为中国职前英语教师编写语音教学指南的理论基础

Min Jie Chen, Guojie Yin, Raja Harun Raja Nor Safinas, Wei Lun Wong, Swaran Singh Charanjit Kaur
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引用次数: 0

摘要

在中国,语音教学指南的缺失阻碍了职前英语教师的语音教学准备工作。为了弥补这一差距,本文旨在为中国职前 EFL 教师编制语音教学指南奠定理论基础,然后为该教学指南制定研究方法。自下而上的阅读过程理论、S-R 强化理论(尤其是工具性条件反射)和试错学习理论都对中国 EFL 初学者实施明确而系统的语音教学具有重要的教学意义。此外,这些理论与成人学习理论(Andragogy Theory of Adult Learning)相结合,为教学设计提供了理论基础。按照 ADDIE 顺序框架,采用多阶段混合方法实验设计,通过分层随机抽样技术从 254 个代表性样本中收集数据。研究结果表明,在理论框架内,并将具体的设计框架纳入 ADDIE 顺序框架,教学指南是成功的,尽管还需要一些改进。此外,研究结果还表明,还可以在高级评价层面开展更多的研究。
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Theoretical Foundation for Developing Instructional Guide for China Pre-Service EFL Teachers to Teach Phonics
In China, the absence of a phonics instructional guide hinders pre-service EFL teachers’ preparation for phonics instruction. To bridge the gap, the purpose of this article is to lay the theoretical groundwork for developing a phonics instructional guide for Chinese pre-service EFL teachers and then to produce a research methodology for this instructional guide. The Bottom-up Theory of Reading Process; the S-R Theory with Reinforcement, particularly Instrumental Conditioning; and the Trial-and-Error Theory of Learning all have pedagogical implications for implementing explicit and systematic phonics instruction for EFL beginners in China. Additionally, in conjunction with the Andragogy Theory of Adult Learning, these theories provide a theoretical foundation for instructional design. Following the ADDIE sequential framework, a multi-phase mixed methods experimental design was used to collect data from 254 representative samples chosen through a stratified random sampling technique. The findings indicate that within the theoretical framework and with the incorporation of specific design frameworks into the ADDIE sequential framework, the instructional guide was successful, although some refinement is still needed. Furthermore, the findings suggest that additional research could be conducted on advanced evaluation levels.
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