英语语音课程建设—教学理念与教学方法

1、201306071EFL Pronunciation Teaching in the China Context Theories & Course Design 英语语音课程建设教学理念与教学方法Wang GuizhenGuangdong University of Foreign Studies 201306072 The teaching of pronunciation: at-odds with the teaching of grammar and vocabulary Coming in and out of fashion as various progressive

2、movements in language acquisition have prevailed. 201306073 A renewed recognition that pronunciation is a crucial element of effective communication Pronunciation teaching belongs in mainstream, communicative ESL classrooms. ESL students place a high priority on instruction in pronunciation. 2013060

3、74 Pronunciation is intimately linked to other oral/aural skills, both influencing and influenced by listening comprehension and fluency. “speech loop between speaker and listener” (Gilbert) 201306075 Many important features of pronunciation is relatively straightforward: Features having the greates

4、t impact on comprehensibility, Features difficult for Chinese EFL learner, Features of high priority to learners, and Features easiest to teach. 201306076There is a dream.There is a need.There is a must.- To improve intelligibility - To enhance listening fluency-To speak like a native speaker-To bec

5、ome more effective in oral communicationWhy EnglishPronunciation?2013060771. Goal Setting in Chinese EFL Pronunciation Teaching & Learning A native-like accent is not a realistic goal, nor is it a necessary one for effective communication in English. More realistic pronunciation goals: Intelligi

6、bility, Confidence in speaking, A reduction of accent features that distract the listeners attention from intelligible messages (Morley 1994, Gilbert 1980, Celce-Murcia et al. 1996). 201306078 Intelligibility and Comprehensibility Intelligibility the degree to which a listener can recognize words, p

7、hrases, and utterances comprehensibility the ease with which listeners can understand a nonnative speaker: Comfortable intelligibility 201306079 The goal of intelligibility is uncontroversial: Without intelligibility, communication is impossible. Errors with pronunciation and word choice are the two

8、 types of errors most likely to make a student incomprehensible (Gass and Selinker 2001, 266). Grammatical errors, such as omitting the past tense in a sentence (e.g., *Last night I go to a movie) rarely lead to unintelligibility. 2013060710 Features of pronunciation with the greatest impact (interm

9、ediate and advanced ESL learners) : Accurate use of suprasegmentals (stress, rhythm, and intonation) appears to have a greater impact on intelligibility assessments by native listeners than accurate pronunciation of consonants and vowels (see, for example, Anderson-Hsieh et al. 1992, Derwing, Munro

10、and Wiebe 1998, Hahn 2004). 20130607112. Factors Affecting L2 Pronunciation Learning Age and Social-Psychological Factors Exposure and Use Native-Language Background and Linguistic Universals Personality Fossilization20130607122. Factors Affecting L2 Pronunciation Learning Age and Social-Psychologic

11、al Factors A “critical period” for learning a language natively; Adults having a deeper and stronger attachment to their native culture; Adults greater cognitive abilities less effective in learning a new pronunciation 20130607132. Factors Affecting L2 Pronunciation Learning Exposure and Use Amount

12、of exposure Extent to which they use it 20130607142. Factors Affecting L2 Pronunciation Learning Native-Language Background and Linguistic Universals The native-language sound system affects how learners pronounce English and how they hear it including consonants, vowels, stress, rhythm, intonation,

13、 and voice quality. peach : pitch 2013060715 Similarities between a native language and English can either facilitate or hinder learning. 2013060716 Universals are features of language that are in some sense easier, more natural, more common in languages, or typical of children learning their first

14、language less marked : more marked for describing the relative ease or difficulty of related features of pronunciation 2013060717 The native language background(s) of students should influence the choice of pronunciation topics addressed in the classroom. Difficulty with specific consonants depends

15、heavily on native language. Difficulties with English vowels are widespread. Difficulties with stress, intonation, and rhythm are even more widespread. 20130607182. Factors Affecting L2 Pronunciation Learning Personality Outgoing, sociable learners are said to have an advantage over introverted, shy

16、 learners in acquiring oral-aural skills, including pronunciation. A relaxed classroom atmosphere should also foster pronunciation 20130607192. Factors Affecting L2 Pronunciation Learning Fossilization: fossilization or stabilization to plateau, perhaps permanently, after a number of years Various c

