篇一：小学英语语音教学论文
浅谈小学英语语音教学策略
摘要：随着社会的不断发展，英语越来越得到重视，学好英语语音逐渐变得重要。但由于传统习惯、人文环境等因素的制约和影响，英语语音仍然是学好英语的“瓶颈”。本文在评述语音的重要性的基础上，结合小学生自身特点，探索有效的小学英语语音的教学策略。
关键词：语音 教学策略
前言
语言,是人类所独有的交流形式;是人类思想和意识形态的独特载体;是推动人类社会文明前进的重要因素之一。英语语音是学习英语的最基本要素，也是学好一门语言的必要条件。
一、学习英语语音的目的与意义
《小学英语新课程标准》指出，英语教学的目的是通过生动活泼的课堂教学活动，对学生进行基本的听、说、读、写训练，使学生打好语音、语调基础，培养学生基本的日常会话能力以及拼读、拼写能力。【1】对于一门新的语言的学习,首先接触的是语音,语音是英语学习的第一个阶梯,是语言的基础。语音意识指一个人有关语言中语音单位的知识，包括能够识别单个音素和单个音素发音的能力。
【2】研究表明，语音意识对单词发音、形音一致性读音规则的掌握以
及拼读能力的发展具有积极的促进作用。.
语音意识可以促进阅读能力和拼写技能的提高，毋庸置疑也是听说能力的发展的必要条件。不能正确发音，表意就会受阻，交际自然会受到影响。没有一定的语音意识，听力同样会受到影响。语音教学也因此是小学阶段非常重要的一项内容。
语言的其它两个要素,即语法和词汇都是通过语音得以体现的。没有语音的学习就没有流畅的表达;没有语音学习,就没有好的听力理解;没有语音学习,词汇的大量记忆就会出现障碍。小学阶段是学生可塑性最强时期之一，也是学生发展接近外语、本族语语音和语感最敏感时期。“儿童期是儿童口语发展的重要时期。舌头肌肉尚未成熟定型，通过模仿和训练，发音器官会变得更加柔软，更富有弹性，便于说出标准化的英语。此外，准确的发音只能从听准确的发音、模仿准确的发音而来，学生尤其如此”【4】.语音意识的缺乏往往是制约个体语言水平发展的主要因素，语音意识教学在小学阶段也因此具有不可代替的作用。
二、当前学生学习英语语音存在的问题
1.学生拼读能力较差
从三年级起，学生就开始接触英语，同时也接触英语中的物质基础——语音。刚开始，总有一种学习英语的“新鲜感”，称之为“语言学习新鲜感期”。但随着时间的推移，就开始感觉有点吃力，没有老师的领读或帮助就不会读单词。学生普遍都不知道语音与单词拼写之间的关系，只是一味的死记硬背或给单词做些标记，
长此以往，就会给学生学习英语留下后遗症，单词读不准，自学能力差，对英语学习兴趣逐渐减退，甚至开始放弃学习英语。
2.将英语语音母语化或方言化
埃利斯(God Ellis)在他的《第二语言习得研究中》认为,正迁移是指当母语规则与外语规则相同时,学习者把母语规则迁移到外语中去,此时母语规则能减轻外语学习的负担,减少外语学习中的错误,促进了外语的学习。母语对外语学习的影响称为“迁移”,迁移分为正迁移和负迁移，由于母语对外语的学习影响是积极的,故称之为“正迁移”;负迁移是指当母语规则与外语规则有差异时,学习者把母语规则迁移到外语中去,母语便会干扰外语的学习,此时母语规则对外语的学习影响是消极的故称为“负迁移”【5】。由于英语与母语有相似但实际不同的音节时,学生往往会用母语发音去代替英语发音从而造成很大的错误,或者是当英语中有一些在汉语中不存在的音时,学习者无法理解相应的发音技巧,便将母语的发音模式套用在英语上。方言中，zh，ch，sh声母的音普遍念成z，c，s，舌尖后、浊擦音r念成舌尖前、浊擦音[z]。学生在英语发音中往往不能有效的区分
