语调听觉法用于提高边疆民族地区小学生英语水平的实证研究  

Improving the English Proficiency of Primary EFL Learners in Frontier Ethnic Areas with a Verbotonal Approach

作　　者：杨燕[1] 李静燕[1] YANG Yan;LI Jingyan

机构地区：[1]昆明理工大学外国语言文化学院,650500

出　　处：《基础外语教育》2021年第1期12-21,108,共11页Basic Foreign Language Education

基　　金：国家社科基金重点项目“脱贫攻坚背景下的西南边疆少数民族地区多语与贫困关系实证研究”(19AYY006);昆明理工大学省级人才培养项目“基于语调听觉法的云南省农村小学生英语语音创新习得模式研究”(KKSY201854011);昆明理工大学“外语类课程考核改革”重点项目(KK201710)和“云南少数民族文化(英语)”慕课项目的阶段性研究成果

摘　　要：本研究以语调听觉法为指导开展实验,探索改善边疆民族地区小学英语教学的方法和途径。实验为期四个月,以云南省昆明市宜良县一所小学的三年级学生作为研究对象。控制组以传统方式学习英语,实验组接受语调听觉法训练。两组学生课上、课后学习时间和任务一致。实验结束后,实验组学生的英语水平显著提升,且各项成绩(听力、词汇语法、阅读理解和翻译)均高于控制组。访谈结果也显示,相较于传统课堂而言,师生更愿意利用语调听觉法“教”和“学”英语。结果证明,语调听觉法能针对性地解决民族地区小学英语教学中存在的问题,有效提高学生的英语水平。The present study conducted a pedagogical experiment under the guidance of a verbotonal approach to improve the English proficiency of primary EFL learners in frontier ethnic areas.All Grade 3 students from a primary school in Yunnan Province participated in the study.The experimental group undertook the intervention while the control group followed the traditional way of learning English.Time on task was the same for both groups.After a period of 4 months,the experimental group improved significantly in English proficiency and individual tests(listening,words and grammar,reading comprehension and translation).Besides,the experimental group outperformed the control group in all aspects tested.The interview results also showed that,compared with the traditional method,the teacher and students were more willing to utilize the verbotonal approach to“teach”and“learn”English.The results show that the verbotonal approach can solve many problems existing in the English teaching of primary EFL learners in ethnic areas and improve students’English proficiency effectively.

关 键 词：语调听觉法 民族地区 小学英语 

分 类 号：G623.31[文化科学—教育学]