非常完美马梓豪念慈,凤翔县邮编,吴新雄斗不过苏荣
|
4.2 Advantages and disadvantages of localized model
Advantages of localized model lies in that it is conducive to play the roles of advantages of local teachers and enhance the teachers’ self-esteem and self-confidence, similar language, acquisition experience and bilingual background makes the teachers better understand the students' learning difficulties, thus they can provide more professional guidance. The students take local teachers as an example, they know that as long as they make effort, they will be able to achieve the phonetic objectives provided by the model (Kirkpatrick, 2007).
Localized model has the following limitations. First, Jenkins' (2002) study on lingua franca core is based on the assumption that English communication mostly occurs between non-native speakers, but this assumption is largely inconsistent with the reality, English communication will occur between English native speakers and non-native speakers. If phonetic teaching is limited to teaching of a group of lingua franca core features, students will not be able to decode non- lingua franca core features in the phonetics of native speakers when communicating with English speakers. Second, lingua franca core deprives students of their right to choose their own pronunciation goals. A large number of studies on the language attitudes of English learners in the extended circle and outer circle countries show that learners are still pursuing native language pronunciation and they believe that the approximate mother tongue pronunciation is a sign of success of English learning (Murcia, 1987). Some learners do have the talent to learn phonetics, they should be given attention to their phonetic learning aspirations and talent in the teaching (Kirkpatrick and Xu, 2002). Finally, if the English variant of the outer circle countries has just been developed and it has not been widely accepted by the community, in the extended circle countries, it should not take the model, because the supporting textbooks and other codified information is lacking, in the actual teaching operation, it will encounter many problems (Tokumoto and Shibata, 2011).
5.0 Further research
At present, arguments about the two kinds of theories continue, more and more educational researchers in the theoretical circles tend to adopt localized phonetic teaching model, and in practice, a lot of students tend to choose traditional phonetic teaching model, they still want to learn the standard British or American pronunciation. About which teaching model can more satisfy the requirements of students and the purpose of phonetic teaching, so far there is no conclusion, therefore, the future researches on phonetic teaching model need to be further improved in the following three aspects.
First of all, in reality, English communication occurs between non-English native speakers, English native speakers and non-native speakers. However, Jenkins (2002), Kachru (1977) mainly studied the phonetic errors in the communication between non-native speakers of English. Varonis and Gass (1982), Wong (1987) mainly studied the phonetic errors in the communication between English native speakers and non-native speakers. There were some limitations in their selection of samples, leading to that the research results were not very able to reflect the reality of English communication. Future researches should focus on the following aspects, to have a comprehensive understanding that in different cultural background, in different countries, what phonetic errors people often have in using English to communicate, so as to determine whether the phonetic characteristics of lingua franca core can help with people’s smooth English communication in the global context.
Secondly, from a number of aspects to analyze the reasons leading to phonetic errors that students of different countries and cultural backgrounds make, such as: cultural differences, thinking habits, educational traditions, etc., to understand these reasons will help the countries to take the phonetic teaching model which is more appropriate for their local conditions, and it will also help the countries with teaching materials selection, teacher training, development of assessment standards and other aspects.
Finally, both the traditional phonetic teaching model and the localized phonetic teaching model have their own shortcomings and advantages, future researches in this area should be able to consider how to help them to play the roles of their own advantages to avoid their own disadvantages. For example, for countries using a traditional phonetic teaching model, they should cultivate and recruit teachers with received pronunciation, while creating a suitable language exchange environment to reduce the difficulty of phonetic learning for students; for countries in which localized phonetic teaching model is used, they should determine mature localized phonetic teaching material, methods and evaluation systems, as well as how the localized phonetic teaching enable the students to communicate by using fluent English with people from other countries in the world.
6.0 Conclusion
In the context of globalization, English as the world's most widely used language, the importance of English phonetic education has been paid more and more attention. The traditional phonetic education and the localized phonetic education model has their own advantages and disadvantages, the future relevant research should be further improved to provide theoretical support to help different countries to develop appropriate phonetic teaching model.
References
Du, R. Q. and Jiang, Y. J. (2001). A review of studies on "Chinese English" in recent twenty years. Foreign Language Teaching and Research, 1, 37-41.
Jenkins, J. A. (2002). Sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103.
Kachru, B. B. (1977). The new Englishes and old models. English Teaching Forum, 15(3), 29- 35.
Kirkpatrick, A. and Xu, Z. C. (2002). Chinese pragmatic norms and “China English”. World Englishes, 21(2), 269-279.
Murcia, C. M. (1987). Teaching pronunciation communicatively. MEXTESOL Journal, 7(1), 10-25.
Tokumoto, M. and Shibata, M. (2011). Asian varieties of English: attitudes towards pronunciation. World Englishes, 30(3), 392- 408.
Varonis, E., & Gass, S. (1982). The comprehensibility of nonnative speech. Studies in Second Language Acquisition, 4,114-136.
Wong, R. (1987). Teaching pronunciation: focus on English rhythm and intonation. Englewood Cliffs, NJ: Prentice Hall Regents.
|
