英语教师行动研究 配音在课堂中的应用.docx
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英语教师行动研究 配音在课堂中的应用.docx
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英语教师行动研究配音在课堂中的应用
ActionResearchonPronunciationandIntonationTeachingbyMeansofMovieDubbinginGradeSevenofJuniorHighSchool
Backgroundandmotivation
Withtheopeninganddevelopmentofourcountry,theabilityofspeakingfluentandunderstandableEnglishismoreandmoreimportantandthereforeispaidmuchattentionto.OnaccountthatEnglishhasbecomelinguafrancaallovertheworld,Englishlearnersaccentwillbeacceptedaslongastheyhave“comfortablyintelligiblepronunciation”andspeakinginthewaynativespeakerdoisnolongernecessary(Pei,2014).AccordingtothenationalEnglishcurriculumstandardforcompulsoryeducation,studentsshouldlearnthephoneticknowledgeincludingpronunciation,intonation,stress,pause,linkingandetc.Asforspeaking,studentsshouldspeakwithnaturalpronunciationandintonationandappropriatetone(EducationDepartmentofChina,2012)
ForlackofinstructionsonEnglishpronunciationandintonationinprimaryschool,studentsintheclass(juniorhighschool,gradeone)havedifficultyinEnglishpronunciation.InChinese,toneisword-specific,butinEnglishtoneisstatement-basedsonotonlypronouncingeverysinglewordcorrectlybutalsointonationisveryimportantinEnglish.Students’problemsinpronunciationandintonationhavehadabadeffectontheirmotivationinspeaking,whichmakesthemnotconfidentenoughtouseEnglishtocommunicatewithothers.Apartfromthat,theirunfamiliaritywithphoneticknowledgealsoposesproblemsontheirlistening,forexample,thefeelingofthespeakercarriedbythespeakingtone.
Basedonthissituation,withtheaidofamobilephoneappfordubbing(AppendixⅠ),IamgoingtointroducedubbingintoEnglishclassroom(consideringthetimeforEnglishclassislimited,Iwillstartasecondclassformystudentsafterclassonceaweekincycle2).Myhypothesesareasfollow:
1)Dubbingissointerestingthatstudentswillbemoreinvolvedinclassroomactivities.
2)StudentswillgettoknowsomebasicphoneticknowledgeandbemoreconfidenttouseEnglishincommunication.Theirlisteningskillswillalsobeimproved.
3)Duringthepreparationofdubbing,theywillalsolearningsomeidiomaticandnaturalexpressionwhichcouldnotbelearnedinthetextbook.Themoviestheywatchwillprovidethemwithsomeculturalknowledgeofwesterncountries.
4)Students’abilitytocooperatewithothersandabilitytostudyontheirownwillbecultivated.
Literaturereview
1.ReviewonPhoneticsTeachingresearch
PhoneticsTeachinghasdevelopedfrombottom-upwayofteaching(focusonphonemeandpronunciationofwordstotop-downwayofteaching(focusonsentencestress,rhythmandintonation)andthencombinethesetwowaysofteachingatpresent.SpeakingEnglishlikeanativespeaker,especiallyspeakingwithRPorGAisnotthatimportantanymore.Inclassroom,bothsegmentalphonemeandsuprasegmentalphonemeareinstructedwithmoreattentiononintonation,stress,pause,linkingandetc.ClassroomactivitiescombinePhoneticsTeachingwithlanguagecommunicationandTask-basedactivities,takingstudents’emotionalfactorsintoconsiderationandpayingattentiontocultivatestudents’independentlearningability(Yue,2006).
InChina,EnglishPhoneticsTeachingstillemploys“nativelanguagemethod”(ChineseEnglishhasnotlocalizedyet).ThechoiceofPhoneticsTeachingMethoddependonmanyfactors,suchasstudents’learningobjectives,teachers’professionalskillandTeachingconcepts,availabilityofteachingresource,socialattitudetoEnglishvarietiesandthesupportfromeducationauthorities(Pei,2014).AlthoughPhoneticsTeachingplaysasignificantroleinEnglishlearning,academiainChinadoesnotpaymuchattentionandexistingresearchesrepeatthesametopic,reusesingletheory,whichcannotsatisfytheneedofpracticalphoneticsteachingandpractice(Xu,2015).ExistingresearchesmainlyinvestigatethesignificanceandnecessityofPhoneticsTeachingbutempiricalresearcheswhichpointouteffectiveandpracticalwayofteachingisofsmallnumber.Highschoolstudentsanduniversitystudentsarethemainsubjectinthestudywhilefewresearchesfocusonjuniorhighschoolstudents
2.Reviewonresearchaboutmovie’sapplicationtoEnglishTeaching
1)Theoreticalbasis
Krashen’sInputHypothesisputforwardthehypothesisthatgreatamountandcomprehensibleinputisneededtoachievesuccessfullanguagelearning.AccordingtoKrashenoneobstaclethatmanifestsitselfduringlanguageacquisitionistheaffectivefilter;thatisa“screen”thatisinfluencedbyemotionalvariablesthatcanpreventlearning(Krashen,1985).Englishmoviecannotonlyprovidegreatamountofcomprehensibleinputthroughactor’sgesture,facialexpressionandcontextbutalsomakestudentsstudyinarelaxingandinterestingway,whichwillpromotetheirlearninggreatly.