17、auses of fossilization: LI interference, motivation, learners goals or needs, and age, etc.20130607203. EFL Pronunciation Teaching：What and How Pronunciation should be taught to all levels of students as long as intelligibility, distracting pronunciations, and lack of confidence in speaking are issu

18、es. Pronunciation improvements occur slowly Because improvements are gradual and often piecemeal, students benefit from reviewing or recycling old topics. 2013060721Two general approaches An Intuitive-imitative approach. This approach assumes that a students ability to listen to and imitate the rhyt

19、hms and sounds of the target language will lead to the development of an acceptable threshold of pronunciation without the intervention of any explicit information. An analytic-linguistic approach. This approach recognises the importance of an explicit intervention of pronunciation pedagogy in langu

20、age acquisition. 2013060722 The Direct Method The Reform Movement Audiolinguism and the Oral Approach The Cognitive Approach The Silent Way The Communicative Approach 2013060723 The audiolingual approach focused more heavily on the teaching of segmentals, using activities like minimal pair drills, s

21、entence repetitions, and dialogues. Communicative approaches have focused more on suprasegmentals, moving students beyond the level of single words. Today, a more “balanced” approach, including important consonants and vowels as well as suprasegmentals, is recommended 2013060724 Because rhythm and i

22、ntonation affect meaning in discourse profoundly, teaching them promotes intelligibility as well as fluency. Word stress (lexical stress) is also important since misplaced stress can make a word unrecognizable. Problem consonants and vowels that are frequent or have a high functional load should als

23、o be taught (Catford 1987,Brown 1988,Munro and Denying 2006). a high functional load a low functional load many pairs of words that contrast these two sounds. 2013060725leave-live vs Luke-look a high functional load many pairs of words that contrast these two sounds. the vowels in the pair leave-liv

24、e are more important for students to learn a low functional load A few word pairs that contrast these two sounds. the vowels in the pair Luke-look are less important for students to learn 2013060726 A course syllabus that includes problem pronunciation topics covering vowels, consonants, stress, rhy

25、thm, and intonation is appropriate for all levels of students. The teacher can alternate topics.2013060727 In choosing topics for a particular class, the teacher can either start with a diagnostic test to identify problem areas or choose topics which pose problems for most students,. A short sample

26、of spontaneous speech provides a good snapshot of a students pronunciation problems: Problems with rhythm (choppy or staccato delivery, unclear word groups, difficulty linking words), with intonation (inappropriate rises/falls in pitch, lack of discourse focus, general level of expressiveness), and

27、segmentals (consonants and vowels) will be evident. 2013060728 The choice of pronunciation topics should also reflect students needs and goals. Pronunciation work can be integrated with other coursework, providing reinforcement of vocabulary, content, and structures that students are already learnin

28、g. 2013060729Pronunciation textbooks A TYPICAL LESSON 1. An introduction, 2. Controlled activities, and 3. Communicative activities. 4. Homework activities. 2013060730Pronunciation textbooks A typical lesson 1. An introduction - develops awareness of the topic; 2. Controlled activities - allow stude

29、nts to develop skill, opportunities leading to automatic use; not the end of the lesson 3. Communicative activities - focus on meaning, pushing students to apply their new learning in more normal speaking tasks; 4. Homework activities2013060731 20130607322013060733英语语音语调教程英语语音语调教程 英语语音教程(第2版) (附光盘)

30、普通高等教育十一五国家级规划教材 全国普通高等学校优秀教材一等奖（第一版） 教育部新世纪网络课程建设工程项目2013060734http:/ 2013060735English Pronunciation for Communication2013060736英语语音精品课程资料网，含课程的各种文件：http:/ 英语语音网络课程，含整个课程的讲解与练习，是自成一体的英语语音自主学习的网络课程：http:/ 英语语音课程课堂实录，含课程课堂教学的全过程：http:/ 英语语音语调省级精品视频公开课：http:/ 2013060737 英语语音语调教程修订版，王桂珍，高等英语语音语调教程修订版，

