摘 要
语音，是语言的基础，是语言的物质外壳，是口语的基本物质单位。在英语教学逐渐成为小学教育中的一门主课之一的今天，英语语音教学尤其受到关注。语音教学的目的是要教会学生正确、流利地发音，以达到能正确地听懂别人的谈话和通过说来表达情意，进而促进读和写的能力的发展。论文旨在通过对小学英语教学中语音教学的现状的分析，发现问题并提出有效地解决方法，促进语音教学在小学英语教学中得以展开并取得成效，同时也为学生今后的英语学习打下一个坚实的基础。论文指出了现今的小学英语语音教学中存在的较为典型的三个问题：首先，学生本身受到已经形成的汉语语音系统的影响较大；第二，教师自身的发音缺陷；第三，教师对语音教学缺乏重视。这些问题的存在，阻碍了小学英语语音教学的顺利展开，也影响了学生对正确语音的习得。本文针对以上问题的分析，就音标教学、语调节奏教学、情境教学三方面教学中归纳出有效地解决方法及对策。本论文对于论题所探究的内容还存在着许多未涉及的方面，需要进一步探究。
关键词：英语教育；小学英语教育；语音教学
Abstract
Pronunciation, serves as the base and physical form of language, is the basic unit of spokenlanguage. As English became one of the subjects in current primary school teaching,pronunciation teaching has gained special attention. Pronunciation teaching aims to teachstudents the proper and fluent pronunciation so that they can understand others' talk and expressthemselves, then to further develop their reading and writing abilities. This paper attempts toanalyze the current problems of pronunciation teaching in primary school and raise someefficient solutions in order to help the implementation of pronunciation teaching in primaryschool English teaching, and lay a solid foundation for students' further English study. Thispaper points out three main problems in current pronunciation teaching. First, is the hugeinfluence of the acquired Chinese pronunciation system of students; second, is the pronunciationdefect of teachers; third, is the lack of attention of teachers. The existence of these problemsleads to block the development of pronunciation teaching and also affects the students'acquirement of proper pronunciation. The study comes to some efficient solutions in three mainaspects: phonetics teaching, intonation and rhythm teaching, and situation teaching. This paperleaves many aspects uncovered in discussing this topic for further study.
Keywords: English teaching; primary school English teaching; pronunciation teaching
TABLE OF CONTENTS
摘 要
Abstract
Chapter One Introduction
Chapter Two General Ideas of Pronunciation Teaching
2.1 Definition of pronunciation and pronunciation teaching
2.2 Importance of pronunciation teaching
2.3 Demands of pronunciation teaching given by the newcurriculum standards
Chapter Three Current Problems of Pronunciation Teaching
3.1 the influence of the acquired Chinese pronunciationsystem of the students
3.2 the pronunciation defect of teachers themselves
3.3 the lack of attention of teachers
Chapter Four Several Suggested Methods for Use inPronunciation Teaching
4.1 Phonetics teaching methods
4.1.1 the combination teaching method of alphabets andphonetics
4.1.2 the combination teaching method of alphabets,phonetics and vocabulary
4.1.3 the combination teaching method of phonetics andvocabulary
4.2 Intonation and Rhythm Teaching Methods
4.2.1 the summary of stress rules
4.2.2 the summary of rhythm rules
4.2.3 the summary of intonation rules
4.3 Situation teaching methods
4.3.1 tongue twisters teaching
4.3.2 chants and songs teaching
4.3.3 games teaching
Chapter Five Conclusion
REFERENCES
ACKNOWLEDGEMENTS
Chapter One Introduction
Pronunciation is an essential part of language and the base of language communication aswell. Having a good command of pronunciation is not only the need of English languagecommunication but also the pre-condition of learning English well. For many years, we havereached a consensus that pronunciation teaching is an essential part of language courses. Withthe development and popularization of the communication approach, people begin to highlightthe importance of English pronunciation in language teaching.
Famous professor, A. C. Gimson, pointed out that “to speak any language, a person mustknow nearly 100% of its pronunciation, while only 50% of its grammar and 1% of thevocabulary may be sufficient.”
Famous Chinese educator, Chundong Hu, pointed out that pronunciation teaching is thebeginning of the whole development of English teaching and the first priority of Englishteaching, it influences the following teachings ever since.
