The Accuracy of English Majors Spoken English in Zengcheng College.docx
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TheAccuracyofEnglishMajorsSpokenEnglishinZengchengCollege
论文编号:
Abstract
Withthefrequentcommunicationsofpolitics,economyandculturewithforeigncountries,theneedformorepeoplewhocanspeakEnglishiseverincreasing.Atthesametime,theresearchesofspokenEnglishalsoareincreasing,especiallyinfluencyaspect,whilefewabouttheaccuracy.AccordingtoThesyllabusforEnglishmajorsatuniversitiesandcolleges(2000),itrequiresEnglishmajorstomasterthespeed,rhythm,stress,toneetcinTEM4;whileinTEM8,itrequiresEnglishmajorshavecorrectaccent,naturaltone,fluencyinspokenEnglish.ThisthesisfocusesonthepresentstateofEnglishmajors’spokenEnglishinZengchengCollegebymeansofquestionnaireanddocumentstudy.ThemainpurposeofthisthesisistoinvestigatetheaccuracyofspokenEnglishinEnglishmajorsandfindoutwhatfactorswillaffectit.Atthesametime,Englishmajorswillmakeaprogressiftheygethelpfromsomereasonablemeasure,thusthewholeEnglishmajors’spokenEnglishlevelwillimproveandenhanceinshorttime.
Keywords:
spokenEnglish;accuracy;segmentalpronunciation;grammar;solution
中文摘要
随着政治,经济,文化与国外的频繁交流,需要会说英语的人越来越多。
英语口语的研究也随着增多,大多数都是集中于口语的流利度,但是关于口语准确度的研究凤毛麟角。
根据2000年制定的《高等学校英语专业英语教学大纲》,英语专业四级要求发音正确,掌握说话节奏、变音规律、语调、语音轻重音等;专业八级在四级指标的基础上,要求发音正确、语调自然、语流顺畅。
本文通过问卷调查、文献研究手段针对增城学院英语专业大学生的口语现状,调查英语专业学生口语准确度以及影响口语准确度的因素,并借助一些合理的措施,使准确度得到提高,从而使英语专业学生的口语整体水平在更短的时间内获得较大的改善和提高。
关键词:
口语;准确度;音段;语法;解决方法
TableofContents
1.Introduction1
2.TheoreticalFramework2
2.1TheCharacteristicsofSpokenEnglish2
2.2TheDefinitionandMeasurementofAccuracy2
2.3TheImportanceoftheAccuracyofSpokenEnglish3
3.ThePresentSituationoftheAccuracyofEnglishMajors’SpokenEnglish4
3.1CurrenentSituationoftheStudents’SpokenEnglish4
3.2TheFactorsAffectingEnglishMajors’SpokenEnglish4
4.MainProblemsExistingAmongEnglishMajors6
4.1MisusingandLackofvocabulary6
4.2SegmentalPronunciationErrors6
4.3TheConfusionofEnglishGrammar7
5.WaystoImproveAccuracyofEnglishMajors’SpokenEnglish8
5.1Methodstoenlargevocabulary8
5.2WaystoImprovetheSegmentalPronunciation9
5.3StrategiesforLearningEnglishGrammar10
6.Conclusion11
Appendix12
References13
Acknowledgements14
1.Introduction
WithdevelopmentofcollegeEnglisheducationalreform,spokenEnglishhasbeenpaidmoreandmoreattentionto,andtrainingstudents’spokenEnglishcommunicativecompetenceshavebecamethemostimportanttaskincollegeEnglisheducationalreform.ThesyllabusforEnglishmajorsatuniversitiesandcolleges(2000)mentionsthatEnglishmajorsshouldmasterEnglishrhythm,tone,stressetc.forTEM4;whileinTEM8,itrequiresEnglishmajorstohavecorrectpronunciation,intonationandfluency.
NowadaysthecommunicationbetweenChinaandothercountriesbecomemorefrequent,anditneedsmorepeoplewhohaveabilitiestospeakEnglish,andatthesametime,itsrequestbecomeshigher.Tomeettheneedofthisrequest,EnglishmajorsmusthandleEnglishwellinthefuturestudy,work,andsociety,andqualifywiththeabilityofspokenEnglishbecauseitisthefundamental.Atthesametime,theyshouldguaranteetheircommunicativecompetence.Therefore,thespokenEnglishhasraisedgreatdiscussionindomesticEnglisheducation.
InZengchengCollege,thesituationofspokenEnglishisnotasgoodaspeople’sexpectation,especiallyinaccuracy,besidesthestudentshavenotrealizedthatmuchworkhastobedonetosolvetheproblem.Thus,thisthesisanalyzescurrentsituationsandhelpsourstudentstoimprovetheaccuracyofspokenEnglish.
OralEnglishplaysanessentialroleinthejudgmentofEnglishproficiency.Inmodernworld,Englishisusedmorefrequentlylanguagestool,amongwhichspeakingisanessentialpartoflanguagelearning,becausetheoriginalformsembodyingtheeffectsofcommunicationarespeaking,reading,andwriting,andlanguageaccuracyisconsideredastheoriginalpurposeinmasteringalanguage(KormosandDenes,2004).However,mostEnglishmajorsthinkthatspeakingabilityisoneoftheirprimarypurposesofstudy.AnditisclearthatspokenEnglishproficiencycanbeanessentialassetforanyoneseekingemploymentintradeindustry.Someresearchershavefoundthatpersonalityhasaneffectonlearner’sachievementinspokenEnglishperformance(Skehan,1996).Somehavealsoresearchedthatlearners’motivationandcorrespondinglearningstrategieshaveadirectinfluenceonlearner’sacquisitionofspeech(Ellis,1997).Besides,ZengXiaoshan(1998)studiedenvironmentalandeffectivefactorsaffectingthestudents’spokenEnglishproficiency.LinJian(2010)madeasurveyofsomeEnglishmajors’spokenEnglishcourses.Duringcommunicationactivity,mostresearchershavefoundlearners’speedandtimetheysavecanimprovethefluencyofspokenEnglish(Zheng,2009:
56).MostresearchersfocusontherelationshipbetweenthelearnersandthefluencyofspokenEnglish.
