基于翻转课堂模式的非英语专业学生英语语音教学研究

发布时间：2023-09-17 08:48

　　作为语言的三要素之一,语音在英语学习中占有重要地位。但是,受学分和课时制约,我国很多高校并没有给非英语专业学生开设英语语音和语调课程,这导致其无法接受系统的语音语调训练。这种教学现状难以满足新时代国家、社会、高校及学习者个人对语音学习的需求。2012年慕课在国际上兴起,2013年被称之为“中国慕课元年”。慕课的出现给非英语专业学生的语音语调学习提供了提升自己语音语调的机会。但是只是通过学生自学语音和语调慕课来提升他们的发音还远远不够,最好教师能够在课堂上对学生的慕课学习给予指导,抽出一定时间进行语音语调翻转,以此提升学生的语音语调水平。本研究依托英语语音语调慕课,基于建构主义、合作学习等理论,结合翻转课堂教学模式,辅以纠错性反馈,在重庆某高校25名非英语专业大一新生中开展了一次英语语音教学实验。通过实证研究,探索以下两个问题:(1)大学英语语音翻转课堂教学模式是否能够有效提升实验对象的英语语音和语调水平?(2)实验对象对于这种语音翻转课堂持什么观点?本次教学实验为期12周。每周实验者在综合英语课堂上花15分钟对实现对象进行语音教学翻转。实验前后分别测试其发音水平并计分,通过SPSS软件...

【文章页数】：99 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Acknowledgements
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Research Objectives
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Review of Studies of Flipped Classroom
        2.1.1 Review of Studies Abroad
        2.1.2 Review of Studies at Home…
    2.2 Review of Studies of English Pronunciation Teaching
        2.2.1 Review of Studies Abroad
        2.2.2 Review of Studies at Home
    2.3 Theoretical Foundation
        2.3.1 Constructivism
        2.3.2 Collaborative Learning …
        2.3.3 Corrective Feedback
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Tests
            3.3.1.1 The Quasi-experimental Pronunciation Test
            3.3.1.2 The Pre-test and the Post-test
        3.3.2 Questionnaires
            3.3.2.1 Pre-questionnaire
            3.3.2.2 Post-questionnaire
        3.3.3 Observation
        3.3.4 Interview
    3.4 Instructional Design
        3.4.1 Course Preparation
        3.4.2 Learning Procedures
            3.4.2.1 Pre-class Learning Procedure
            3.4.2.2 In-class Learning Procedure
            3.4.2.3 Post-class Learning Procedure
    3.5 Research Procedure
Chapter Four Research Results and Discussions
    4.1 The Efficacy of the Pronunciation Instruction
        4.1.1 The Results of the Pronunciation Instruction
        4.1.2 The Efficacy of the Pronunciation Instruction from the Instructor's Observatioin
        4.1.3 The Efficacy of the Pronunciation Instruction from the Results of Questionnaires and interview of the participants
        4.1.4 Discussion
    4.2 The Participants’ Views of the Pronunciation Instruction
        4.2.1 The Participants' Views Expressed in the Questionnaires
            4.2.1.1 Views of Effectiveness of the Pronunciation Instruction
            4.2.1.2 Views of the Recommended Learning Videos
            4.2.1.3 Views of the CF Given by the Instructor
            4.2.1.4 Views of the Participants’ Learning Interests
            4.2.1.5 Discussion
        4.2.2 The Participants’ Views Expressed in the Interview
            4.2.2.1 The Participants’ Views
            4.2.2.2 Discussion
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for Future Research
References
Appendices
    Appendix A 语音水平准测试
    Appendix B 语音水平前测
    Appendix C 语音水平后测
    Appendix D 成绩统计
    Appendix E 英语语音学习基本情况调查问卷
    Appendix F 英语语音训练情况调查问卷
    Appendix G 英语语音学习基本状况调查问卷
    Appendix H 英语语音训练情况调查问卷



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