[s]，[z]和[θ]，[e]，把“thank”读成[s?nk]；把“this”读成
[zis]。这种特点在以舌尖后、浊擦音r开头的英语单词中也有体现，例如“rose”和“red”中的[r]音大部分学生都不习惯发出卷舌的发音，容易发成[z?us]。唇齿音声母f 与舌根音声母h混淆，“黄”，读作“房”。这样的方言发音也迁移到了学生的英语发音中，“flower”中[f]的发音读成了[hu],“who”读成了[fu]。同
样，由于本地方言中大部分都无唇齿音[w]和[v]，而[w]和[v]的发音差异很大，[v]属于唇齿音和摩擦音，通过上齿和下唇的接触，迫使气流从唇齿间挤出而形成。而[w]却属于双唇音和滑音，受到方言的影响，学生混淆[w]与[v]，比如把“five”错发成[faiw]，“very”被读成[weri]。 在贵州整个方言片区中，都没有后鼻音的韵母ing，eng，ing的字音，所以对于学习者来说英文中的后鼻音
[?]是很难找到发音的感觉，也无法正确区别[?]与[n]，比如“something”“think”中的[?]就会被读成[n]。
3.有“加音”或“漏音”现象
汉语的发音规则很大程度上影响了学生对英语语音的发音，在学习语音时，索性就套用某些汉语的发音规则。
三、小学英语语音教学策略
1.针对学生存在的问题，可采取对号入座?
引导学生正确拼读26个字母，明确国际音标
单词中的字母对应一个音素， 或者两三个字母组合对应一个音素。在教学时，可以引导学生把这样的字母或字母组合合称为一个音节。音节是说话是最小的语音片段，以音节为单位的方式来拼读单词就会使学生省力很多。例如PEP小学英语六年级下册Uint 1 Part B Let’s talk 中“shorter”、“heayy”【6】，其中“shorter”一词中主要分为两个音节“??:”和“t?”，让学生可以将它们连起来就是“shorter”的正确读音。?
用模仿的方法训练语音
要想有标准的发音，除了学好语音外，最主要的方法就是模仿标准的读音，要坚持模仿，反复模仿。学生从大量模仿语音、单词、句型，这需要一个由观察到复制再到自由地创造性运用英语的过程。模仿也要有一个科学、合理的计划，不可操之过急，一蹴而就。
2.针对学生心理发展特点，制定出符合实际的教学方法
儿童的注意力很不稳定，持久性不强。研究发现，10~12岁的儿童只有25分钟，12岁以上的儿童其注意力可以达到30分钟，因此，小学阶段教学必须关注儿童注意力不稳定、不持久的特点，注意刺激的变化性、活动的变化性，避免单一、固定、静止的以及时间太长的活动。
从目标取向的角度出发，有效教学指教师通过一系列的变量促进学生取得高水平成就的教学。【7】有效教学的开展需要教师具备良好的思维能力、解决问题的能力、分析能力、反思能力，要求教师充分地了解学生的知识背景，与学生进行清楚的交流与沟通，刺激学生积极的学习与思考。【8】
（1）.教师的示范性带头法
有效的指导和示范，对学生来说就是要注意观察、理解，以便于模仿。语音教学时，教师首先要示范发音，让学生通过观察教师示范的口型，听教师的示范发音，来感知英语的语音、语调，为学生在语音的表达上提供模仿的榜样。要求教师在给学生做示范音的时候，要注意以下几点：?