The New curriculum standards of English also pointed out that one of the key points ofEnglish teaching in primary school was to guide the students in forming good pronunciation, inorder to lay a solid foundation for further English learning and use.
Although pronunciation teaching is of great importance, and there are many studies ofpronunciation teaching, there also exists many current problems in pronunciation teaching,which obstructs its development as well. And it is necessary to find valuable solutions to theproblems, and to help the development of English pronunciation teaching, especially in primaryschool. This paper focuses on the main current problems like the influence of the acquiredChinese pronunciation system of students, pronunciation defects of teachers themselves, the lackof attention of teachers. It is hoped to find some useful solutions to the problems.
This paper is made up of five chapters. Chapter One is the introduction. Chapter Two is thegeneral ideas of pronunciation teaching. Chapter Three is the current problems of pronunciationteaching. Chapter Four is about several suggested methods for use in pronunciation teaching.
Chapter five is the conclusion.
Chapter Two General Ideas of Pronunciation Teaching
2.1 Definition of pronunciation and pronunciation teaching
Phonetics (pronunciation) of a language is the study and science of speech sounds, which isa branch of grammar, lexicology and so on. While pronunciation teaching is the way of teachingthe pronunciation of a language， which aims to help students solve the problems of thedifference between the words' pronunciation and pattern, in order to improve students' Englishreading and memory abilities.
This paper focuses on the English pronunciation teaching. Nowadays, pronunciation is heldto embrace three component factors, i.e., sounds, rhythm and intonation. But it's difficult todefine which is more important. However, it is known to all that to learn pronunciation well isnot only the need for communication, but also the base of learning English well.
During the primary school stage, the purpose of pronunciation teaching is to enable thestudents to know the word's form when hearing it, and know its pronunciation when seeing theword. Although it is not demanded so high for primary school students, it refers to many aspects.
2.2 Importance of pronunciation teaching
Pronunciation is the basic element among the language's three main elements,pronunciation, vocabulary and grammar. And pronunciation teaching is a significant aspect ofEnglish teaching. Through pronunciation teaching, students can not only pronounce the newlearned language properly, but also do some communication with others.
The accurate levels of pronunciation influence students' whole English learning levels. Ajoke shows that “How old are you?” “I'm thirty. And you?” “I'm dirty, too.” While the fact is“I'm thirty, too.” The pronunciation error shows the difference of [th] and [d]. A minimal errorresults in wild divergence, which makes people laugh and memorable. The importance ofpronunciation basic here get vivid embodiment.
To acquire good pronunciation is necessary for primary school students. Student whomanages to have a good pronunciation must be good at listening, speaking and reading English,and even can recite a text only after repeated reading. But student who is bad in pronunciationmay be extremely difficult in listening, speaking and reading, even can't spell the word when itis a little bit longer. He can not even read well, let alone recitation.
What's more, pronunciation is said to be one thing that can hardly be changed onceacquired. Thus can be seen the importance of pronunciation teaching especially in the early daysof English learning. Because the educators think that from six years old to twelve years old is thecritical period for children to acquire the second language, and to lay a good foundation ofEnglish pronunciation is even crucial during such years.
2.3 Demands of pronunciation teaching based on the newcurriculum standards
With the development of education, students are faced with higher study demands. The newcurriculum standards show the general purpose of pronunciation learning for the beginners inprimary school that, “simple rules of spelling should be understood; students should know thateach word has stress; pronunciation should be clear, and intonation should be natural”.
To further explain the new curriculum standards, there are also some detail targets ofpronunciation teaching and learning in different levels:
The targets of language skills show that in level one, “students can imitate the tape recorderto speak English”, in the secondary level, the speaking target is that, “students can pronounceclearly and express the feelings properly in oral English”, and the reading target is that, “studentscan read the simple words according to the spelling rules”.
The secondary targets of language knowledge shows five exact requirements forpronunciation:
1. know that the wrong pronunciation may affect communication;
2. know the pronunciation of each alphabet;
3. know the simple spelling rules;
4. know that each word has stress;
5. the pronunciation should be clear and the intonation should be natural.