31、王桂珍，高等教育出版社，教育出版社， 2011 2011（教育部（教育部“十一五十一五”规划规划教材）；教材）； 应用英语语音学，王桂珍，高等教育出版应用英语语音学，王桂珍，高等教育出版社，社， 2011 2011（教育部（教育部“十一五十一五”规划教材）；规划教材）； Tips for Teaching Pronunciation, 教学点津：教学点津： 语音教学实用方法，语音教学实用方法，Linda Lane, 清华大学清华大学出版社，出版社，20132013060738英语语音语调教程修订版英语语音语调教程修订版 （教育部（教育部“十一五十一五”规划教材）规划教材）王桂珍王桂珍高等教育出

32、版社高等教育出版社 20112013060739应用英语语音学应用英语语音学 （教育部（教育部“十一五十一五”规划教规划教材）王桂珍材）王桂珍高等教育出版社高等教育出版社 20112013060740Tips for Teaching Pronunciation教学点津：教学点津： 语音教学实用方法语音教学实用方法Linda Lane清华大学出版社清华大学出版社20132013060741Varieties of English British English (General British, RP)American English (General American, GA)Canadia

33、n English Australian EnglishNew Zealand EnglishIrish English 2013060742Australian accent/e/ /a/: neighbour, today/a/ / /: night, why/ /e/: land, damp/e/ /: bread, area2013060743General American (GA) General British (GB)If you speak it, you will be understood by all English speakers.If you speak it,

34、you will be understood by all English speakers.You have a better choice of movies, TV shows and video games to learn the accent from. There are plenty of well-known British actors and movies full of British pronunciation.The Web has more GA content than GB content.There are at least 10 times more sp

35、eakers of GA than of GB. The best English dictionaries are made in Britain and focus on RP. People in Britain are neutral towards speakers of GA.Americans love GB. If you speak GB in America, people will think you are intelligent.2013060744Goal for English Pronunciation learningListening Comprehensi

36、on:- decode varieties of accentsSpeaking:- set a target and keep practicing 2013060745Phonological competence: the ability to recognize and produce the distinctive meaningful sounds of a language: consonants vowels tone patterns intonation patterns rhythm patterns stress patterns any other suprasegm

37、ental features that carry meaning 2013060746 Wheel this meat out of here. Jake! What the hell is going on here? You throw a stick in the air around here,2013060747 Wheel this meat out of here. Jake! What the hell is going on here? You throw a stick in the air around here,2013060748F ig 9 : E n g la

38、n d w a s a t w a r w ith A m e ric a . (B y n o n -n a tiv e s p e a k e r o f E n g lis h ) F i g 1 0 : E n g l a n d w a s a t w a r w i t h A m e r i c a . ( B y n a t i v e s p e a k e r o f E n g l i s h ) England was at war with America. 2013060749 was at war Fig: “was at war” in the sentence

39、 “England was at war with America”. - (By non-native speaker of English) was at war Fig: “was at war” in the sentence “England was at war with America”. - (By native speaker of English)AmplitudeAmplitudeAmplitude and duration of the phrase “was at war” in comparison2013060750The appropriate use of w

40、eak forms from pretest to posttest2013060751Fig: The syllable lengths for “dinner party” in “Whos coming to the dinner party?” The appropriate use of weak forms from pretest to posttest2013060752Questions for EFL pronunciation teachers:What is “Good English Pronunciation”?What is the purpose for the

41、 course “English Pronunciation” ?What is the focus of learning for my students?How can we become more efficient in teaching?Metacompetence-oriented model will make a difference!2013060753An Integrated Model for EFL Pronunciation Teaching Classroom Teaching + Independent Learning2013060754开始开始导入活动导入活

42、动引入单元学习重点引入单元学习重点自主学习与探索自主学习与探索网上资源、网络课程网上资源、网络课程听觉训练听觉训练认知识别认知识别知识重构知识重构自主探究性学习自主探究性学习理论探究理论探究元能力培养元能力培养人机对话人机对话模拟交际练习模拟交际练习课堂教学课堂教学理论介绍与语言实践理论介绍与语言实践强化学得强化学得对取得成绩给予肯定对取得成绩给予肯定提供指导提供指导对存在问题给予解答对存在问题给予解答语言实践活动展示语言实践活动展示英语语音基本功展示英语语音基本功展示交际实践活动展示交际实践活动展示师生评议师生评议教师讲评教师讲评单元小节单元小节结束结束发音实践发音实践产出练习产出练习2013060755Phonological metaco