本文是講對語言學習的建議，從這一階段開始，將根據嘴的哪一部分用來發元音，按降序進行教學。這將幫助學生理解前元音作為一個單一的類別，而不是幾個孤立的來源(漢考克，2012)。這使得區分和識別元音很容易。然而，這種方法的一個特別的缺點是特別強調流暢性而不是準確性。教師應避免在糾錯過程中出現干擾，集中精力進行溝通。漢語外來語由於缺少某些音素，在識別和發音上存在很大的困難。本篇代寫論文文章由澳洲論文通AssignmentPass輔導網整理，供大家參考閱讀。
From this stage onwards, there will be teaching of lessons in descending order depending upon which part of the mouth is used for pronouncing the vowel. This will assist the students in understanding the front vowels as a single category instead of several isolated source (Hancock, 2012). This makes it easy to differentiate and recognize the sounds of vowel. However, one specific drawback of this technique is that specific emphasis is laid upon fluency instead of accuracy. The teacher should avoid to correct errors if there is interference of correction to concentrate upon communication. Major difficulties are faced by Chinese ELLs due to lack of certain phonemes in their native language in distinguishing and pronouncing significantly.
Meaningful context is placed with major difficulty. It is extremely crucial for providing knowledge to Chinese ELLs about the vocabulary of English in which there is a better understanding of phonemes. Teachers can be successful in teaching phonemic skills and awareness by explicitly teaching pronunciations, meanings and vocabulary words to Chinese ELLs (Hewings, 2007).
Training has to be provided for categorizing phonemes similarly present in their native language which ends up conflicting with the phonemes of English. These differences and similarities have been identified in the first part of this report. As a teaching strategy, there must be enabling of phonemic awareness for Chinese ELLs in English by understanding the linguistic attributes of the native language of students. These include the existing and non- existing phonemes in the native language. In context with this report, the specific focus is on the phonemic element of vowels (O’Seaghdha et al., 2010).
Communicative language teaching can be considered as the most effective approach to teach English language. This is an effective approach to teach foreign language to lay emphasis upon interaction as the final objective and source of language learning. All across this approach, learning and instructional goals specifically focus on communication. There must be use of this approach for providing authentic materials of language to the students. There should be meaningful exchange of language by students beyond the level of sentence and word.
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