本文是英国留学生论文代写范文：非英语国家英语语音教学模式分析，主要内容是针对非英语国家英语语音教学模式进行分析研究。
正式的英语语音教学开始于十九世纪下旬，虽然语音教学和阅读，写作和词汇教学一直没有受到学者的重视，在过去的一个多世纪以来，由于影响不同语言学校和语言教学理念，英语语音教学也发生了巨大的变化和进步，随着人们对语音的教育和社会发展认识的发展变化，英语语音教学模式，对英语语音教学的诸多争议出现。其中最重要的争议之一是传统语音教学模式与本土化语音教学模式的争论。传统的语音教学模式强调教学内容、标准和程序应该遵循英国和美国标准）。本土化模式认为，英语语音教学应改变坚持英国英语或美国标准的做法，外圈国应注意本土化语音教学模式。这两种理论之间的争论今天仍然很普遍。不同的理论决定了语音教学、教材选择、教师就业和语音成绩评定的不同。因此，了解这一论点的内容和背景，制定相应的语音教学策略，对于决定每个国家的语音教学能否达到预期的教学目标起着非常重要的作用。本文首先回顾了以上两种理论，然后对这两种理论进行了批判性的分析，以了解它们各自的优缺点，最后对今后的英语语音教学和实践提出了建议。
Formal English phonetics teaching began in the late 19th century,although phonetics teaching has not been paid as much attention as reading,writing and vocabulary teaching by scholars and educators(Jenkins,2002),in the past more than a century,due to the impact by different language schools and language teaching ideas,English phonetics teaching has also undergone great changes and progress,English phonetics teaching models change with the development of people's understanding of phonetics education and social development,a lot of controversy on English phonetics teaching emerge.One of the most important controversy is the controversy between traditional phonetic teaching model and localized phonetic teaching model.Traditional phonetic teaching model emphasizes that the teaching contents,standards and applications should follow the British and American standards(Varonis and Gass,1982;Wong,1987).While localized model believes that English phonetics teaching should change the practice of adhering to the British English or American standards(Jenkins,2002),the outer circle countries should pay attention to localized phonetic teaching model.The debate between the two theories is still widespread today.Different theories determine the difference between phonetic teaching,choice of teaching materials,teacher employment and phonetic achievement assessment.Therefore,to understand the content and background of this argument and to develop appropriate phonetic teaching strategy plays a very important role in determining whether the phonetic teaching of each country can achieve the intended teaching goals.This essay first reviews the above two theories,then it provides a critical analysis on the two theories to understand their strengths and weaknesses,and finally it makes recommendations on future English phonetic teaching and practice.
Three concentric circle theories are put forward according to the way of communication of world English,the way of acquisition and the functional field in cross-cultural communication.The inner circle countries take English as their native language,and the outer circle countries take English as the official or second language,and the extended circle take English as a foreign language(Kachru,1977).
Traditional model of phonetic teaching refers to that in phonetic teaching process,the teaching,examination and application are implemented completely in accordance with the standards of the United Kingdom or the United States.Over the years this teaching model has been selected as a phonetic teaching model by the majority of the outer circle countries(Varonis and Gass,1982),this model is based on the assumption that the outer circle of different countries and regions have almost the same purpose of learning English and their context,function of using English are roughly similar,so the English phonetic teaching in the countries should follow the same standard model,and this standard model take the teaching model from the United Kingdom or the United States as a standard,this model denies the existence of English phonetic variants(Varonis and Gass,1982).This model has been used in many countries for many years,the reason first lies in that the model has an international reputation and legal status,the supporting grammar teaching materials,dictionaries,teaching tools have been compiled,the original textbooks are rich,the international evaluation system is perfect(Wong,1987).Second,English language teaching institutions of the inner countries often send native language teachers to other countries in the world to provide English courses and skills training,and they can give the outer circle countries relatively scientific and rigorous English phonetic teaching guidance and suggestions(Varonis and Gass,1982).Third,in order to abide by the standards,to provide native students with internationally recognized"best"language education,many national education authorities tend to choose the model(Varonis and Gass,1982).
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