| English phonetics teaching in junior high school is one of the crucial factors in junior high school English learning.For junior high school students,learning pronunciation can not only greatly assist their vocabulary learning,but also benefit the formation the listening and speaking skills,and thereafter help improve their reading and writing skills.However,most of the teachers have not paid enough attention to phonetics teaching.This phenomenon can be attributed to the pivot role of the examination.Currently,the phonetics teaching merely focuses on the phonetic transcription,which barriers the formation of the listening,speaking,reading,writing,and comprehensive phonetic application ability.In 2011,The Ministry of Education promulgated the Compulsory Education English Curriculum Standard(hereinafter referred to as Curriculum Standard),which stipulated the second and fifth levels of English phonetics knowledge.This Curriculum Standard has clearly defined the goals that shall be achieved by the junior high school students,in terms of syllables,pronunciation,intonation and rhythm,and the pronunciation of the meaning group.However,according to the author's teaching experience,many students did not meet the second-level target of the Curriculum Standard when they enrolled the junior school and did not meet the five-level target of the Curriculum Standard when they graduated.To understand the current situation of English phonetics teaching and students' phonetic learning in junior schools,in this thesis,the author investigated the junior high school students from the affiliated school of Ningbo University.This work is supposed to provide more insights on the issues that exist in English phonetics teaching and provide references for the improvement of the pronunciation learning of junior school students and English pronunciation teaching.This thesis is based on the theory of constructivism,phonetic transfer theory,and phonetic teaching theory.We first perform an in-depth investigation of the content,meaning,importance,strategies,and methods of phonetic teaching,and then adopt research strategies both in quantitative and qualitative manners.Specifically,in the quantitative research,we conduct a questionnaire survey on the seventh and ninth grade students by randomly sampling survey,aiming at learning their phonetic learning habitsand views on phonetic teaching.In addition,some seventh and ninth-grade students are sampled for phonetic testing.This could detect the phonetic level of the students at the time of enrollment and graduation and expose the difficulties and weaknesses of phonetic learning for students.In qualitative research,we conduct one-on-one interviews with teachers on the critical issues of phonetic teaching.Analysis of the interview records demonstrates the problems in phonetic teaching and valuable experiences.Based on our research in this thesis on the Affiliated School of Ningbo University,the following problems in phonetics teaching can be clearly identified: the unclear teaching objectives,incomplete phonetic teaching content,poor interaction in the phonetic teaching process,and uniqueness of the phonetic teaching evaluation.Through this research,one can have a comprehensive and profound understanding of the junior school phonetics teaching and find many practical and useful phonetic teaching approaches.This thesis could also help the English teachers at the Affiliated School of Ningbo University to improve their phonetic teaching abilities.It shall remark that this research also has certain limitations.First,in our research,the Affiliated School of Ningbo University was token as an example.However,only one school cannot cover all the phonetics teaching issues that exist in the junior school.Second,this research is also not supposed to fully cover all the empirical studies on English phonetics teaching in junior school.We would like to conduct and expand a variety of experimental studies in the future work. |
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