英語語音課程建設-教學理念與教學方法課件

201306071EFLPronunciationTeachingintheChinaContext–Theories&CourseDesign

英語語音課程建設—教學理念與教學方法WangGuizhenGuangdongUniversityofForeignStudies王桂珍廣東外語外貿(mào)大學

201306072Theteachingofpronunciation:at-oddswiththeteachingofgrammarandvocabularyCominginandoutoffashionasvariousprogressivemovementsinlanguageacquisitionhaveprevailed.201306073ArenewedrecognitionthatpronunciationisacrucialelementofeffectivecommunicationPronunciationteachingbelongsinmainstream,communicativeESLclassrooms.ESLstudentsplaceahighpriorityoninstructioninpronunciation.201306074Pronunciationisintimatelylinkedtootheroral/auralskills,bothinfluencingandinfluencedbylisteningcomprehensionandfluency.“speechloopbetweenspeakerandlistener”(Gilbert)

201306075Manyimportantfeaturesofpronunciationisrelativelystraightforward:Featureshavingthegreatestimpactoncomprehensibility,FeaturesdifficultforChineseEFLlearner,Featuresofhighprioritytolearners,andFeatureseasiesttoteach.201306076Thereisadream.Thereisaneed.Thereisamust.-Toimproveintelligibility-Toenhancelisteningfluency-Tospeaklikeanativespeaker-TobecomemoreeffectiveinoralcommunicationWhyEnglishPronunciation?

2013060771.GoalSettinginChineseEFLPronunciationTeaching&LearningAnative-likeaccentisnotarealisticgoal,norisitanecessaryoneforeffectivecommunicationinEnglish.Morerealisticpronunciationgoals:Intelligibility,Confidenceinspeaking,Areductionofaccentfeaturesthatdistractthelistener’sattentionfromintelligiblemessages(Morley1994,Gilbert1980,Celce-Murciaetal.1996).201306078IntelligibilityandComprehensibility

Intelligibility–thedegreetowhichalistenercanrecognizewords,phrases,andutterancescomprehensibility–theeasewithwhichlistenerscanunderstandanonnativespeaker:Comfortableintelligibility

201306079Thegoalofintelligibilityisuncontroversial:Withoutintelligibility,communicationisimpossible.Errorswithpronunciationandwordchoicearethetwotypesoferrorsmostlikelytomakeastudentincomprehensible(GassandSelinker2001,266).Grammaticalerrors,suchasomittingthepasttenseinasentence(e.g.,*LastnightIgotoamovie)rarelyleadtounintelligibility.2013060710Featuresofpronunciationwiththegreatestimpact(intermediateandadvancedESLlearners):Accurateuseofsuprasegmentals(stress,rhythm,andintonation)appearstohaveagreaterimpactonintelligibilityassessmentsbynativelistenersthanaccuratepronunciationofconsonantsandvowels(see,forexample,Anderson-Hsiehetal.1992,Derwing,MunroandWiebe1998,Hahn2004).20130607112.FactorsAffectingL2PronunciationLearningAgeandSocial-PsychologicalFactorsExposureandUseNative-LanguageBackgroundandLinguisticUniversalsPersonalityFossilization2013060712

2.FactorsAffectingL2PronunciationLearningAgeandSocial-PsychologicalFactorsA“criticalperiod”forlearningalanguagenatively;Adultshavingadeeperandstrongerattachmenttotheirnativeculture;Adults’greatercognitiveabilitieslesseffectiveinlearninganewpronunciation20130607132.FactorsAffectingL2PronunciationLearningExposureandUseAmountofexposureExtenttowhichtheyuseit

20130607142.FactorsAffectingL2PronunciationLearningNative-LanguageBackgroundandLinguisticUniversalsThenative-languagesoundsystemaffectshowlearnerspronounceEnglishandhowtheyhearitincludingconsonants,vowels,stress,rhythm,intonation,andvoicequality.peach:pitch2013060715SimilaritiesbetweenanativelanguageandEnglishcaneitherfacilitateorhinderlearning.2013060716Universalsarefeaturesoflanguagethatareinsomesenseeasier,morenatural,morecommoninlanguages,ortypicalofchildrenlearningtheirfirstlanguagelessmarked:moremarked

fordescribingtherelativeeaseordifficultyofrelatedfeaturesofpronunciation2013060717Thenativelanguagebackground(s)ofstudentsshouldinfluencethechoiceofpronunciationtopicsaddressedintheclassroom.Difficultywithspecificconsonantsdependsheavilyonnativelanguage.DifficultieswithEnglishvowelsarewidespread.Difficultieswithstress,intonation,andrhythmareevenmorewidespread.20130607182.FactorsAffectingL2PronunciationLearningPersonalityOutgoing,sociablelearnersaresaidtohaveanadvantageoverintroverted,shylearnersinacquiringoral-auralskills,includingpronunciation.Arelaxedclassroomatmosphereshouldalsofosterpronunciation20130607192.FactorsAffectingL2PronunciationLearningFossilization:fossilizationorstabilization

