本文選題：配音視頻軟件 + 語音學習��； 參考：《杭州師范大學》2017年碩士論文

【摘要】：在中國外語學習課堂中,語音教學總是處在被忽視的地位,同時掌握良好的英語發(fā)音對于中國學生來說非常困難。然而語音學習在二語習得中一直扮演著至關重要地角色,因此許多學者和語言教師一直試圖探尋一種在英語課堂外實現(xiàn)語音教學的可行方式。隨著智能手機連接移動網(wǎng)絡和應用程序的發(fā)展,教育軟件為我們提供了移動教學的可能性和可行性。作為一款在線英語學習軟件,英語趣配音在語言教學中發(fā)揮良好的作用。本研究中,作者借助英語趣配音軟件調(diào)查研究視頻配音軟件對初中生英語發(fā)音的影響。為了探究以下三個研究問題,78名來自杭州某所初中初一年級兩個班的學生(平均年齡:13歲)參加了干預研究。問題一:視頻配音軟件能否幫助提高學生的英語語音?此軟件在實驗班和對照班中有何影響?問題二:視頻配音項目對學生語音中的發(fā)音,節(jié)奏,重音,連讀和語調(diào)哪幾方面有影響?問題三:老師和學生對英語視頻配音軟件在語音教學上的運用持有怎么樣的態(tài)度?參與者是來自同一個老師教學下的兩個不同七年級班級。A班和B班分別為實驗班和控制班。在兩個班中,老師采用同樣的課本和教學方式。唯一不同的在于實驗班學生使用在線配音軟件輔助語音練習,而控制班學生沒有使用此軟件,只有課后朗讀選自英語趣配音的文本材料。在實驗開始前,兩個班同時進行相同難度的語音前測,并顯示無差異;在12周的實驗后,兩個班級同時進行較高難度的語音后測。最后,對實驗班分發(fā)問卷并挑選部分同學進行采訪。數(shù)據(jù)經(jīng)采集,Excel 2013收集和SPSS 16.0分析后,研究結果為以下四點:(1)視頻配音軟件對初中生英語發(fā)音有積極影響;(2)視頻配音軟件輔助使得學生在語音超音段特征上的進步比語音音段特征上大;(3)英語趣配音軟件應用滿足學習者和老師的需求;(4)視頻配音軟件可以激發(fā)學習者語音學習的興趣和提高其自主性。本項研究結果揭示視頻配音軟件不僅能輔助語音學習,而且豐富了語音教學�；谘芯堪l(fā)現(xiàn),實驗者建議教師使用英語配音軟件來幫助學習者學習外語語音,并且用此提高學生在語音超音段特征的水平。
[Abstract]:In Chinese foreign language learning in the classroom teaching, speech always be neglected at the same time, a good grasp of the English pronunciation for China students very difficult. However, pronunciation learning has played a vital role in two language acquisition, so many scholars and language teachers have been trying to find a feasible way of pronunciation teaching in English outside of the classroom. With the development of intelligent mobile phone connected to the mobile network and the application of educational software provides the possibility and feasibility of mobile learning for us. As an online English learning software, English dubbing fun to play a good role in language teaching. In this study, the authors use English dubbing software research interest video dubbing software the English pronunciation of junior high school students. In order to explore the following three questions, 78 from the Hangzhou junior high school two classes of the first grade school Students (average age: 13 years) participated in the intervention study. One problem: whether the video dubbing software to help improve the students' English? What is the effect of this software in the experimental class and the control class? Two: Video dubbing project on students' speech pronunciation, rhythm, stress, and intonation which influence even read a few problems? Three: teachers and students hold what kind of attitude to the use of English pronunciation teaching software in video dubbing? Participants are from two classes in grade seven class.A and class B of different teaching under the same teacher respectively as experimental class and control class. In the two class, the teacher used the same the textbooks and teaching methods. The only difference is that the students in the experimental class using the online software voice dubbing exercises, and the students in the control class without the use of this software, only the after-school reading from English dubbing interest textual material in the experiment. Before the beginning of the two class. At the same time the same speech difficulty before the test, and showed no difference; in 12 weeks after the experiment, two classes of simultaneous voice high difficulty after the test. Finally, the distribution of the experimental class and the selection of questionnaire interview data. Some of the students after the acquisition, Excel 2013 SPSS 16 collection and analysis, research results the following four points: (1) video dubbing software has a positive effect on junior high school students' English pronunciation; (2) video dubbing software which enables students to voice suprasegmental features on speech signal characteristics than progress; (3) English dubbing software applications to meet learners' interest and the needs of teachers; (4) video voice software can stimulate learners' pronunciation learning interest and improve their autonomy. The results of this study reveal the video dubbing software not only can assist the pronunciation learning, but also enriches the speech teaching. Based on the research findings, the experimenter suggests that teachers use English Dub The software to help the students to learn foreign language, and use this to improve the students' speech in suprasegmental features.

【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41;G434

【參考文獻】

相關期刊論文 前2條

1 代艷杰;;英語配音軟件在初中英語教學中的應用[J];中國教育技術裝備;2016年19期

2 關振宇;;初探英語配音APP對于英語口語的影響[J];校園英語;2016年17期

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本文編號：1767527