A Research On School-based Optional Course Of English Pronunciation In Senior High School

Pronunciation is an essential part of English language, a good mastery of which is a prerequisite for successful language acquisition. To those who are weak in it, their remedial pronunciation learning in high school seems especially urgent. However, current English teaching suggests a lack of awareness of the importance of pronunciation teaching and corresponding teaching materials as well.With the issue of curriculum reform plan and students’ increasing demand for pronunciation learning, this thesis begins to research into the school-based pronunciation optional course. Based on the needs and prior knowledge of the students in Ningbo No. 2 Middle School, the research aims to design a school-based course and develop relevant teaching material. In the meantime, by implementing the course, this research also intends to explore effective teaching principles, strategies and models.This thesis is divided into five parts. The first part introduces the background of the research on school-based course. It also states pronunciation problems concerning current English teaching, the significance of pronunciation teaching, the approaches to the research and definitions of some relevant terms.The second part gives a historical review of the development in pronunciation teaching, the factors that influence language pronunciation learning, and the criteria of language teaching materials. In addition, this part analyzes common pronunciation teaching problems in China, reasons for these problems, strategies of pronunciation teaching and criteria for developing course materials.The third part explains foundation theories, including motivation theory, constructivism theory, comprehensible input theory and language transfer theory. These theories lay a solid foundation for pronunciation teaching and exploration of teaching principles, strategies and models.The fourth part focuses on the implementation of the school-based course, which is the core part of the thesis. The research starts with investigations into favorable conditions for school-based course both at school and outside school; it then proceeds to accessing students’ prior pronunciation knowledge and their attitudes towards pronunciation learning, after which feasible teaching strategies, course aims and principles of assessment are proposed. This part also elaborates on the design and development of the teaching material. More importantly, this part generalizes a model of pronunciation teaching: Presentation— Technique demonstration— Pronouncing practice— Consolidation in class— Intensive input — Self-assessing— Consolidation after class. This model of pronunciation teaching is demonstrated with examples.The fifth part concludes inspirations from the research on school-based optional course of English pronunciation and reflects on some aspects which still need improving.