篇二：浅谈小学英语语音教学策略论文
浅谈小学英语语音教学策略
王淑芳
吴桥县宋门学区信庄小学
浅谈小学英语语音教学策略
吴桥县宋门学区信庄小学王淑芳
摘要：《英语课程标准》指出:学生在英语基础教育阶段应该学习和掌握包括语音、词汇、语法、功能和话题等五个方面的基础知识。语言有三大要素:语音、词汇和语法，其中语音是最基本的因素。语音是学好语言的基础，语音教学是语言教学的重要内容之一。自然规范的语音、语调将为有效的口语交际打下良好的基础.在小学英语教学中，教师应特别重视语音教学。
关键词：小学英语语音 教学策略
《英语课程标准》指出:学生在英语基础教育阶段应该学习和掌握包括语音、词汇、语法、功能和话题等五个方面的基础知识。语言有三大要素:语音、词汇和语法，其中语音是最基本的因素。语音是学好语言的基础，语音教学是语言教学的重要内容之一。自然规范的语音、语调将为有效的口语交际打下良好的基础.在小学英语教学中，教师应特别重视语音教学。
如何提高语音教学的成效，让学生听得懂、说得出、用得好呢?对于小学英语教学来说，课堂是教学的主阵地，帮助学生形成有效的英语语音学习策略是每位英语教师的职责，也是新课程标准所制定的学习目标之一。教师应根据新课程标准中的二级语音学习目标和学习策略目标来研究如
何搞好语音教学以及如何引导学生形成有效的语音学习策略，使其掌握正确的发音要领，养成正确的发音习惯，学会规范的发音，发展自主学习语言的能力。
以下是我在小学英语课程教学中采用的一些语音教学策略:
1.有效利用汉语拼音的正迁移作用的策略
语音教学的主要任务是听准、辨清、观察、模仿、练习、会运用48个因素和学会拼读音标,记住读音规则。但如何教好语音,使学生真正获得自学能力呢?我认为,最关键的问题是如何引导、如何教,使语音教学寓于趣味,生动活泼。
由于学生在一年级时对汉语拼音掌握得很好，而许多英语字母的发音其实与汉语拼音是很相似的，如英语字母中的辅导字母的发音与汉语拼音的声母的发音很相似，而很汉语拼音中的ei与/ei/，ai与/ai/， u/与/u:/等基本相似；另一方面，辅音字母在单词中的发音相当于声母的作用，元音字母在单词中的作用相当于汉语拼音的韵母，一个单词的拼读由辅音和元音组成。于是我利用这些有利的因素对学生进行音素的教学和教给学生拼读的方法，通过一段时间的实践，现在我班学生已基本掌握了5个元音在开音节和闭音节中的发音，还有基本不变的辅音的发音，基本能做到见词能读。因此学生的学习英语的兴趣很浓。
2.创造性地驾驭教材，对语音教学的单音部分实行先集
中后分散的教学原则的策略
为了缩短语音学习的学程，改变学生从一开始学英语就处于被动的学习地位的现状，充分发挥学生学习的智力，发展学生的学习能力，我充分利用三年级学生对新教材的欣喜心理，在三年级期中时，要求学生能认读26个字母，不要求写，期间穿插对日常英语的复习，简单用语的渗透和简短易学的英语歌曲，让学生有充分的成就感。在集中学习字母之后，我有意识地对学生进行认读训练，将字母的认读与Let’s learn中的词汇学习充分结合起来，适当地让学生听听辨辨，如让学生看着两个单词：mouth, nose选择所听到的一个单词，再进行字母发音的渗透，NN/nnn/,nose nose nose, MM/mmm/,mouth mouth mouth.在期中考试后，我们可以根据教材对字母教学的编排着重对字母和音素进行训练，通过以前所学单词的积累，让学生通过比较逐步得出字母音素歌，/AA/ A，/b//b/B,/k//k/C的吟唱，使学生在吟唱过程中逐步感觉到英语单词的发音是有规律的。
在教学过程中，可以将26个字母在教材所举的例词中的发音情况告诉给学生，让学生初步对音标有所感知。在四年级开始，我们又可来一次集中教学，这次主要在字母的基础上突破48个音素、音标的学习，使学生初步过发音、拼读开口关。教学四会单词时，要紧紧抓住单词的字母组成与音素间的关系，让学生懂得用音、形、义相结合的正确方法
识记单词，并通过各种游戏竞赛让学生体会到根据发音记单词与死记硬背记单词的不同，使学生尝到科学记词的甜头。
3.抓住音素这一关键要素，突破拼读关策略
音素是字母和音标的桥梁。在单音的教学中，要始终把握住这一脉搏，进行字母、音素、音标同步教学。如：学了字母f，l，m，n，s，x，就让学生识别出六个字母的名称音都含有一个共同音素［e］，就此使学生识记元音字母e通常在单词中发［e］，且该音素的音标与字母形同；同时指出去掉这六个字母的第一个音素［e］，余下的音便是五个字母在单词中的读音，且字母与其音标形同。接下来，让学生练习拼读下列单词：men，fell，mess，self，sell；从而建立拼读意识，发展拼读能力。用同样的方法可以得到下面的字母b，c，d，p，t，v，z在单词中的读音，以及字母e的名称音［i：］；还有像字母a，k，j，h也可如法进行；五个元音字母和字母组合以及辅音字母和字母组合的语音教学也有其各自的规律可循。重要的是抓住音素是字母与音标之间的桥梁，避免形成字母与音标两张皮。
4.字母、语音学习一体的语音教学策略
在英语字母教学的同时，将字母在单词中的发音同时教给学生，让学生在学习英语字母名称音的同时感受字母在单词中的发音。在学习字母的过程中渗透语音意识是很好的语音传授途径。
篇三：英语语音教学论文(苏柱昌)
论文题目：Teaching in Junior Middle School 初中英语语音教学研究
Abstract
Pronunciation is one of the three elements of language, it is the basis of the mastery of language knowledge and language skills. If the students can not master the pronunciation knowledge, they won’t understand the other people’s speaking and make self-expression in communication with a strong language sense. But English pronunciation teaching effect in junior middle school is not ideal at present. Pronunciation teaching is usually neglected under the exam-oriented education background, but all the aspects of English learning are