A Study on The Present Situation and Countermeasures ofNon - English Majors' English Pronunciation 文档.doc

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1、A Study on The Present Situation and Countermeasures of Non - English Majors English Pronunciation非英语专业大学生英语语音现状浅析及对策研究Abstract: due to the fact that middle school English teaching has not paid enough attention to the teaching of English pronunciation, students have left behind a serious sequela. It

2、 is difficult for many students to spell words correctly, lacking basic knowledge of speech sounds such as liaison and explosion. Besides, students are also negatively affected in listening, vocabulary and reading. The present situation of English pronunciation in non English majors is expected to b

3、e improved if the teachers and students are paid attention to, and the corresponding countermeasures such as taking lessons, opening elective courses or strengthening the training of phonetic basic knowledge and cultivating good reading and listening habits are expected. Speech is the basis of maste

4、ring language and closely related to other aspects of language learning. It is the key to improving the overall level of language. Therefore, a correct understanding of pronunciation class is of great significance for improving the quality of English pronunciation teaching and learning, and promotin

5、g the improvement of English teaching and overall level. The author, starting with the importance of phonetic learning and the present situation of English pronunciation, analyzes the problems in the teaching and learning of English phonetics, and puts forward effective teaching methods in combinati

6、on with the teaching practice.Key words: English pronunciation; overall language level; teaching methods A segment; a segment; a non English major; a college student.First, the significance of English pronunciation learning and the present situation of College Students English pronunciation level.1.

7、 the significance of English Phonetic LearningEnglish pronunciation is closely related to the learning of English knowledge and skills such as vocabulary, grammar, listening, speaking, reading and writing. It has a different degree of influence on the mastery of the English knowledge and the improve

8、ment of the skills. Professor Faith said, without words, there is no vocabulary; there is no syntax without intonation. It is true that words and grammar are reflected by phonetics. For example, word stress can distinguish word meaning and word class. For example, there is a close relationship betwe

9、en the intonation and the grammar. Different tones can distinguish different syntactic functions. Different intonation groups have different grammatical structures. In order to improve the ability of listening and speaking, the learners should have a good phonetic basis, for example, to master the r

10、hythm of English discourse, which is essential to improve the degree of fluency and naturalness of English and the ability to decode Fast English listening. Voice not only affects the improvement of listening and speaking ability, but also contributes to the development of text reading comprehension

11、 ability. Speech system has cohesive function in English discourse. In order to improve reading ability and writing ability, we also need to master speech knowledge.At the same time, pronunciation has great influence on learners psychology. If the English language flow intonation is not good, the st

12、udents will not really feel the phonetic beauty of the English language. It is difficult to get the real language sense of English. It will make the learning of English stay on the shallow layer of language learning forever, and can not touch the cultural background of the language. It is also diffi

13、cult for students to keep the interest of learning English.2. college students English pronunciation level and problemsAt present, non English majors enter the university through the written examination. In middle school English learning, pronunciation teaching is not as important as vocabulary and

14、grammar teaching. Students phonetic knowledge is basically learned by imitating the teachers pronunciation or from the teachers oral theory. Because of the lack of language environment and the influence of dialect, geographical environment, economic foundation and educational development, the phonet

15、ic basis of college students from all over the country is uneven.College freshmen have received phonetic learning and training in secondary school. Where are their main phonetic problems? According to the authors reading test and analysis of the freshmen, it is found that although the students have

16、pronunciation problems on the phonemes, it is the main problem to master the rhythm of the accent. They are accustomed to pronounce each syllable, every word clearly, and are not accustomed to reading the unstressed syllable quickly and vaguely. For example, many students read the I think that he wa

17、nts to go with us. into Ithinkthathewantstogowithus. so that the accent is incorrect, the rhythm is unnatural, and the intonation is not used properly, which makes it difficult for the speaker to express his thoughts and feelings properly, and the listener is also difficult to obtain effective infor

18、mation and influence the communication effect. Lack of understanding of rhythm and tone of voice also brings down hidden diseases for students ability to acquire listening, speaking, reading and writing in the future. We say that there are great differences between the two languages in English and C

19、hinese. Some people have compared Chinese language with a string of beads. The tone of English sounds like the flow of streams. It is conceivable that a student who is accustomed to reading English in the tone of Chinese language will be directly affected by listening comprehension, oral expression,

20、 reading comprehension and speed. The result is that they cannot understand the idiomatic English spoken by others. Or you cant understand English. And reading is not easy to read.Two. The present situation and problems of College English Pronunciation TeachingSpeech teaching is very necessary in fo

21、reign language teaching at the university level. However, due to various reasons, people largely neglect or have no time to attend to college English pronunciation teaching and students pronunciation problems. Many colleges and universities have not set up a phonetic course for non English majors. S

22、ome of the College English textbooks currently used do not arrange voice exercises. Teachers who use such textbooks need to teach phonetics, so they have to choose their own content and materials. Due to the limitation of class hours and teaching process, teachers are unable to carry out systematic

23、and orderly training of students in regular voice classroom teaching mode. For students pronunciation problems, teachers mostly correct their pronunciation problems in basic English classes. On the one hand, the teacher does not have enough time to guide the students pronunciation. The students do n

24、ot pay enough attention to the phonetic problems. On the other hand, the students are not aware of the shortcomings of their own phonetics, and can not realize their pronunciation problems.Facing the current problems of College English pronunciation teaching and learning, we should carry out the res

25、earch on College English teaching, find a suitable teaching method for College English pronunciation teaching, and effectively improve the quality of pronunciation teaching.Three. The strategies and methods of College English Pronunciation Teaching1., we should clarify the contents and objectives of

