Introduction to English pronunciation teaching methods

Pronunciation teaching is one of the important contents of language teaching. Learning pronunciation well is the first task and the only way to learn any language well. At present, pronunciation teaching in primary schools is not taken seriously, and there are some deficiencies in teaching methods and content. In view of the specific problems in primary school English teaching, this article proposes methods such as rational penetration of phonetic symbols teaching, scientific use of Chinese Pinyin, changing various teaching methods, enriching classroom evaluation terms, etc. to increase the effectiveness of phonetic teaching, hoping to be helpful to phonetic teaching.

1. Introduction

Pronunciation teaching is one of the important contents of language teaching. Learning pronunciation well is the first task and the only way to learn any language well. Natural and standardized pronunciation and intonation will lay a good foundation for effective oral communication. When primary school students first learn English, they should work hard on pronunciation. The general view is that the main purpose of primary school English teaching is to cultivate interest and enable students to have a preliminary perceptual understanding of English. Therefore, pronunciation teaching should not be the focus of teaching. However, from the perspective of language learning, pronunciation teaching is the basis of language teaching. Solid pronunciation teaching will help students eliminate psychological barriers, build learning confidence, cultivate learning interest, and quickly memorize words.

2. The purposes and requirements of primary school English pronunciation teaching

The new curriculum standards regulate pronunciation teaching. In primary school English teaching, the basic requirements for pronunciation teaching are to be able to recognize the phonetic symbols and edge phonetic symbols, master some basic correspondences between pronunciation and spelling, learn how to read stressed syllables with the guidance and help of the teacher, and finally be able to read the phonetic symbols in Yinbian. Spell relatively simple new words correctly with the help of

Make an overall analysis based on the PEP primary school English third-grade starting textbook published by the People's Education Press. Volume 1 for third graders, learning 26 letter sounds and their pronunciation in words. In the second volume of the third grade, learn the pronunciation of the vowel letters a, e, i, o, u in closed syllables. In the first volume of fourth grade, learn the pronunciation of the letters a, e, i, o, u in open syllables, and practice their pronunciation in open and closed syllables. Volume 2 for Grade 4, learn the pronunciation of the letter combinations er, ir, ur, ar, or, le in words. Fifth grade volume 1, words ending with the letter y, the pronunciation of the letter combinations ee, ea, ow, oo, ay, ou in the word. Volume 2 for fifth grade, the pronunciation of the letter combinations cl, pl, br, gr, ch, sh, th, ng, nk, wh in words. The first volume for sixth grade includes knowledge points such as the rising and falling intonation of sentences, the continuous reading of sentences, the stress of words, the stress of sentences, the pauses of sentences, and the loss of explosions. The layout of the People's Education Edition is regular and regulated, from easy to difficult, progressively, and the learning is comprehensive and specific. Conducive to students' learning and acceptance.

3. Existing Problems

The teaching materials are arranged in a reasonable and orderly manner. Teachers have put a lot of effort into pronunciation teaching, but the actual pronunciation teaching still achieves little. We have the following problems to investigate the causes:

(1) Use Chinese characters or pinyin to mark the pronunciation

Third-grade students will mark me, too. as rice rabbit. Fourth grade students will label strong as the sign of death. These simple annotations simplify students' recitation pressure to a certain extent, which is much better than rote memorization. But it also reflects students’ urgency to learn phonetic symbols. In the new curriculum reform, the study of 48 phonetic symbols has been deleted, and instead the study of letters, letter combinations and sentence pronunciation has been carried out. To a certain extent, it is closer to reality and more conducive to students discovering the joy of learning. But there are also disadvantages. Students cannot spell words by themselves without learning phonetic symbols.

(2) Students dare not read and are embarrassed to say

Language learning is inseparable from reading and speaking. But our students, who are in the primary and secondary school stages, are very willing to express themselves but are shy about speaking English and timid about reading English in public. The root cause is lack of confidence. They don’t know whether they are reading it correctly or not. They are afraid that adults will laugh at them, their classmates will laugh at them, and teachers will criticize them.

(3) Difficulty in reciting words

It wasn’t until I came into contact with front-line primary school English teaching that I realized how primary school students recite words. Take ruler as an example. Ruler, ruler, ruler, ruler, r-u-l-e-r, ruler. Students read and memorize it like this at the beginning of every class. Gradually, they become familiar with it and the spelling of ruler comes out. This kind of mechanical memory will increase the burden on students to a certain extent. In middle school and even college, the vocabulary gradually became more numerous and longer. This amount of memory is immeasurable.

