Towards The Construction Of English Pronunciation Teaching Model From The Perspective Of Flipped Classroom

Pronunciation is the substance of the spoken language, and it is also the foundation of English education. However, due to the lack of teaching time, interaction and learning initiative etc., the traditional college English teaching mode cannot meet the demands of the current pronunciation education, let alone the Decade development plan of education informatization proposed by the government. Meanwhile, the flipped classroom was born as an example of educational application of information technology, and it was put high light on in the Chinese education field. In recent years, the studies on the flipped classroom at home and abroad grew quite significantly, while the application of the information technology in the English pronunciation teaching was studied by the domestic and foreign scholars. However, the documents show that there is little research on the application of the flipped classroom in the English pronunciation teaching and the powerful experimental result lacks.Therefore, taking constructivist learning theory as the core, zone of proximal development theory as the foundation, and task-based teaching method as the means, this thesis tries to construct the English pronunciation teaching model from the perspective of the flipped classroom, and apply it into the practice to test its feasibility and effect. This thesis focuses on the following questions:(1) What is the pronunciation teaching model from the perspective of the flipped classroom? Is it feasible?(2) How can the flipped pronunciation teaching model remedy the defects of the traditional pronunciation teaching mode?(3) Would the flipped pronunciation teaching model improve the student learning outcome and satisfaction?The quasi-experimental method is used to carry out quantitative study:the English major freshmen are chosen to be the experiment subjects. Both of the 2 classes take the pronunciation course taught by the same teacher, but one of which is taught in flipped teaching model and the other traditional teaching mode. All the subjects take the pre- and posttest and the scores are analyzed by the SPSS software. The questionnaires and interviews are also used to invest the impact and effect of the flipped pronunciation teaching model towards the phonetic teaching.The analysis of the pre-and posttest scores, questionnaires and the interviews prove that:(1) The flipped pronunciation teaching model is feasible. It can remedy the defects of the traditional pronunciation teaching mode and benefits the students’ autonomous learning and life-long learning.(2) The factor of flipped classroom has a significant impact on students’ learning effects. It can greatly promote students’understand of the pronunciation knowledge and mastery of pronunciation skills.(3) The flipped pronunciation teaching model can improve the students learning satisfaction to a certain extent, but is limited by some factors as the learning burden and students’ English ability foundation.On the basis of the above results, the thesis suggests the faculty to learn the use of the flipped pronunciation teaching model and promote it gradually according to the demand of the students who are the core of the teaching.