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Word格式.docx

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Word格式.docx

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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：

㈠“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；

㈡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“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。

Abstract

Englishisthemostwidelyusednumberoneworldlanguage.However,toomanystudentsinruralareasinChinahavegreatdifficultyinlearningeventhemostbasicelementsofthelanguage:

vocabulary.Asiswellknowntousall,whatisofgreatsignificancetoleaningEnglishvocabularyisthepronunciationandspellingofeachword,andthepronunciationofawordisthebasisofthebase.Duringmyteachingpractice,agreatmanystudentsinaruralsenioronehighschoolstillhavesomanyproblemsinpronouncingandspellingEnglishvocabulary.ThereisnodoubtthattheproblemsbadlyinfluencetheEnglishlearningofastudent.Thefollowingquestionsalwaysstrikeme:

whydostudentsoftenfailinpronouncingandspellingEnglishvocabularyefficiently?

Whatistheeffectiveapproachtobuilduptheconfidenceandmotivationofstudents?

DoesitrelatetotheirEnglishphoneticlearningstrategies?

CanIPA-internationalphoneticalphabetapproachthatisstillpopularinruralareasassiststudentsinpronouncingandspellingEnglishwordsefficiently?

Can“orthographiccipher”approachenhanceruralstudents’readingandspellingabilitiesofEnglishvocabulary?

Basedonthequestions,aninvestigationwasconductedintheapplicationofthe“OrthographicCipher”approachusedtoteachandlearntopronounceandspellEnglishwords.Firstly,theauthorelaboratedthegreatimportanceofEnglishvocabularyinTeachingandLearningEnglish;

thenanalyzedthedomesticsituationsinteachingandlearningtopronounceandspellEnglishvocabularyandfeltthatthereiscriticalneedforresearch.Next,theauthorfoundthatthethreeapproach—theInternationalPhoneticAlphabetapproach,thephonicsapproachandthewholelanguageapproachalldon’treflecttheEnglishnaturei.e.akindoftheorthographiclanguageandhavelowefficiencythoughtheyhavetheirownmerits.Therefore,theauthorbeganthestudyofthe“OrthographicCipher”approachusedbythesenioronestudentsofaruralseniorhighschoolinHenanprovince.

Twohypothesesareproposed:

⑴The“orthographiccipher”approachcanenhanceruralstudents’abilitiestoreadandspellEnglishwords;

and⑵theimprovedphoneticlevelcanhelptore-foundinterestinEnglishandconfidenceinthemselvesinlearningthislanguage,thusraisingtheirwholeEnglishlearninglevel.Inordertovalidatetheassumptions,theauthorhastakentwonaturalclassesofthefirstgradersinsenioronehighschoolasthesubjects,experimentalclassandcontrolclass.TheexperimentalclasswastaughttoreadandspellEnglishwordsbythe“orthographiccipher”approachwhilethecontrolclassbymeansoftheIPAapproach.Afterthree-monthexperiment,thepre-testandpost-testareanalyzed.TheSPSSanalysisshowsthatstudentsinexperimentalclasswhohavebeentrainedintheuseofthe“orthographiccipher”approachperformedbetterinthepseudowordpost-testthanthoseintheuseoftheIPA.

Theresultsshowthatthe“orthographiccipher”approachcaneffectivelydevelopthestudents’abilitytopronounceandspellEnglishvocabulary.IalsoprovethattheEnglishreadingandspellingabilityoftheexperimentalgrouphasincreasedremarkablyoverthoseofthecontrolclass;

Moreover,itbuiltupthestudents’self-confidenceandtheywouldlearnEnglishontheirowninitiative.

Finally,thethesissummarizestheachievementsoftheexperimentsandsetsforthtwosuggestionsonvocabularyteachingfrom“orthographiccipher”phoneticinstruction:

First,itisessentialthatteachersshouldinstructstudentsinabasicEnglishlearningstagesinpronouncingandspellingEnglishwordsbythe“orthographiccipher”approach,whichreflectstheEnglishnaturei.e.akindofalphabeticlanguage.

Second,IsuggestthatteachersshouldmakethebestofthepresentteachingmaterialstoinstructstudentshowtoreadandspellEnglishwordsbymeansofthe“orthographiccipher”approachdaily.ThefirstthingthatweshoulddoasteachersistohelpstudentslearnEnglishvocabularymoreeffectively,acquireasmanyEnglishwordsaspossibleandlayasolidfoundationforgoingonlearningEnglish,havingastronginfluenceonthewholeEnglishlevelofthestudentinourcountry.

