The English pronunciation teaching in Europe survey: selected results
The English pronunciation teaching in Europe survey: selected results
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欧洲英语发音教学调查：选定结果
DOI：
10.2478/v10015-011-0047-4
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Lesley Curnick
中科院分区：
文献类型：
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作者：
Alice Henderson;Dan R. Frost;Elina Tergujeff;A. Kautzsch;Deirdre J. Murphy;Anastazija Kirkova;Ewa Waniek;D. Levey;Una Cunnigham;Lesley Curnick
摘要：本文概述了欧洲范围内英语发音教学实践在线调查的主要发现。本文介绍了来自七个国家（芬兰、法国、德国、马其顿、波兰、西班牙和瑞士）的定量和定性数据，重点关注教师对以下方面的评论：他们自己的发音，他们的培训，他们的学习者的目标、技能、动机和愿望，他们对某些种类的偏好（以及他们对学生偏好的看法）。EPTiES的结果揭示了欧洲各地有趣的现象，尽管在建设和分布方面存在缺陷。例如，大多数受访者不是以英语为母语的人，他们中的大多数人对自己的英语发音掌握程度都很满意。然而，大多数人觉得他们很少或根本没有接受过如何教授发音的培训，这就引出了一个问题，即教师如何应对语言教学的这个关键方面。与目标模式相关，RP仍然是教师声称使用的英语变体，同时认识到一些学生可能更喜欢通用美语。研究了国家之间的差异，特别是通过对开放式问题的回答，使每个国家的情况更加细致入微。本文还引用了其他调查研究，以便将这些分析和对英语教学和培训英语教师的影响联系起来
Abstract This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about: ● their own pronunciation, ● their training, ● their learners’ goals, skills, motivation and aspirations, ● their preferences for certain varieties (and their perception of their students' preferences). The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most respondents are non-native speakers of English and the majority of them rate their own mastery of English pronunciation favourably. However, most feel they had little or no training in how to teach pronunciation, which begs the question of how teachers are coping with this key aspect of language teaching. In relation to target models, RP remains the variety of English which teachers claim to use, whilst recognizing that General American might be preferred by some students. Differences between countries are explored, especially via replies to open-ended questions, allowing a more nuanced picture to emerge for each country. Other survey research is also referred to, in order to contextualise the analyses and implications for teaching English and for training English teachers