王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语音教学)【圣才出品】

第6章语音教学

6.1 复习笔记

本章要点：

1. The role of pronunciation语音的角色

2. Factors that determine whether students need to focus on pronunciation

决定学生是否需要关注语音的因素

3. Critical Period Hypothesis关键期假说

4. The realistic goal of teaching pronunciation语音教学的实际目标

5. Three aspects of pronunciation to teach语音教学的三个方面

6. Focusing on a sound; Perception practice; Production practice

单音练习; 知觉/领会性练习; 生成性练习

7. Practicing stress and intonation 练习重音和语调

本章考点：

语音的作用；决定学生是否需要关注语音的因素；关键期假说；决定学生流利语音的因素；语音教学的实际目标；语音教学的三个方面；单音练习；知觉/领会性练习；生成性练习；两种不同类型的重音；表示重音类型的三种方式。

本章内容索引：

Ⅰ. The role of pronunciation

Ⅱ. The goal of teaching pronunciation

1. Critical Period Hypothesis

2. Factors that determine if the students can aquire native-like English pronunciation

3. The realistic goal of teaching pronunciation

Ⅲ. Aspects of pronunciation

1. Three aspects of pronunciation to teach

2. One common problem in learning pronunciation

Ⅳ. Practicing sounds

1. Focusing on a sound

2. Perception practice

3. Production practice

Ⅴ. Practicing stress and intonation

1. Practicing stress

2. Practicing intonation

Ⅵ. Conclusion

Ⅰ. The role of pronunciation（语音的作用）

【考点：语音的作用；决定学生是否需要关注语音的因素】

Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially learner factors.

语言教学中是否需要特别关注语音取决于许多因素，尤其是学习者因素。

Factors that determine whether students need to focus on pronunciation：

决定学生是否需要关注语音的因素：

①Similarities of sound system between the native language and the target

language.

本族语音系统与目的语音系统的相似程度；

②Learners’learning context—Learners’exposure to English.

学习者的英语学习环境—学习者对英语的接触；

③Learners’age—Adults are more likely to substitute English sounds with

sounds from their native language.

学习者的年龄因素—成年学习者更倾向于用本族语音代替英语发音。

Great care should be taken to the distinction between pronunciation and phonetics. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.

需要注意的是，语音和语音学是两个不同的概念。此外，重音和语调从一开始就要教。

Ⅱ. The goal of teaching pronunciation（语音教学的目标）

【考点：关键期假说；决定学生流利语音的因素；语音教学的实际目标】

Generally speaking, learners of English as a foreign language cannot acquire native-like pronunciation, except those who start learning English at a very young age.

一般而言，把英语作为外语的语言学习者不能习得本族人的语言发音，除非他们在年纪

小时学习语言。

1. Critical Period Hypothesis （by linguistics）关键期假说

This hypothesis states that if humans do not learn a foreign language before a certain age （perhaps around puberty）, then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.

这个假设认为如果人类不在特定的年龄（可能在青春期时）学习语言，就不能习得外语。原因可能在于大脑的成熟使得学习者不能像本族语言者一样精通语言。

2. Factors that determine if the students can acquire native-like English pronunciation决定学习者是否能习得本族语者发音的因素

①a certain age （Critical Period Hypothesis）; 所处年龄（关键期假说）；

②the amount of exposure to English; 接触到英语的程度；

③different phonetic ability （due to biological and physiological differences）.

不同的语音能力（由于生物学和生理学上的差异）。

3. The realistic goal of teaching pronunciation语音教学的实际目标

Consistency: The pronunciation should be smooth and natural.

统一性：语音应该流畅、自然。

Intelligibility: The pronunciation should be understandable to the listeners.

可理解性：能被听者接受和理解。

Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.

交际效果：语音应该能传达说话者想要传达的意思。

When trying to achieve consistency in pronunciation, students do not have to

and should not sacrifice intelligibility. However, consistency and intelligibility are not necessarily enough in real communication.

在学习语音的统一性时，需要保持语音的可理解性。但是，在现实交际中，统一性和可理解性还不够。

Ⅲ. Aspects of pronunciation（语音的几个方面）

【考点: 语音教学的三个方面】

1. Three aspects of pronunciation to teach语音教学的三个方面

The three aspects of pronunciation to teach are stress, intonation, and rhythm.

语音教学的包括三个方面包括重音、语调、节奏

Actually pronunciation is an umbrella term covering many aspects besides sounds and phonetic symbols, such as stress, intonation, and rhythm, these aspects are interrelated.

实际上语音是一个概括性词汇，除了声音和音标，还包括重音、语调、节奏，它们是相互联系的。

Word stress determines how the letters are pronounced and sentence stress makes it necessary to pronounce words differently from when they are read individually. Intonation and rhythm also cause variation in the sounds of words.

单词的重音决定字母怎么发音，句子的重音使得单词的发音与单个单词的发音不同。语调和节奏也会导致单词发音的变化。

2. One common problem in learning pronunciation英语学习重音、语调常见问题

Students often neglect stress and intonation.

学生常常会忽略重音和语调的学习。

Language learning needs a lot of practice and this is especially true with pronunciation. As far as pronunciation is concerned, students benefit from both mechanical practice and meaningful practice. Mechanical practice is necessary for the development of many skills.

语言学习特别是语音学习需要大量的练习，机械性练习和意思练习有益于学生的语音学习，机械性练习在很多技能的学习中是不可缺少的。

Ⅳ. Practicing sounds（语音练习）

【考点：单音练习；知觉/领会性练习；生成性练习】

Pronunciation is difficult to teach without some drills on sounds. It is important to combine drilling pronunciation exercises with more meaningful exercises.

语音教学离不开发音练习。应该把语音练习与实际语境的练习结合起来。

1. Focusing on a sound单音练习

When teaching pronunciation, very often we need to focus on individual sounds, especially those sounds that are difficult to learn.

在讲授发音时，我们常常会关注个别发音，特别是当发音很难学习时。

The following steps may be helpful in teaching the difficult sounds:

教比较难的发音可以采用以下步骤：

①Say the sound alone, but this may be avoided wherever possible;

单独发音，但应尽力避免；

②Say the sound in a word;

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