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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-07-27编辑:lgg点击率:4055
论文字数:37600论文编号:org201307271535134431语种:英语 English地区:中国价格:$ 66
摘要:这项研究作出了巨大的努力,做了详细的研究,希望能找出一些有价值的发现反冲洗的拼音NMET中的项目使用不同的剂量率仪。研究结果可能有助于提高设计和内容,在陕西省的高考英语。
Chapter 2 Literature Review
This chapter will first report a relevant theory on the development of Englishphonetic teaching to present its current teaching situation in the world. Then the studieson backwash will be reviewed for the purpose of discussing the effect of the phoneticitems in the NMET of Shaanxi Province on high school phonetic teaching.
2.1 The Development of English Phonetic Teaching and Its Current Situation
Since 1950s,phonetic teaching has experienced great changes, swinging with thestudies of second language learning and acquisition, as well as the development ofpedagogical theories. At present, it has laid its stress on ‘suprasegmental elements' suchas stress, rhythm and intonation instead of 'segmental elements' phoneme andwords sound. The approaches of listening and repeating, mechanical drills and errorcorrection, etc, have been replaced by meaningful and communicative practice. Thefollowing is the review of the theory and practice on phonetic teaching.
1) Second language phonetic teaching in 1950s-1960s
In 1950s-1960s,‘Mimicry and memorization' were popular approaches inlanguage teaching and learning. For phonetic teaching, teachers paid more attention tothe training of students' capabilities of listening,distinguishing and pronouncing. First,students were trained to listen and distinguish phonemes, then vowels, consonants,finally words and phrases. Such training would be repeated over and over again untilstudents could imitate the language samples given by teachers accurately (Murphy,2003). Any errors must be corrected in an instant.There exist disadvantages for this kind of ‘bottom-up’ teaching method ofphonetics. Firstly,the drill of 'Listen and repeat' largely relies on students' learninglanguage aptitude. If a student doesn't have a strong ability of discriminating mostphonetic category, it is hard for him to be an articulate and accurate speaker evenlistening and repeating for thousands of times (Kenworthy, 1987). Secondly,even though this approach can make students pronounce accurately after a-long-time simpledrill,it is not an easy task for them to transfer such ability into actual language use.Finally, strict error correction is likely to give too much pressure to students' learning,adding extra loads to their psychology, which will cause difficulties of phoneticlearning.
Chapter Three Research Design.......... 35-39
3.1 Research Questions.......... 35
3.2 Subjects ..........35-36
3.3 Instruments.......... 36-37
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