杨丽论文“表音密码”教学法在提高农村高一学生英语词汇拼读效率方面的运用

1、Enhancing English vocabulary pronouncing and spelling through the application of “Orthographic Cipher” approach in a Rural Senior One High School“表音密码”教学法在提高农村高一学生英语词汇拼读效率方面的运用中文摘要 英语是世界通用语言，目前在全球范围内是使用最多的交际语言，词汇学习是英语学习者学习英语的一个重要的组成部分。众所周知，正确拼读英语单词是英语词汇学习的重中之重。有关事实表明，大多数农村高一学生虽然学了五六年英语（小学三年级开始），但他们在

2、英语单词拼读方面依然有很大困难。毫无疑问，英语单词拼读能力的薄弱，直接阻碍着学生在英语其它方面的学习。为什么学生不能有效地拼读英语单词？如何改进英语词汇教学，采取更科学有效的教学方法激发学生的积极性和主动性？这个问题一直困扰着笔者。这是否与英语语音的学习方法和学习策略有关？目前还在农村学校流行的“国际音标”语音教学法是否符合英语文字的本质？语音训练新方法“表音密码”教学法是否能够提高农村高一学生拼读英语单词的效率？“表音密码”作为一种不同于“国际音标”的语音教学法，也许能更好地适应中学英语教学的要求，能够使学生有效地读写记忆英语单词。带着这个愿望，笔者开始了这次研究。首先阐述了词汇教学的的重要

3、性，然后对国内教授英语单词拼读的现状进行了分析，迫切地感到上述问题有必要进行研究。接着本文通过回顾国内外在学习策略及单词拼读教学方法上的诸多研究，发现各种方法各有优缺点，但都不是从英语文字本质出发，效率低。因而，笔者针对河南省农村一所高中的一年级学生进行了“表音密码”方法在单词拼读中的运用方面的研究。论文提出两个假设：“表音密码”语音教学法能够提升农村高一学生的英语单词的拼读能力；英语单词拼读能力的提高能够带动学生在英语其它方面学习能力的提高。为了验证这些假设，笔者采用河南省某农村中学高一年级两个平行班作为研究对象，一个实验班，一个对照班。 实验班采用“表音密码”教学法训练学生拼读单词，对照班

4、采用“国际音标”教学法训练学生拼读单词。实验结束后，经过两个班的前后测成绩和问卷数据的spss分析，结果表明受培训的实验班在后测中，假词朗读和拼写测试明显优于对照班；“表音密码”教学法比“国际音标”教学法更能有效提高高一学生的英语单词拼读能力，也证明接受“表音密码”教学法进行培训的学生极大地提升了学习英语的自信心和主动性，从而也在很大程度上带动了学生在英语整体学习能力的提高。最后，论文总结了本教学实验的阶段性后果，提出了运用“表音密码”教学法进行单词拼读教学的两点建议：1. 在学习英语的任何阶段，即使是在已有六年英语学习基础的高中阶段，英语教师都要从英语是表音文字这个本质特点出发，对学生进行“

5、表音密码”方法的训练，提高学生的英语单词拼读能力。2. 教师应该结合实际所用教材，经常性地对学生进行“表音密码”方法的训练，帮助学生更实际有效地学习英语词汇，增加词汇量，为英语学习打下坚实的基础，从而带动学生英语学习的全面提高。 关键词：“表音密码”教学法，英语词汇的拼读能力，农村中学。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