toplateau,perhapspermanently,afteranumberofyears

Variouscausesoffossilization:LIinterference,motivation,learners’goalsorneeds,andage,etc.20130607203.EFLPronunciationTeaching：WhatandHowPronunciationshouldbetaughttoalllevelsofstudentsaslongasintelligibility,distractingpronunciations,andlackofconfidenceinspeakingareissues.PronunciationimprovementsoccurslowlyBecauseimprovementsaregradualandoftenpiecemeal,studentsbenefitfromreviewingorrecyclingoldtopics.2013060721TwogeneralapproachesAnIntuitive-imitativeapproach.Thisapproachassumesthatastudent’sabilitytolistentoandimitatetherhythmsandsoundsofthetargetlanguagewillleadtothedevelopmentofanacceptablethresholdofpronunciationwithouttheinterventionofanyexplicitinformation.Ananalytic-linguistic

approach.Thisapproachrecognisestheimportanceofanexplicitinterventionofpronunciationpedagogyinlanguageacquisition.2013060722TheDirectMethod

TheReformMovement

AudiolinguismandtheOralApproachTheCognitiveApproach

TheSilentWay

TheCommunicativeApproach

2013060723Theaudiolingualapproachfocusedmoreheavilyontheteachingofsegmentals,usingactivitieslikeminimalpairdrills,sentencerepetitions,anddialogues.Communicativeapproacheshavefocusedmoreonsuprasegmentals,movingstudentsbeyondthelevelofsinglewords.Today,amore“balanced”approach,includingimportantconsonantsandvowelsaswellassuprasegmentals,isrecommended2013060724Becauserhythmandintonationaffectmeaningindiscourseprofoundly,teachingthempromotesintelligibilityaswellasfluency.Wordstress(lexicalstress)isalsoimportantsincemisplacedstresscanmakeawordunrecognizable.Problemconsonantsandvowelsthatarefrequentorhaveahighfunctionalloadshouldalsobetaught(Catford1987,Brown1988,MunroandDenying2006).ahighfunctionalloadalowfunctionalloadmanypairsofwordsthatcontrastthesetwosounds.2013060725leave-livevsLuke-lookahighfunctionalloadmanypairsofwordsthatcontrastthesetwosounds.thevowelsinthepairleave-livearemoreimportantforstudentstolearnalowfunctionalloadAfewwordpairsthatcontrastthesetwosounds.thevowelsinthepairLuke-lookarelessimportantforstudentstolearn2013060726Acoursesyllabusthatincludesproblempronunciationtopicscoveringvowels,consonants,stress,rhythm,andintonationisappropriateforalllevelsofstudents.Theteachercanalternatetopics.2013060727Inchoosingtopicsforaparticularclass,theteachercaneitherstartwithadiagnostictesttoidentifyproblemareasorchoosetopicswhichposeproblemsformoststudents,.Ashortsampleofspontaneousspeechprovidesagoodsnapshotofastudent’spronunciationproblems:Problemswithrhythm(choppyorstaccatodelivery,unclearwordgroups,difficultylinkingwords),withintonation(inappropriaterises/fallsinpitch,lackofdiscoursefocus,generallevelofexpressiveness),andsegmentals(consonantsandvowels)willbeevident.2013060728Thechoiceofpronunciationtopicsshouldalsoreflectstudents’needsandgoals.Pronunciationworkcanbeintegratedwithothercoursework,providingreinforcementofvocabulary,content,andstructuresthatstudentsarealreadylearning.2013060729Pronunciationtextbooks–

ATYPICALLESSON1.Anintroduction,2.Controlledactivities,and3.Communicativeactivities.4.Homeworkactivities.2013060730Pronunciationtextbooks–

Atypicallesson1.Anintroduction-developsawarenessofthetopic;2.Controlledactivities-allowstudentstodevelopskill,opportunitiesleadingtoautomaticuse;nottheendofthelesson3.Communicativeactivities-focusonmeaning,pushingstudentstoapplytheirnewlearninginmorenormalspeakingtasks;4.Homeworkactivities2013060731

20130607322013060733《英語語音語調(diào)教程》英語語音教程(第2版)(附光盤)普通高等教育十一五國家級規(guī)劃教材全國普通高等學校優(yōu)秀教材一等獎（第一版）教育部新世紀網(wǎng)絡課程建設工程項目2013060734/jwc/bestcourse/kecheng/4/index.htm

2013060735EnglishPronunciation

forCommunicationAnOnlineCourseforChineseEFLlearners2013060736《英語語音》精品課程資料網(wǎng)，含課程的各種文件：/jwc/bestcourse/kecheng/4/index.htm；