Nevertheless,theresearchingprobingintothepertinencebetweenthestudents’spokenEnglishabilitywiththeaccuracyandsomerelevantfactorsarestillnotsufficient.Therefore,theauthorofthisthesiswilltakeEnglishmajorsinZengchengCollegeofSouthChinaNormalUniversityashersubjects.ShewillinvestigateintotheaccuracyofEnglishmajors’spokenEnglish,analyzeitsrelatedfactors(forexample,grammar,vocabulary,andpronunciation),andoffersomeconstructiverecommendationsforEnglishmajorsinZengchengCollegetoimprovetheirspokenEnglishlevel.
2.TheoreticalFramework
2.1TheCharacteristicsofSpokenEnglish
SpokenEnglishisquitedifferentfromwrittenEnglishinsomeaspects.ThewaytolearnspokenEnglishisunlikethewaytolearnwrittenEnglish.
Speakinghasvarioustypes,likemonologueanddialogue.Inmonologue,longconversationbyonepersonwhichpreventsotherpeopleformtalking.Anddialogueisaninteractionbetweentalkers,andthetalkerandlistenerchangetheirrolesnowandthen(ZhengFengchao,2009).
SpokenEnglishistheverbaluseoflanguagetocommutativewithothers.Skehan(1996)hasdistinguishedthreeaspectsoflinguisticperformance:
fluency,accuracyandcomplexitywhichareusuallyusedasmeasurementforevaluatingspeakingability.
Fluencyconcerns“thelearner’scapacitytoproducelanguageinrealtimewithoutunduepausingorhesitation”(Skehan,1996).Thepossiblewaystomeasurefluencyincludespeechrate,articulationrate,repetitions,lengthofrun.
ThedefinitionofaccuracywillbespecificinChapter2.2.
Complexityrefersto“concerningtheelaborationorambitionofthelanguagethatisproducedandreflectslearners’preparationtotakerisksandtorestructuretheirinterlanguages”(Skehan,1996).Anditsmeasureiscommonlybasedontheextenttowhichsubordinationisevident.Complexityisquiteinformalintheuseofvocabularyandstructure.Thereforeithasmoreconjunctionsinsteadofsubordinationcomparedwithitswrittenform.ThecriterionofcomplexitytoevaluateEnglishforeignlanguagelearners’spokenEnglishabilityshouldbecautious.
2.2TheDefinitionandMeasurementofAccuracy
Anumberoflinguistshavedefined“fluency”,whileto“accuracy”justonlyafewdefinitionshavebeenconveyed.AndtheauthoritativepersonisSkehan(1996),whohasclearlymentionedthataccuracyconcernstheextenttolanguageproducedconformsandtargetlanguagenorms.Likethedefinitionsof“accuracy”arefewgiven,themeasuresofaccuracyareseldom.Someresearchers(Crookes,1989;Wigglesworth,1997)havepreferredtoexaminehowaccuratelyspecificgrammaticalcharacteristicsareusedsuchas“verbforms”intermsoftense,aspect,modalityorsubject-verbagreementandothersfrequentlyusedcriteriaispercentageoferror-freeclauseorerror-freeunits.(Skehan&Forster,1997)
Inauthor’sopinion,thedefinitionofaccuracyrefersto“Englishlearners’usingvocabulary,grammar,andpronunciationcorrectly.Besides,theyareabletothinkandspeakinEnglishway.Atthesametime,measureofaccuracyistheratiobetweencorrectvocabularyandthewholevocabulary”.
2.3TheImportanceoftheAccuracyofSpokenEnglish
Firstofall,theaccuracyofspokenEnglishcanhelpEnglishmajorslearnEnglishwell.ItisclearthattheaccuracyofspokenEnglishincludesgrammar,vocabulary,pronunciation,etc.IfEnglishmajorsguaranteetheaccuracyofspokenEnglish,itmeanstheirspokenEnglishareimproved.Theyshouldfindtheprinciplesandthewaystoimproveotheraspects.
Apartfromthat,itisagreatconveniencetocommunication.Asitisknown,languageisatoolofcommunication.Ifonecanspeakacountry’slanguagewell,heisabletocommunicatewithnativeseasily,andunderstandahistoryandcivilizationofthiscountrybetter.IfEnglishmajorshaveahighrateofaccurateexpression,theycancommunicatewithnativesEnglishspeakersfreely.
Lastbutnotleast,itcanimproveEnglishmajors’academicmotivationinEnglish.TheaccuracyofspokenEnglishcannotonlyimproveEnglishmajors’Englishlearning,butalsorequeststhemtodomorereadingandlisteninginordertobroadentheirhorizons.Iftheyhaveacademicmotivation,theywillbeinterestedinlearning.Therefore,theaccuracyofspokenEnglishplaysanimportantroleinEnglish.
3.ThePresentSituationoftheAccuracyofEnglishMajors’SpokenEnglish
EnglishmajorsalwaysoverlookaccuracyofspokenEnglish.Asamatteroffact,theaccuracyisthemostimportantfactorinspokenEnglish,anditaffectsfluencyandcomplexity.Withoutaccuracy,EnglishmajorsarehardlyspeakingEnglishwell.Besides,Englishmajorsalwaysthinkthatjustopenmouth
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