influenced by the pronunciation ability, since there is a closely connection among listening, speaking, reading and translating, So how to improve the quality of English pronunciation teaching and make the junior middle school students master systematic pronunciation knowledge is a urgent problem to solve in this paper. This paper is divided into five parts: the first part is a brief introduction about the pronunciation teaching; the importance of pronunciation in English teaching is introduced in the second ;In the next is the third part that mainly analyzes the current situation about competent insufficiencies of English pronunciation teaching, the influence of local dialect in junior middle school English pronunciation teaching and other situations. From the analyzing, we put forward some effective countermeasures like strengthening pronunciation awareness and ameliorating teaching methods to solve the problems of the current pronunciation teaching on the fourth part. The fifth part is a conclusion.
Key words: junior middle school; English pronunciation teaching; countermeasures
1. Introduction
According to Deng Chunyan (2008), pronunciation is the physical form and the essence of language. Pronunciation is the first stage of teaching. English pronunciation teaching is the initial point of English teaching. For students, pronunciation learning is the starting of English study. The purpose of any kind of language teaching is to train students’ ability to use it. Hedge (2002) pointed out that the ability to produce sounds intelligible to other speakers is part of the competency of speaking English. As the material basis of existed language and the starting or the key point of language teaching, pronunciation teaching aims to cultivate students to form correct way of pronunciation, speak naturally and have a fluent flow of language and intonation. But there is no way to express concepts without vocabulary, and the exchange of ideas will be inevitably influenced without rich vocabulary. Esling,J & Wong,R (1983) suggested early training should be given to the learners, hoping to awaken the students’ desire to practice. However, in real English teaching process, pronunciation teaching is not ideal. The effect of English teaching in junior middle schools is unsatisfactory in China. Many problems still exist in English pronunciation teaching, such as irrational teaching methods, lack of attention and effect of the local dialect, etc. What causes these problems? How can we solve these problems? This paper will discuss some major problems through the way of literature analysis and practical research in junior middle school English pronunciation teaching and put forward some countermeasures or provide valuable reference to improve English pronunciation teaching situation in junior middle school.
