英语语音教学中的社交教学措施
随着全球化及科技的发展，国际之间的较量日益频繁，人们发现外语的地位日益重要。本论文研讨了英语语音教学中的社交教学措施。
Chapter 1
Introduction
1 .1 Background
With the speeding-up of globalization, the development of technology, and the increasing of international communications, people find a foreign language more and more significant. The popularity urges an increasing number of teachers, students, and professionals to learn and use a foreign language in order to function and work better in society. Gimson (2017)says that one needs to learn almost 100% of its pronunciation, 50-90% grammar, and only 1%vocabulary in order to speak a new language. And learners of foreign languages generally feel that pronunciation needs special attention and is of great importance to foreign language learning, yet most learners fail to achieve a good pronunciation. This is largely due to the fact that though there are quantities of training courses both in and out school which teach English learners speaking, these courses do not focus on pronunciation. Though pronunciation is a teaching must, both practices and researches on pronunciation learning and teaching have often been low on the list of precedences.
In recent years, however, there is a rise on the number of researches on second language pronunciation learning and teaching in EFL/ESL classrooms. This is due to the increasing recognition that poor pronunciation can cause serious problems for learners, such as communication breakdowns, anxiety, stereotyping, and discrimination (Money, 1998). Also, as English teaching has shifted to language functions and communicative competencies, a new urgency for the teaching of pronunciation has arisen (Gilbert, 1994).
Through the years, researchers who have interest in pronunciation learning have examined several factors in order to explain successful second language pronunciation ability. The number of these researches is not very abundant; the studies have nevertheless been fruitful. Most studies on pronunciation learning pay much attention to the significance of pronunciation as above, and what, when, and how to teach pronunciation. Consonants, vowels, consonant clusters, stress, rhythm, intonation, and suprasegmental features like pause and speed are always in the content. Learner factors such as age, personality, cognitive style, hemisphere specialization, and native language phonology-just to name a few-have been shown to have influence on learners' pronunciation( e.g., Elliott, 1995; Guiora, Brannon,&Dull, 1972; Major, 1987; Oyama, 1976).
References
Acton, W. (1984). Changing fossilized pronunciation. TESOL Quarterly, 18(1)，英语论文网站，71一85
Baker, A. (1987). Ship or Sheep?. Cambridge: Cambridge University Press.
Block, D. (2017). The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press.
Bowen, J. (1992).
The Pronunciation Book: Student-Centered Activities for Pronunciation Work. London: Longman.
Brown, H. D. (1997). Principles in Language Teaching and Learning. Englewood Cliffs, Prentice Hall.
Abstract 7-9
内容摘要 10-12
Chapter1 Introduction 12-16
1.1 Background 12-14
1.2 Significance of the study 14-15
1.3 Layout of the thesis 15-16
Chapter2 Literature Review 16-40
2.1 Researches on language learning strateg，英语论文范文
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