2)Researchreview
Asforapplyingmovietoclassroomteaching,researchabroadholdtwoviewpoints:
somescholarspayattentiontousemovieclipstolanguageteaching,otherscholarssuggestthatteachersusethewholemovieasliteraturematerialstoteachlanguage.InChina,suchlatebeginningresearchdevelopsquickly.Scholarsmainlyfocusonusingmovietostudytranslationmethod,studylisteningandspeakingpracticeandinterculturalcommunication.Thestudygraduallyshiftsfrompracticabilityofmovie’sapplicationtoteachingtodevelopinginstancesofmovie-basedteaching(Ke,2010).
Dubbingisthemostexcitingandchallengingactivitiesinmovie-basedteaching.Studentsareaskedtoactasactorsto“produceaverbatimtranscriptofthescene”andimitatetheactors’pronunciationandintonationtosuitthespecificsituation.Inthepreparationofdubbingstudents’pronunciationistrain(Long,2003).Dubbingisalsoanembodimentofaestheticswayofsecondlanguageacquisitionwhosecoreisdevelopingsecondlanguagelearners’phoneticaestheticperceptionandcognitiveabilityandhelpinglearnersacquiresecondlanguageespeciallysecondlanguagerhythmeffectively.Throughdubbing,studentschangemechanicalimitationintoactiveimitationbasedonaestheticsandthenlearnthelanguagenaturallyforthecultivationofaestheticconsciousnessandaestheticfeelingforpronunciationandintonation(Chen,2013).However,actionresearchonmovie’sapplicationtoEnglishTeachinginbasiceducationisrare.Actionresearchisakindofresearchinwhichteacheruseteachingtheoryandteachingmethodtoimprovehisorherownteachingandgainsomeresultsthatcanbeusedtogivedirectionstopracticalteaching(Wang,2001).
Planning
Procedure
TimeDuration
Purpose
Treatment
Evaluation
Cycle1:
Dubbingintheapp(1-2minseachclip)
Sep.1sttoOct.1st
(afterschool,homework)
Touseanewwaytomotivatestudents’interestinpronunciationandintonationandcultivatestudents’abilitytoautonomiclearning
TestablishesadubbinggroupespeciallyformystudentsinthedubbingappandassignDubbingassignmentinthedubbingapponceaweek.Ssdubtheclipbyimitationandthenuploadtheirworks.
TScoreS’sworksintheapp(AppendixⅠ).Ssmakecommendsoneachother’swork.
Cycle2:
Analysesandinstructiononphoneticknowledge
Oct.2ndtoNov.2nd
(afterclass,secondclass,onceaweek)
TohelpSspracticeandimprovetheirpronunciationinamoreeffectiveway
TchoosessomesamplesfromSs’sworksandthemidentifyandanalyzetheproblemsintheirpronunciationandintonation.Connectthephoneticknowledgewiththeirownworkstohelpthemunderstandrules.
Tmakesinterviews(AppendixⅡ)aboutstudents’attitudetowardsmoviedubbingandlearningpronunciation.Tkeepswritingjournal.
Cycle3:
Groupdubbingpresentationbeforeclass
Nov.3rdtoDem.4th
(3minspresentationbeforeclass)
TopromotetheSs’sapplicationofphoneticknowledgeandtheskillofdubbingbygroupworkandpresentation
TdividesSsintogroupsof6.Eachgroupchoosesanyclipstheylikeandpracticetodubit.Thentheytaketurnstoperformforthewholeclass.Adaptionisfavored.ThenTcomparesSs’spronunciationandintonationinthedubbingworksdonebytheappwiththatinthepresentation.
TscoresforeachgroupbasedonSs’spronunciation,intonation,preparationandgroupcooperation(scorechart,(AppendixⅢ).Ssalsoscorefortheirowngroupandothergroups;Tkeepswritingjournal;Tcollectsquestionnaire(AppendixⅣ)
P.S.Dataanalysis
Questionnaire:
SPSS
Interview:
ThematicAnalysis
Researchvalue,keypointsanddifficultpoint
1.Researchvalue:
Becauseactionresearchonmovie’sapplicationtoEnglishTeachinginbasiceducationisrare,thisresearchwillbeabletotesttherationalityandcorrectnessoftheintroductionofmovie,especiallymoviedubbingintolanguageclass.Forstudents,dubbingwillbroadentheiroutlook,providethemwithrealcontextandlanguagematerialandimprovetheirabilityoflisteningandspeaking.Thisnewwayoflearningwillalsomaketheirstudymoreinterestinganddeveloptheirabilitytocreate.Westernculturewillbelearnedandinterculturalcommunicationcompetencewillalsobeimproved.
2.Keypoints:
Raisestudents’awarenessoftheimportanceofpronunciationandintonationandcultivatestudents’abilityofself-improvementduringtheirlearning.
3.Difficultpoint:
Incycle1,students’dubbingcannotgetanyfeedbackfromtheapp,whichistothedisadvantageofstudents’identifyingandimprovingtheirpronunciationandintonation.Theymayfinishtheassignmentperfunctorilybecauseoftheirindifferencetopronunciationandintonation.Theuseofdubbingappgreatlyreliesonthemobilephonewhichmaydistractstudents’attentionwhentheyarestudying.
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