Chapter Three Current Problems of PronunciationTeaching
3.1 the influence of the acquired Chinese pronunciation systemof the students
The primary students have formed the integrated Chinese pronunciation system since theywere born. But many differences between Chinese pronunciation and English pronunciationexisted. The primary students have been deeply affected by their acquired Chinese pronunciation,and can often lead to the following problems:
1). English vowel is pronounced incorrect
Under the influence of Chinese pronunciation, it is easy to make mistakes, i.e., the purevowels can't be pronounced completed, the diphthongs may be pronounced like pure vowels,because of the lack of true diphthongs in modern Chinese pronunciation. Many students can'tpronounce completely when pronouncing vowels, such as to pronounce bike [baik] as [bek],brown [braun] as [bra:n] and so on.
2). consonants are omission in English words' suffix
This situation also appears frequently in English classes. For example, the sound [m] in thesuffix of English words is often omitted by students, such as bedroom, bathroom, dining room.
3). adding vowels after consonants in English words' suffix
There aren't real suffix consonants in Chinese pronunciation, but most English words areended with consonants. So primary school students often add vowels to the suffix consonants,which is a common mistake. Such mistakes can mostly be found in the words ended with themorphemes [p], [b], [t], [d], [k], [g]. Students often want to add another morpheme to thesewords, such as pronounce the word “jacket” as the pronunciation of the wrong word “jackter”,add [?] behind the word, red [red] as reder [red?], jeep [ji:p] as [ji:p?], good [gud] as [gud?], i.e.
This situation may be easily ignored because it can't be heard unless with heart, that is whymany ways should be used to solve the problem.
4). rhythm error
In oral English, a completed rhythmic group is made up of a stressed syllable and theunstressed syllables before and after it. But in practicing spoken English, students always say theunstressed syllables in a long tone, which causes the lost of rhythm of a sentence.
3.2 the pronunciation defect of teachers themselves
Due to a suggestion of promoting English course in primary school passed in 2010, theEnglish teaching is spread extensively. At that time, many teachers flew over into the team ofEnglish teacher in primary schools, among when were many pluralistic and transferred teachers.
Some of them only received a short-time pre-job practice. So many teachers are rather pore inEnglish pronunciation that they are not qualified to teach English. There are two main problemsof teachers' pronunciation nowadays through research.
First of all, the main problem is the influence of one's accent of their dialect. Because of theinfluence of their local accent, teachers may pronounce English with heavy accent, whichobstructs the formation of students' good pronunciation and intonation. The pronunciation of [r]and [l], [n] and [l] are the two biggest problems. For example, the word room [ru:m], manypeople with accent often pronounce [lu:m]; word night [nait], many people with accent oftenpronounces [lait].
Secondly is the confusion of pronunciation between British English and American English.
British English and American English are two different kinds of variants of English, they aredifferent in pronunciation. In our country, English teaching always adopt the representativepronunciation of British English ---- RP (Received Pronunciation). What's more, the Oxfordprimary school English textbooks are mainly used nowadays, but many teachers still use GA(General American English) or even mix the two pronunciations together. Such as the word class,in RP it pronounces [klɑ:s] while in GA it pronounces [klaes]; word bathroom, in RP itpronounces ['bɑ: θrum] while in GA it pronounces ['baeθrum], for GA hasn't got [ɑ:]. Anotherexample, word tomato, in RP it pronounces [t?'mɑ:t?u] while in GA it pronounces [t?'meit?u]. Inclass, teacher reads in GA, the tape recorder says in RP, thus the students accepted two differentpronunciations at the same time, which often causes them in trouble in acquisition andcommunication. Students may cause problems like recognition pronunciation errors in listeningpractice, mix of the two pronunciations in oral English and can hardly manage to acquire pureRP pronunciation. This situation goes against the rules “ lay good foundation of pronunciationand intonation” pointed out by the new curriculum standards.
3.3 the lack of attention of teachers
As is the best to form standard pronunciation in the beginning of studying a new language,teachers should pay much attention to pronunciation teaching. Efficient pronunciation teachingmay be a useful tool for students' further English learning. Normally, to find students'
pronunciation difficulties and to help students check their learning outcomes in time can makesure that the pronunciation teaching task is fully implemented, find the defects and wrong pointsin pronunciation teaching process, adjust the teaching methods and use the more efficientteaching methods in time. But many teachers don't pay much attention to pronunciation teaching,which is another serious problem on pronunciation teaching in primary school.
