基于微信平台提高英语语音水平的实践研究
A Practical Research on Improving English Pronunciation Based on WeChat Platform
DOI: 10.12677/AE.2018.83051, PDF,    科研立项经费支持
作者: 卢克勤*：四川广播电视大学攀枝花分校，四川 攀枝花
关键词: 英语语音；移动学习；英语口语；微信；English Pronunciation； Mobile Learning； Spoken English； WeChat
摘要: 数字时代带来了学习的革命。各种数字新媒体进入教育领域，改变着传统的教与学。微信的交互性和实时性等诸多优点使它备受教育工作者的关注。本研究对微信在移动学习中的使用情况进行评估，探讨了学生在英语发音习得和口语练习中常见问题。微信作为流行的社交网络工具体现了移动学习的精髓，为解决英语学习者发音难题创造了机会。微信应用于英语发音教学有助于营造更好自主学习环境，增强学习灵活性，提高口语学习效果。它在解决英语学习者发音难题方面的积极作用，有助于英语教学设计方面的进一步创新。
Abstract: The digital age brought about the revolution of learning. All kinds of digital new media have en-tered the field of education, changing the traditional methods in teaching and learning. WeChat has many advantages such as interactivity and real-time, which has attracted the attention of educators. This study evaluates the use of WeChat in mobile learning, and explores common problems in English pronunciation acquisition and oral practice. WeChat, as a popular social networking tool, embodies the essence of mobile learning, and creates opportunities for solving the problem of pronunciation of English learners. Its application in English pronunciation teaching helps create a better autonomous learning environment, enhance learning flexibility and improve oral English learning effect. It plays a positive role in solving the problem of pronunciation difficulties of English learners, and contributes to further innovation in English teaching design.
文章引用：卢克勤. 基于微信平台提高英语语音水平的实践研究[J]. 教育进展, 2018, 8(3): 331-338. https://doi.org/10.12677/AE.2018.83051

参考文献

[1] Lam, J. (2015) Collaborative Learning Using Social Media Tools in a Blended Learning Course. In: Cheung, S., Kwok, L., Yang, H., Fong, J. and Kwan, R., Eds., Hybrid Learning: Innovation in Educational Practices. ICHL 2015, Lecture Notes in Computer Science, Vol 9167, Springer, Cham. [Google Scholar] [CrossRef] 
[2] 潘登, 胡惮, 权振祖. 基于微信语言学习平台创建英语听说实践共同体[J]. 大学英语教学与研究, 2016(2): 77-80.
[3] 吴旭东. 外语课堂环境下口语能力的非语言发展[J]. 现代外语, 1999(1): 1-33.
[4] Clément, R., Dörnyei, Z. and Noels, K.A. (1994) Motivation, Self-Confidence and Group Cohesion in the Foreign Language Classroom. Language Learning, 44, 417-448. [Google Scholar] [CrossRef] 
[5] Kitano, K. (2001) Anxiety in the College Japanese Language Classroom. The Modern Language Journal, 85, 549-566. [Google Scholar] [CrossRef] 
[6] Stephen, D. (1985) The Input Hypothesis: Issues and Implications. Long-man.
[7] Cenoz, J. and Lecumberri, M.L. (1999) The Acquisition of English Pronunciation: Learners’ Views. International Journal of Applied Linguistics, 9, 3-15. [Google Scholar] [CrossRef] 
[8] Selwyn, N. (2007) Screw Black-board…Do It on Facebook!: An Investigation of Students’ Educational Use of Facebook. Paper presented to the Poke 1.0-Facebook Social Research Symposium, 15 November 2007, University of London.
[9] 雷蓓. 互联网+时代基于微信的大学英语互动教学模式研究[J]. 教育教学论坛, 2017(2): 3-4.
[10] 孙璐. 基于微信平台的大学英语互动教辅模式设计及研究[J]. 云南大学学报, 2016(3): 10-12.
[11] 柴阳丽. 基于微信的非英语专业大学生英语听说学习诉求的实证研究[J]. 电化教育研究, 2014(10): 66-68.
[12] Sharples, M., Taylor, J. and Vavoula, G. (2007) A Theory of Learning for the Mobile Age. In: Andrews, R. and Hay-thornthwaite, C., Eds., The Sage Handbook of E-learning Research, Sage, London, 221-247. [Google Scholar] [CrossRef] 
[13] Crompton, H. (2013) A Historical Overview of Mobile Learning: Toward Learner-Centered Education. In: Berge, Z.L. and Muilenburg, L.Y., Eds., Handbook of Mobile Learning, Routledge, 3-14.
[14] Crescente, M.L. and Lee, D. (2011) Critical Issues of m-Learning: Design Models, Adoption Processes, and Future Trends. Journal of the Chinese Institute of Industrial Engineers, 28, 111-123. [Google Scholar] [CrossRef] 
[15] 2016年第三季度网络游戏核心数据发布. http://cn.libra.cmcm.com/report/detail/119
[16] 四种IM工具视频聊天数据流量测试. http://4g.zol.com.cn/404/4044064.html

为你推荐