Keywords:

the“orthographiccipher”approach,,pronouncingandspellingofEnglishvocabulary,aruralseniorhighschool

Content

Chapter1Introduction

1.1TheimportanceofEnglishvocabularyinTeachingandLearningEnglish

1.2TheimportanceofEnglishsoundsinteachingandlearningtoreadandspellEnglishvocabulary

1.3ThePresentSituationofVocabularyTeachingInARuralSeniorHighSchool

1.4TheStatementoftheProblemandNeedforstudy

Chapter2LiteratureReview

2.1ThreeDominantApproachesinTeachingDecodingandEncodingEnglish

2.2TheInternationalPhoneticAlphabetApproach

2.2.1AdvantagesoftheInternationalPhoneticAlphabet

2.2.2DisadvantagesoftheInternationalPhoneticAlphabet

2.3ThePhonicsTeachingMethod

2.3.1AdvantagesofthePhonicsTeachingMethod

2.3.2DisadvantagesofthePhonicsTeachingMethod

2.4TheWholeLanguageTeachingMethod

2.4.1AdvantagesoftheWholeLanguageTeachingMethod

2.4.2DisadvantagesoftheWholeLanguageTeachingMethod

2.5Newphoneticinstruction-----OrthographicCipher

2.5.1KnowledgeaboutOrthographicCipher

2.5.1.126LetterNamesand26LetterSounds

2.5.1.226ConsonantLetterSoundsand18VowelLetterSounds

2.5.1.3108LettersandCommonCombinationsRepresenting26Consonant

LetterSoundsAnd18VowelSounds

2.5.1.4468UninterruptedSounds

2.5.1.5CommonPrefixandSuffix

2.5.2TheAbilitiesOfOrthographicCipher

2.5.2.1SegmentWords

2.5.2.2TheLocationofStressedSyllable

2.5.2.3ThePronunciationOfStressedAndUnstressedSyllable

Chapter3ResearchMethodology

3.1.Researchquestions

3.2Subjects

3.3DesignoftheStudy

3.3.1Theexperimentgroup:

theorthographicciphermethod

3.3.2Thecontrolgroup:

TheIPAMethod

3.4MeasuresoftheexperimentalProcedures

3.4.1Pre-test

3.4.2Post-test

3.5InstructionProcesses

3.5.126letternamesandlettersounds

3.5.2Instructionofthe26ConsonantLetterSounds

3.5.3Instructionofthe18VowelLetterSounds

3.5.4Instructionof118LetterandLetterCombinationsRepresentingThe44SoundsinEnglish

3.5.5Instructionsof468UninterruptedSounds

3.5.6PrefixandSuffix

3.5.7InstructionoftheSevenCipherAbilities

3.5.7.1SegmentWords

3.5.7.2TheLocationofStressedSyllable

3.5.7.3ThePronunciationofStressedandUnstressedSyllable

3.5.7.4Application

3.5.7.5Rewriting

Chapter4ResultsandAnalyses

4.1ResultsandAnalysisofthePretest

4.2ResultsandAnalysisofthePosttest

4.3Summary

Chapter5Conclusion

5.1MajorFindingsofThestudy

5.2PedagogicalImplicationoftheStudy

5.3LimitationsoftheStudyandSuggestionsforFurtherResearch

References

AppendixⅠ:

KnowledgeaboutOrthographicCipher

AppendixⅡ:

AbilitiesofOrthographicCipher

AppendixⅢ:

OrthographicCipherTrainingPretest

AppendixⅣPhoneticTrainingPosttest

Chapter1:

Introduction

Languageistheinstrumentthroughwhichpeoplecommunicatewitheachother.Vocabularyisoneofthethreeelements（phonology,grammar,andvocabulary）ofalanguage.Wordsconstituteafundamentalcomponentofanylanguage;

therebywordsareofcriticalimportancetolanguagelearners.Itisalsothebuildingmaterialofalanguage.Itisclearenoughthatwithoutknowledgeofwords,languagelearningturnouttobe“acastleintheair”（Wilkins,1978）.Wilkinsalsosays“Providedoneknowstheappropriatevocabulary,communicatinginaforeignlanguagemaynotbeverydifficult;

withoutvocabulary,however,itisnexttoimpossible.”（Wilkins,1978）.Carter&

McCarthycomparedtherelativesignificanceofgrammarandvocabularyintheprocessingofnegotiatingmeaningforlanguagelearnersanddrewtheconclusionthat“Withoutgrammar,verylittlecanbeconveyed,withoutvocabulary,nothingcanbeconveyed”（Carter&

McCarthy，1990.JustasHarmersays“Ifwecomparelanguagestructureasthesketchoflanguage,vocabularyisthethingthatprovidesimportantorgansaswellasbloodandflesh”（Harmer,1990）

Inall,vocabularyisofvitalimportanceinforeignlanguagelear