In China, there are too many students studying together in the same class, and languagelearning need lots of oral practice, so teacher can't manage to check every student'spronunciation errors at the same time. Some of the teachers let the students' pronunciationsmistakes by, which causes potential threaten to the further development of pronunciationteaching and learning. Here points out some obvious errors the students are easy to make. Asvoiced consonants are often pronounced as voiceless consonants, such as [?] [θ] and [?] are thethree most easily wrong sounds. [?] [θ] [?] are the most unfamiliar ones, and can't be found inChinese pronunciation, so some students may find the familiar sounds to help pronounce them.
So we often heard that some students or even teachers with pore pronunciation may pronounce[θ] as [s], [?] as [z], and [?] as [j], for example, the words thanks, those, pleasure. Anotherquestion is that there are consonant clusters among the English syllables, the students areunfamiliar with such pronunciation, so they may add [?] or [i] among the clustered consonants,for example black [blaek] may be pronounced as [b?laek], little ['litl] may be pronounced as ['lit?l]and so on.
Chapter Four Several Suggested Methods for Use inPronunciation Teaching
4.1 Phonetics teaching methods
There are 24 out of 48 morphemes existing in phonetics, so to teach alphabets with somerelated pronunciation knowledge can lay a solid basic foundation for further pronunciationteaching and learning. On the other hand, teachers can help form good pronunciation learninghabits and strategies for students. In the primary school period, the main method forpronunciation learning is imitation. Teachers guide students to do much imitative practice on thebasis of a great amount of listening practice at first, but shouldn't teach the language knowledge,pronunciation rules or any regular terms. The best way is to let the students practice enough, inorder to foster their language sense and promote their pronunciation levels.
The most classical sample of students who are beginners in studying English is that theyoften use Chinese words to sign for the new learnt words in order to remember their way ofpronunciation, such as rose----(肉丝)，nice----（那爱丝），goodbye----（古的拜），I loveyou----（爱老虎油） and so on. That is a really normal problem in Chinese English learningfor a long time.
Here listed three main methods useful for English pronunciation teaching in primary school.
4.1.1 the teaching method of the combination of alphabets and phonetics
The first method of phonetics teaching methods is suggested to be the combination teachingmethod of alphabets and phonetics, which means to learn English pronunciation with the help ofalphabets teaching method. That is to say, teachers emphasis on the pronunciation of alphabetsand let the students learn the pronunciation of English alphabets in order to learn thepronunciation of English phonetics at the same time. That is because most of the Englishphonetics exist in English alphabets, teachers can teach most of the phonetics' pronunciationafter teaching the pronunciation of English alphabets. For example, we can learn thepronunciation of k [kei] after we learnt the pronunciation of a [ei], we can say a chant like, “k, k,[kei]”. While we are learning the new alphabet k, we can review the pronunciation of the vowel ---- [ei], and the students may know that the vowel [ei] exists in the alphabet.
Often we have two main methods in grasping the pronunciation of English alphabets.
First is listening. Listening is the first step of learning pronunciation, and is the basis ofimitation. The quality of hearing influences the result of imitation directly, so the teachers'
pronunciation must be correct and clear. The speed should be appropriate, too. It can be slow atthe beginning and set an example with the normal speed. In teaching some sounds difficult inpronunciation, teaching should explain the shape of the mouth, the position of the tongue, themain points, method and skills of pronunciation while pronouncing.
Secondly is imitation. To imitate pronunciation is the most basic and efficient way oflearning alphabets and is the best way in testing if one can catch and distinguish what he/ sheheard. Teachers should encourage students' in forming a good pronunciation with the help ofvivid forms, intuitive metaphors, understandable language or kinds of body language. Studentsalso need to have plenty of practice.
4.1.2 the teaching method of the combination of alphabets, phonetics andvocabulary
Here is the second useful method for pronunciation teaching. The combination teachingmethod of alphabets, phonetics and vocabulary means to teach some vocabulary or some simplewords which fit the basic English pronunciation rules together while teaching alphabets andphonetics together, which can enable students to grasp some simple words while learning somepronunciation of alphabets and phonetics. We can take the alphabet “e” for an example, “e” inwords like “we”, “he”, “she” are all pronounced [i:]. Another example, “a” in words “grade”,“name”, “eraser” are all pronounced [ei]. Students can come up with some simple pronunciationrules of common alphabets from the alphabets study.