《英語語音網(wǎng)絡課程》，含整個課程的講解與練習，是自成一體的英語語音自主學習的網(wǎng)絡課程：/Pronunciation/index.htm；《英語語音》課程課堂實錄，含課程課堂教學的全過程：/comments?uuid=8a833996-18ac928d-0118-ac929042-0382《英語語音語調(diào)》省級精品視頻公開課：/jwc/bestcourse/kecheng/49/index.asp

2013060737《英語語音語調(diào)教程》修訂版，王桂珍，高等教育出版社，2011（教育部“十一五”規(guī)劃教材）；《應用英語語音學》，王桂珍，高等教育出版社，2011（教育部“十一五”規(guī)劃教材）；TipsforTeachingPronunciation,《教學點津：語音教學實用方法》，LindaLane,清華大學出版社，20132013060738《英語語音語調(diào)教程》修訂版（教育部“十一五”規(guī)劃教材）王桂珍高等教育出版社20112013060739《應用英語語音學》（教育部“十一五”規(guī)劃教材）王桂珍高等教育出版社20112013060740TipsforTeachingPronunciation《教學點津：語音教學實用方法》LindaLane清華大學出版社20132013060741VarietiesofEnglishBritishEnglish(GeneralBritish,RP)AmericanEnglish(GeneralAmerican,GA)CanadianEnglishAustralianEnglishNewZealandEnglishIrishEnglish…2013060742Australianaccent/e?//a?/:neighbour,today/a?//??/:night,why/?//e/:land,damp/e//?/:bread,area2013060743GeneralAmerican(GA)

GeneralBritish(GB)Ifyouspeakit,youwillbeunderstoodbyallEnglishspeakers.Ifyouspeakit,youwillbeunderstoodbyallEnglishspeakers.Youhaveabetterchoiceofmovies,TVshowsandvideogamestolearntheaccentfrom.Thereareplentyofwell-knownBritishactorsandmoviesfullofBritishpronunciation.TheWebhasmoreGAcontentthanGBcontent.Thereareatleast10timesmorespeakersofGAthanofGB.ThebestEnglishdictionariesaremadeinBritainandfocusonRP.PeopleinBritainareneutraltowardsspeakersofGA.AmericansloveGB.IfyouspeakGBinAmerica,peoplewillthinkyouareintelligent.2013060744GoalforEnglishPronunciationlearningListeningComprehension:

--decodevarietiesofaccentsSpeaking:

--setatargetandkeeppracticing

2013060745Phonologicalcompetence:theabilitytorecognizeandproducethedistinctivemeaningfulsoundsofalanguage:consonantsvowelstonepatternsintonationpatternsrhythmpatternsstresspatternsanyothersuprasegmentalfeaturesthatcarrymeaning…2013060746Wheelthismeatoutofhere.Jake!Whatthehellisgoingonhere?Youthrowastickintheairaroundhere,…2013060747Wheelthismeatoutofhere.Jake!Whatthehellisgoingonhere?Youthrowastickintheairaroundhere,…2013060748EnglandwasatwarwithAmerica.2013060749wasatwarFig:“wasatwar”inthesentence“EnglandwasatwarwithAmerica”.--(Bynon-nativespeakerofEnglish)wasatwar

Fig:“wasatwar”inthesentence“EnglandwasatwarwithAmerica”.--(BynativespeakerofEnglish)AmplitudeAmplitudeAmplitudeanddurationofthephrase“wasatwar”incomparison2013060750Theappropriateuseofweakformsfrompretesttoposttest2013060751Fig:Thesyllablelengthsfor“dinnerparty”in“Who’scomingtothedinnerparty?”Theappropriateuseofweakformsfrompretesttoposttest2013060752QuestionsforEFLpronunciationteachers:Whatis“GoodEnglishPronunciation”?Whatisthepurposeforthecourse“EnglishPronunciation”?Whatisthefocusoflearningformystudents?Howcanwebecomemoreefficientinteaching?Metacompetence-orientedmodelwillmakeadifference!2013060753AnIntegratedModel

forEFLPronunciationTeaching

–ClassroomTeaching+IndependentLearning2013060754開始導入活動引入單元學習重點自主學習與探索網(wǎng)上資源、網(wǎng)絡課程聽覺訓練認知識別知識重構自主探究性學習理論探究元能力培養(yǎng)人機對話模擬交際練習課堂教學理論介紹與語言實踐強化學得對取得成績給予肯定提供指導對存在問題給予解答語言實踐活動展示英語語音基本功展示交際實踐活動展示師生評議教師講評單元小節(jié)結束發(fā)音實踐產(chǎn)出練習2013060755PhonologicalmetacompetenceforcommunicativecompetenceExplicitpronunciationtraining:im