A Study Of High School English Phonetics Teaching Based On Post-method Theory

With the development and integration of global economic, English as an internationallanguage, its importance can not be ignored. English teaching has been valued in ourcountry. It begins to offer English class from the third grade in primary school, and eventhe specialized foreign language schools are offered. Although many people realize theimportance of having a correct English pronunciation of English learner, people seldomspend time to learn it. Both Morley (1991), Celce-Murica (1996）pointed out that the lackof having a good pronunciation of English learners will put them at a disadvantage. Andthe phonetic teaching is often neglected in high school English teaching. At present, withthe change of English teaching and learning, English pronunciation become more andmore important, the researches of this area also increased. Even though, Englishpronunciation teaching is complicated, it related to several courses, the teaching methodsin teaching the pronunciation points are different. So that we can say, Englishpronunciation teaching is a time-consuming, laborious, inefficient task. In our country,English learners began to learn it from the third grade in primary school, but it can’t solvethe problem of learning pronunciation. And there also exists many factors which willinfluence the development of English pronunciation. In order to help promote theteaching and learning of pronunciation, this thesis presents the post-method theory toEnglish pronunciation teaching in high school.This thesis introduces the definition and some basic features of post-method theoryaccording to the researches on English teaching and on this theory. And it analyzes theresearches on English pronunciation teaching at home and abroad. To test and verify thetheory can benefit the pronunciation acquisition, the author designed a research of highschool English pronunciation teaching according to the post-method theory. The researchincludes two classes of grade two in senior high school, one as the control class, anotheras experimental class. In order to make sure there has no significance in the two classes,the students had a language test before the experiment. Besides, the author applied otherresearch equipments in the thesis, including questionnaire, interview, and language test.After the experiment, the author arranged a language test between the two classes to check whether there exists significant difference. The SPSS is used to analyze the data.The results indicate that the applying of post-method theory in high school Englishpronunciation teaching can benefit the teachers’ teaching and learners’ learning.