2. The Importance of Pronunciation Teaching Pronunciation teaching is an important stage in English teaching. It should be paid much more attention. Voice is the material shell of a language, the language is first voiced, teaching a language is always starting from the teaching of pronunciation. Adult’s learning of a second language and students’ learning of a foreign language have to start from pronunciation
learning. When the right English pronunciation and intonation is stored in students’ brain, it will be a basic guarantee or a foundation to learn English well. What’s more, it will also ensure students to express their own thoughts correctly and understand English information properly.To speak any language a person must know nearly 100% of its phonetics,while only 50-90% of its grammar and 1% of the vocabulary may be sufficient (A.C.Gimson,1989). From this perspective, we elicit the conclusion that teaching pronunciation plays an essential and integral role in the education of English for second language learners. The famous language expert Stern (1922:117) considered that pronunciation learning is a progress of learning step by step and it needs a long time to strengthen the knowledge or the ability of language. From this viewpoint, we know that pronunciation is a vital part in language teaching. Pronunciation teaching also affects the other part of language teaching, such as listening, grammar and word which is the fundamental materials of a language. If the students can not get a good pronunciation teaching, they won’t get a strong language sense for the language learning. Therefore, as English teachers, they need to teach in patience and teach the pronunciation throughout the whole English teaching progress. They need to make sure their students have a good pronunciation foundation.
3. The Current Situation of Pronunciation Teaching in Junior Middle School
According to the observation and research in teaching practicum and data analysis, there are multifarious problems in the English pronunciation teaching. Here, we will set five major problems: competent insufficiencies in English teachers, the influence of local dialect, the weak awareness in pronunciation, the deletion of pronunciation materials in the new curriculum standard, the students’ psychological dependence.
3.1Competent Insufficiencies in English teachers
English teachers’ English pronunciation competence is not very desirable. Some of them have no no systematic English phonetic knowledge.They can not pronounce accurately and clearly. They often pronounce without rhythm and they don’t know where to put the stress and weak stress. What’s more, when students make pronunciation errors, they can not point out the errors at first time, their sensitivity about errors is not enough. Besides, the teacher's
pronunciation teaching methods are monotonous and boring. They can not easily stimulate students' learning interest and enthusiasm. For example, according to Fang Xinjing’s research (2010) on the competency of English teachers in Chongyang County, there is only 55% teachers having got Bachelor's Degree of English, and most of them got it through on-job training and self-study. Most of them had no systematic English phonetic knowledge. In reality, it is not just the competence of Chongyang County English teachers are not desirable, the other place’s English teachers also have this problem. Their pronunciation ability isn’t enough for their English teaching.
3.2 The Influence of Local Dialect
Local dialect affects the pronunciation teaching. Since most of the English teachers are local people and their pronunciation is also considerably influenced by the dialect. Many teachers like to use the dialect to explain the lesson in class. English teachers' poor oral English and that they seldom speak English in the class are big problems in English pronunciation teaching. The students cannot study English in a good English environment and have few chances to open their mouths. Chongyang County is a remote district in HuBei province. Almost all people speak Chongyang dialect, which is totally different from mandarin. Most of teacher speak dialect in school, and a large portion of them even speak it in the class. Under the effect of teaching in Chongyang dialect, students can hardly make a distinction between/l/ and /r/, /l/ and /n/, /∫/ and /t∫/.Consequently, when they speak English, similar pronunciation problems arise. Negative transfer from the local dialects in English pronouncing has became a thorny issue for these students to tackle in learning English pronunciation (Fang Xinjing, 2010).
3.3 The Weak Pronunciation Awareness of English pronunciation teaching
English teachers do not realize the importance of pronunciation teaching. In junior middle school, teachers tend to focus on the text reading, listening and writing training for the high school entrance examination. They think that pronunciation teaching is in the assistance of pronouncing words, and they do not make a great difference in language teaching.They don’t like to spend too much time on pronunciation teaching which give rise to problems in
《英语语音教学论文》出自：百味书屋
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