确定大学英语语调教学的有效性

Alexandra V. Urazmetova
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引用次数: 0

摘要

介绍。适当的语调解码技巧教学是英语教学的重要组成部分,与听、说、读技巧一样重要。然而,这方面的教学并没有得到足够的重视。本实验旨在考察学生对非母语发音语音的情感特征的解读能力,揭示节奏语调技能的发展与英语语言水平的相关性。材料和方法。本研究是在英国英语主要声调群的基础上进行的。该研究通过采访两组不同语言水平的受访者(B2 - 58级学生)和C1 - 61级学生)来进行。作为调查的材料,选取了11个语调结构不同,属于不同交际类型的英语语句。被调查者的任务是在语调的帮助下确定说话人在话语中的态度。对英语熟练程度与正确解读语调的能力进行相关分析。采用卡方标准计算两个独立实验样本的均匀性。结果。研究结果表明,学生在充分解读英语语调和识别说话者情绪方面的能力较低,正确回答的比例为31.5%。我们可以得出结论,英语水平C1组的学生与B2组的学生在英语演讲的超切分特征感知水平上没有差异(χ2 = 10,06;P = 0,44)。换句话说,提高英语水平并不影响学生正确解读语调的能力。结论。所获得的结果证实了有必要在改进外语韵律教学方法方面进行更多有目的的工作,以提高教学过程的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Determining the effectiveness of teaching intonation of the English language at a university
Introduction. Teaching the skills of adequate decoding of intonation is an integral part of teaching English, along with listening, speaking and reading skills. However, teaching this aspect is not always given sufficient attention. The purpose of the experiment is to identify the ability of students to decode the emotional characteristics of a sounding speech in a non-native language, as well as to reveal the correlation between the development of rhythmic-intonation skills and the level of the English language proficiency. Materials and methods. The research is carried out on the basis of the main tone groups of British English. The study is conducted by interviewing two groups of respondents with different levels of language proficiency (level B2 – 58 students) and C1 – 61 students). As a material for the survey, 11 statements in English were selected, having different intonation structure and belonging to different communicative types. The task of the respondents was to determine the attitude that the speaker puts into the utterance with the help of intonation. A correlation analysis was carried out between the level of English proficiency and the ability to correctly interpret intonation. The Chi-square criterion was used to calculate the homogeneity of two independent experimental samples. Results. The results of the study showed low ability of students to adequately interpret the English intonation and to identify the emotions of the speakers: correct answers gave 31.5% of respondents. We can conclude that students with the level of English proficiency C1, do not differ from students of group B2 in the level of perception of suprasegmental features of the English speech (χ2 = 10,06; p = 0,44). In other words, increasing the level of English proficiency does not affect the ability of students to correctly interpret intonation. Conclusion. The obtained result confirms the need for additional purposeful work on improving the methods of teaching prosody in a foreign language, aimed at improving the effectiveness of the educational process.
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
CiteScore
0.80
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162
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