This article introduces the new requirements for English teaching in the 2022 version of the Compulsory Education English Curriculum Standards, emphasizing the importance of developing students' core competencies. The new curriculum standards provide a detailed explanation of the connotations of language ability, cultural awareness, thinking quality, and learning ability, making core competencies teachable, measurable, and assessable. English phonetics, as a part of language proficiency, should be taught with the core goal of understanding and expressing meaning. The new curriculum standards not only require basic phonetic knowledge, but also emphasize the correct application of knowledge to express meaning, intention, and attitude. Cheng Xiaotang (2022) classified and sorted out the English phonetic knowledge requirements in the new curriculum standards. However, most existing English phonetic textbooks and online resources only focus on repetitive exercises of basic phonetic knowledge, lacking teaching ideas for cultivating understanding and expression abilities through the application of phonetic knowledge. This article will explore the difficult problems in English phonetics teaching based on some phonetic knowledge in the new curriculum standard, and propose teaching ideas and methods for selecting teaching materials.
In depth exploration was conducted on the selection of English phonetic teaching materials based on the requirements of the new curriculum standards. Firstly, the importance of phonetic learning was emphasized, pointing out that phonetics are the foundation for mastering English pronunciation and help enhance learners' ability for self-directed learning. In response to the difficulties in phonetic teaching, such as the diversity of phonetic systems and the monotony of teaching methods, the article provides a detailed introduction to phonetic systems, including Gimson, Upton, Webster, AHD, KK, etc., and explains the differences between the broad and strict phonetic systems. It is recommended to use the wide and Gimson phonetic system in teaching to reduce students' comprehension difficulty.
How to use phonetic knowledge for understanding and expression in English teaching. Firstly, the importance of word stress in conveying meaning was emphasized, pointing out that students often make semantic comprehension errors due to neglecting stress, such as the different stress positions of nouns and verbs. Secondly, the influence of Mandarin Chinese on English pronunciation habits, such as the phenomenon of common stress, was analyzed, and corrective methods were proposed. Next, the stress rules of compound words and their differences between English and American were discussed, and it was recommended that teachers and students frequently consult dictionaries to ensure correct pronunciation. In addition, the role of sentence stress in language flow was discussed, especially the contrast between the weak reading form of function words and the stress of actual words, as well as the importance of weak reading in understanding and expressing semantics. Finally, the subjective needs and application scenarios of intonation in conveying meaning were analyzed, emphasizing the flexibility of intonation and its gradual learning in real communication. At the same time, some teaching materials and reference materials were recommended to help teachers and students better grasp phonetic knowledge.
Two high-quality online voice teaching resources have been recommended: Teachingpronunciation-weebly.com, founded by Professor Marla Yoshida from the University of California, Irvine, providing a site for voice teaching materials and expert lecture PPTs; tubequizard.com, A website for generating listening test questions online, with a rich question bank and online editing functions.
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