EXPLORING TEACHING INTONATION TO TERTIARY EFL-MAJOR STUDENTS  

师范院校英语专业学生语调教学探索(英文)

作　　者：张军[1] 

机构地区：[1]甘肃教育学院(新加坡)南洋理工大学

出　　处：《Chinese Journal of Applied Linguistics》2003年第3期38-44,127,共8页中国应用语言学（英文）

摘　　要：In view of current advocacy of the Communicative Language Teaching (CLT) and the eclectic approach among teachers in both tertiary and middle levels, this paper discusses possibilities of teaching intonation to EFL-major students at teachers' colleges/universities. It starts by reviewing recent writings about whether or not pronunciation/intonation should be taught in second/foreign language programmes. It then reviews research into the teaching of the pronunciation of English as a second/foreign language to clear the background for a proposal to teach intonation in tertiary institutions where teacher-education is the major concern. Working within Kingdon's theoretical framework, it first explores the theoretical issues involved in teaching intonation; it then suggests practical hands-on ideas for classroom implementation.鉴于目前中小学英语教师对交际教学的主张日渐给予肯定,本文探讨对师范院校英语专业学生进行英语语调教学的可行性。首先回顾了中外学者对英语作为外语或第二语言教学中是否主张语调教学的问题所展开的讨论,继而回顾有关的实证研究,以表明在师范院校中对英语专业学生进行语调教学的可行性。本文主张采纳金顿的理论框架分三个步骤来实施课堂英语语调教学:1)介绍并阐述其理论构架;2)实施由静调到动调的语调教学过程;3)引入语言交际情境进行集中训练。这一教学主张之宗旨是强调用实例强化学生对语调的认识及敏感程度进而有效地提高口语表达能力。本文在总结该教学思路对提高英语专业学生对英语语调的积极影响的同时也指出其局限性。

关 键 词：英语专业学生 师范院校 语调教学 英语语调 教学探索 可行性 中小学英语教师 回顾 教学主张 交际教学 

分 类 号：H319.3[语言文字—英语]