26、 the speech teaching, and strengthen the teaching pertinence, especially the teaching of English rhythm and intonation.Some college English teachers pay attention to the correction of single phonetic, spelling and word stress in the limited pronunciation classroom, but ignore the other contents and

27、tasks in the teaching of phonetics. The result is that students are able to pronounce correctly, but they are also skilled in spelling, but their language flow is not smooth and their intonation is not clear. Therefore, teachers should not only focus on the correction of single phonemes and pronunci

28、ation of words, but also should work hard in teaching English rhythm and intonation.First, for English phonemes, college students have a certain knowledge of English phonemes, so the teaching of phonemes at the university stage should mainly focus on correcting the dark diseases of students pronunci

29、ation habits. Take the freshmen of our college as an example, students are not satisfied with some vowels. When you are pronouncing, you have mouth shape, tongue position is not in place, and even double or vowel consonant voiced or swallow. Cat/k t/ is often sent to /ket/ or even /ke/, heart/ha:t/

30、is /h /h t/, name /neim/ is made into /nem/. It is difficult to give a feeling of voice beauty. In addition, influenced by dialects, many students are unable to find out some difficult consonants such as / / / / / / / / / / / / /t/&, /d / / etc. It is necessary for the teacher to correct it with the

31、 graph of the tongue. For the phoneme practice, the teacher can prepare some tongue twisters or interesting dialogues for students to practice in class, and enhance the students control of their tongue position and mouth shape so that students can form good pronunciation habits.Second, English rhyth

32、m is the focus of College English pronunciation teaching. Learning content should include English sentence stress, weak reading and linking skills. Among them, sentence stress and weak reading are more complex, which is the key point in English rhythm teaching. Teachers should first enable students

33、to understand these rules, and then do communicative exercises in specific language environment. Teachers can read, oral composition, speech, dialogue and other forms of practice, so that students can correctly locate sentence stress in specific contexts and master 45 words in English which often ap

34、pear in weak form. This not only raises students English discourse ability, but also mastered English communicative strategies, thus improving their practical English ability.Third, learning English intonation should aim at cultivating students English language ability and practical ability. There a

35、re three basic intonation in English: falling tone, rising tone and rising tone. They play an important role in expressing thoughts and feelings. In order to allow students to understand different textual information and transfer different text messages, the teacher can design a variety of appropria

36、te situations to reflect the specific intonation pattern. Students are able to dialogue according to the situation provided by the teachers in order to deepen the understanding of various types of tone usage.2., boldly innovate, create a relaxed voice teaching environment, stimulate students interes

37、t and enthusiasm in learning phonetics, and teach them pleasure.In the teaching of College English pronunciation, we should try to transition from traditional phonetics to a new type of reading art course. As the teaching of the traditional phonetic course is mainly the teaching of cramming based on

38、 mechanical exercises such as reading and reading, the students are easy to feel monotonous, dull and dull. And the key to students learning pronunciation is still in practice, so this situation puts forward a new test for teachers teaching methods and contents. As the saying goes, interest is the b

39、est teacher. With interest, students will change their studies to study happily, and turn passivity into initiative. Therefore, we should cultivate and stimulate students interest in English pronunciation teaching. In the classroom, the teacher can choose some poetry, tongue twister, nursery rhyme,

40、song and so on, let the students practice or let the students listen, fully arouse the students interest and the enthusiasm of learning, and get the English sense of language in the edification of the beauty.Encourage competition and encourage timely. In the voice classroom, teachers should pay atte

41、ntion to the cultivation of students practical ability, provide more opportunities for them to participate, and organize activities to make them behave. A relatively easy competition mechanism can be set up to enable students to exert their potentials in a less stressful environment. In the usual ro

42、utine classroom teaching, students are willing to participate in small competitions, such as story telling, poem recitation, speech, play, film dubbing and so on, and ask students to choose their own performances. Each students form.Two. Research and design(1) experimental corpus and object of inves

43、tigation1 Guangxi college students English pronunciation test form (hereinafter referred to as the test form) covers the following three aspects: (1) phonemes and words read aloud; some of them are selected from Zhang Guanlins practical English pronunciation and intonation and college first grade En

44、glish phonetic Practice Handbook. (2) an easy to confuse phoneme discrimination. Lists 16 sets of phonemes that are easy to read and mix up, and the words containing these phonemes. (3) read the phrase and sentence aloud. This part mainly tests the phonetic features of students at the supra segmenta

45、l level, such as intonation, accent, pause and rhythm. The subjects were 2010 non English majors from a 211 university in Guangxi.2 to develop the questionnaire for the phonetic appearance of Guangxi college students native language (hereinafter referred to as the questionnaire). According to the pr

46、evailing theory of seven Chinese dialects, students are asked to fill in the places of origin and their dialects. These seven dialects are official dialects (Northern dialects), Wu dialect, Xiang dialect, Gan dialect, Hakka dialect, Cantonese dialect and Min dialect. Then 30 students from each diale

47、ct area were selected to investigate and analyze the commonness of English phonetic errors in different dialects. Among them, there were less than 30 students in Wu dialect and Min dialect area, and no statistics were included.(two) recording methodThe method of using the recording and recording of

48、the digital recorder. First, let the subjects be familiar with the materials investigated. Each person reads aloud for about 10 minutes at a medium speed, and we are also recording with an international phonetic alphabet at the scene and asking questions and questions in reading and recording.(three

49、) research methodsThis paper compares phonetic errors between two segments of voice and suprasonic, and studies the commonness of English pronunciation errors in different dialects. The analysis of vowel errors and consonant errors is carried out at the segmental level. On the supra segmental level, it analyzes the intonation, accent, pause and rhythm.People from different dialects will have different problems in the acquisition of English pronunciation, but at th