4.1.3 the teaching method of the combination of phonetics and vocabulary
Words are the combination of sound, form and meaning, which are the three necessaryelements for vocabulary teaching. The pronunciation of words is not only related with phonemes,but also related with the spelling among the phonemes. Words' spelling is closely related to itspronunciation, so it is necessary for students to grasp some knowledge of spelling skills andspelling rules. Teachers had better teach single sound with spelling, in order to obey the rule ofcombination with teaching language knowledge with fostering language skills, so that it can helpstudents with their further English study.
Another important announcement is the pronunciation of monogram. To grasp thepronunciation rules can help students learn new words by themselves, so that they can be mucheasier in studying and remembering English vocabulary. Teacher can use the method of first partthen gather, first summarize then deduct to teach monogram. That is to say, when students meetthe words containing monograms, teachers should point them out to draw their attention, aftermany similar examples, sum up the rules of the pronunciation of monogram or let them sum upthe rules themselves, then let them recall the words which contain the same pronunciation of thesame monogram. After those procedures, students may remember them deeply.
4.2 Intonation and Rhythm Teaching Methods
English is an intonation language. The English intonation takes up an especially importantposition. Different intonation of the same sentence may have different meanings. For example,the sentence “come on” have lots of different meanings in different intonation. On the contrary,Chinese is a tone language. Although intonation can modify words and express one's feelings,Chinese words mainly differ each other based on tone. For example, the words “妈”, “麻”, “马”,“骂” have the same pronunciation, but they are different in meaning because of their differenttones. But English syllables only differ in stressed and unstressed. Here are there main methodsof intonation and rhythm teaching methods.
4.2.1 the summary of stress rules
As English is an intonation language, it is especially obvious in stress and rhythm. If muchattention is paid, it may sound more moving. Teachers should find the stress rules for students,find the binding point of students' interest and reading practice materials in any practice period,so that the students' learning passion can be aroused and kept everlastingly. But many studentscan't find the stress properly even in polysyllables, for example, the word “interesting”, thestress of which is at the first syllable, but many students are mistaken in thinking that its stress isat the second syllable. Another example, it's hard for students to devise teens and dozens innumeral words, like “thirteen” has two stresses while “thirty” has only one stress. What's more,students often lengthen the last sound of the words or sentences while reading because of thelack of attention of their stresses.
4.2.2 the summary of rhythm rules
English is also a stress-timed language, but Chinese is a syllable-timed language. In English,the polysyllables and sentences often base on stressed syllable assist on unstressed syllable,stress and unstressed syllables occur alternately, in order to form the rhythm. That is the Englishrhythm. The rhythm of English sentences is the most important character of English. It can notonly explain the melody of the language, but also highlight the main points of the words said bythe speaker. But affected by Chinese pronunciation, students can read the monosyllablescorrectly, but poorly in polysyllables, word groups and sentences. If the volume and theintonation of a sentence are the same, it may not sound authentic.
4.2.3 the summary of intonation rules
In normal English teaching, teachers always focuses more on the pronunciation ofvocabulary, but students' knowledge of intonation of sentences are often ignored. Take thesentence “What time is it?” for example, most of the students read this sentence senseless andwithout emotion, just like reading a passage without literary grace. So teachers should giveenough chances to the students in order that they can listen and imitate to the language more. Sothat the students can grasp the correct intonation, speak English with emotion, and speakauthentic spoken English.
4.3 Situation teaching methods
Albert Einstein said, “Interest is the best teacher”. So only with the interest in learning canproduce power and feel the fun of learning pronunciation. Situation teaching method must be oneof the most recommended teaching methods. Teachers should create lots of English learningsituations, which are actual and close to students' life experience so that they can understandeasily and reach twice the result with half the effort in English learning. In carrying out theEnglish pronunciation teaching, it is better for teachers to teach with English in the class, so thatthe students can lay a solid foundation of pronunciation. Teachers had better speak English asmuch as possible in the class with their best pronunciation and intonation, to create a goodEnglish speaking situation for the students.