IV. Method Discussion

How to effectively suppress the above problems is a question that every primary and secondary school teacher should think about. In response to the above problems, this article puts forward the following suggestions:

First of all, teachers can plan and selectively join phonetic symbol learning. Since students intend to use Chinese pinyin or Chinese characters to mark the pronunciation of words, can we abandon our prejudices, proceed from reality, from the students' perspective, adapt to the students' learning methods, teach them some phonetic symbols in an appropriate amount, and teach them how to do it? Label the words with their correct phonetic symbols. As the saying goes: It is better to teach a man to fish than to teach him to fish. If the teacher is in class, he can add the study of phonetic symbols to the start unit of learning English; in the process of learning words, he can continuously penetrate the phonetic symbols of spelling; in after-class exercises, he can add the task of phonetic symbols of spelling. It will be of great help. The process of learning phonetic symbols is difficult and there will be no immediate results, but it is very beneficial to the development of students.

Secondly, scientifically utilize the positive transfer of Chinese Pinyin. As a new subject of English, students need a crutch to help them learn in the early stages of contact. At this time, Chinese Pinyin is of great help to them. 18 of the 21 consonant letters in English have similar phenomena in English and Chinese Pinyin, such as Bb, Pp, etc. This shows that we can teach students that when you can’t spell the word, try to read the word using the Chinese Pinyin pronunciation. After reading, give certain corrections, and slowly the students will be able to read these words. The famous psychologist and educationist Thorndike once demonstrated that learning is a step-by-step, trial-and-error process. If you don’t try, you won’t know where your problems will be and you won’t be able to make progress. Students should be encouraged to use the Chinese Pinyin they have learned to spell words. It doesn't matter if you spell it wrong, because learning is a process of trial and error.

Thirdly, teachers can change teaching methods to improve the efficiency of pronunciation learning. In the second unit of the fourth grade volume, I used the children's song learning method to study the vowel letter i. The study of the vowel letter i in the second unit involves the pronunciation of two kinds of words, open syllables and closed syllables. In the textbook, open syllables are summarized as i-e structure. Then I combined the explanation of i-e in the textbook and summarized the pronunciation of i as: i-e, i-e, ai, ai, ai; i in the middle, i, i, i. Such a children's song. Every time I see a pronunciation question about i, I will intentionally ask the students to recite the children's song first and then do the questions.

In addition, according to the characteristics of primary school students who love to perform, love to imitate, and love to be lively. I incorporate a variety of movements into my classes. For example, when expressing the pronunciation [ai], I will point to myself and tell them i-e, I, that is, the pronunciation of i-e is similar to I. Then make a love shape with your hands, i-e love. Then rub your index finger and thumb together, i-e love. Then stretch your hands above your head and perform the meaning of love i-e love. The students were very happy to do the moves with me. These actions are very simple and everyone can do them. While doing the movements, i-e love is learned.

Finally, it is recommended that all teachers evaluate their students in multiple ways. Only students who don't know how to learn will learn from the teacher and become students. Therefore, the students’ own attributes are: no. In the teaching process, we need to have more confidence, be more patient, and give students more affirmation.

When listening to the Chinese teacher's lectures, I often hear: "Well, that's a good idea!", "Well, the teacher also likes children like this", "I like such an answer!" "You are really a caring person. Child!", "You are so sensible, I like it!" Such comments. In addition to the existing English evaluation words such as good, great, wonderful, amazing, and excellent, which ones do we use in the classroom? Almost none. If students read well, they don’t know what is good; if students speak well, they don’t know what is good. If a student makes a mistake, we will find it immediately. This is the characteristic of English teaching classroom evaluation. Therefore, I suggest that you often listen to the classes of teachers from different subjects, pick the best and discard the dross. Only by constantly enriching your classroom can you make your classroom come alive.

5. Conclusion

Pronunciation teaching is a long and arduous task. For primary school students who have just come into contact with English, we must let them feel the fun of learning English, be able to speak it, and be willing to speak it, in order to achieve our learning goals. The above suggestions have many shortcomings, and teachers are welcome to criticize and correct them.