realize its a necessa

54、ry precondition for children to unlock the door to English learning. Furthermore, many teachers themselves do not have a clear understanding of the correspondence between words pronunciation and their printed forms. In my opinion, if we can help students master such basic word decoding skills, every

55、thing else coming after that probably will all become easier. Through my many years of English teaching English, I find that correct spelling and remembering of even the meaning of words must rely on identifying words accurate pronunciation. If a child cant read a word correctly, it will be very dif

56、ficult for him or her to remember its spelling, say nothing of its meaning. Although I know these clearly, English vocabulary has been worrying us all the time, though we have been spending too much time and making too many efforts in learning words. I have been afflicted because I have not been abl

57、e to find out an efficient approach to teach the students to learn to read and spell the words they are required to master. The students have been distressed because they havent been able to learn the required words. I want to know if there is a new strategy that can help middle school students to p

58、rocess words more efficiently than before. Just then, I was taught with honour by Doctor Li the “orthographic cipher” method, an approach based on English origins. I started to try to learn and apply it myself. As soon as I have mastered it, I realized that the orthographic cipher may be just that something that our students need as a powerful tool to deal with the English words. However, for a great many senior one high sch