4.3.1 tongue twisters teaching
In English classes, using English tongue twister is a good way for teachers to communicateand share their happiness in teaching and learning English with students and is also a useful wayto arouse students' interests in English learning. For example, in teaching the pronunciation of“a” in closed syllable, it is pronounced [ae], then teacher can draw a picture and use a tonguetwister like “Here's a cat , wearing a hat , sitting on a mat ,and watching a rat ”, studentssay it together with beautiful rhythm and clap their hands together while saying. Students mustbe glad in studying in such situation, and they must be active in learning and remember theteaching contents deeply.
Although many teachers think the speaking speed of tongue twisters are fast and can easilybe confused, it is actually a good way in teaching and learning English pronunciation. If only theteachers' painstaking research with plenty of attention in the class, the students' learninginterests can easily be aroused and the pronunciation teaching can be much easier and happier forboth teachers and students.
4.3.2 chants and songs teaching
English chants and songs reflect the art of pronunciation, which are all in strong rhythm andthe rhythm itself is the art of speech. It can not only help students learn to master speech, but alsohelp students to identify the distinction between similar sounds. Chants and songs are easy tolearn and remember, they are good forms of teaching pronunciation. In daily English teaching,some of the learnt and simple chants and songs can be elected, the teaching contents can also becompiled into a new song with new lyrics entered, so that students can accept the newknowledge in a relaxed atmosphere. However, the number of the chants and songs that can beused directly is of the limited amount and writing songs is a more difficult work. Thus, to usechants and songs for pronunciation teaching needs certain conditions.
We often write chants and songs with phonetics, new words or some words which aresimilar in pronounce. Here are some examples for low-grade pupils' pronunciation teaching. As[ae] is difficult to pronounce for students, we can chant like: “dad, dad 是爸爸，咧开大嘴发”；“小朋友们，[ts], [dz], [ts], [dz], 一对好朋友”； “我是[ai], 你是[ju:], 老虎捕食张大嘴，[au], [au], 啃骨头”…
4.3.3 games teaching
German educator Froebel said, “Playing games are the characteristics of children's activities,through games, children's inner feelings and inner lives can become independent and externalperformance, in order to gain pleasure, freedom and satisfaction, and maintain the internal andexternal balance. Children's playing games is often accompanied by the expression language,which contributes to children's language development.” The international practice also showsthat scientific teaching with playing games benefit the pronunciation teaching a lot, but thesimply pronunciation teaching and learning is boring and tasteless. According to thephysiological and psychological characteristics of the primary school students and thecharacteristics of primary school English curriculum, it is necessary for teachers to teach Englishpronunciation in a scientific way.
Here are some good examples of game teaching method.
1. What's missing?
Prepare 4-6 cards of phonetics, leave 10s to the students, then hide one, ask the students“What's missing?”, then award the student who gives the right answer.
2. read lips and guess phonetics
Teachers themselves or ask one student to “read” a phonetic with no sound, let the otherstudents guess the right phonetic according to the shape of the mouth, award the student who isthe fastest and pronounces best.
3. reorganization games
Divide the students into groups of four, give each group several vowel phonetics andconsonant phonetics, let them make words using given phonetics, then read the words out loudly.
Award the group which makes the largest amount of words and pronounces standard.
Games are the methods loved by students. It can not only stimulate the students' interest inpronunciation learning, but also can mobilize their enthusiasm, develop their intellectual,promote their memorization, and help them grasp the pronunciation knowledge.
Chapter Five Conclusion
Pronunciation teaching is an essential link in primary school English teaching.
Pronunciation is the basis of a language, and pronunciation teaching is the base of the wholeforeign language teaching. Pronunciation teaching gains the special recognition in primaryschool teaching, and help to lay solid foundation for children's English teaching. This paper canhelp us to know some current problems of pronunciation teaching and some useful solutions forefficient pronunciation teaching. As we want to make the English pronunciation teaching inprimary school more efficient and let the primary school students possess standard pronunciation,much more researches need to be made into practice.
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ACKNOWLEDGEMENTS
On the completion of my paper, I would like to express my deepest gratitude to all thosewho helped me.
I am greatly indebted to my supervisor, Miss B, for her valuable instructions andsuggestions on my paper as well as her careful reading of the drafts.
I would like to take this opportunity to express my sincere gratitude to all the teachers whohave taught me and helped me during the years of my study in Changshu Institute of Technology.
Thank all of my friends, classmates and especially my parents. They also give me a lot ofsuggestions and helps. I can never finish this paper without their help.
