1.Introduction介绍
根据墨菲（Murphy，2011）的观点，在过去几年中，英语语音模型是否应该出现在ESL（英语作为第二语言）英语课程中一直是一个有争议的问题，因为英语在世界各地被广泛使用。 Murphy（2011）也指出，这个问题已逐渐取决于一个具体问题：是否应该鼓励ESL学习者实现一种特定本土英语发音的目标。确实，语言变异可以被看作是每种语言都具有的共同特征，每种变体都有自己的规则和系统。我认为无论语音模型是什么，ESL学习者都应该掌握一种特定的本土英语。发音或基于了解规则和系统的替代发音。事实上，作为第二语言教学和学习中最具争议的问题之一，发音教学和学习的价值在过去几年中引起了许多学者和研究者的激烈争论。正如Celce-Murcia等人。 （1991）指出，对英语教师发音教学价值的不同看法取决于教师在教英语时应用何种类型的方法。他们解释说，那些采用认知方法和传统语法翻译方法的教师不注重发音，而一些使用直接方法的教师认识到发音教学和学习的重要性。According to Murphy (2011), during the last few years, whether appropriate English phonological models should appear in the ESL (English as Second Language) English class has been a controversial issue since English has been widely used all over the world. Murphy (2011) also points out, this issue has gradually hinged on a specific question: Should ESL learners be encouraged to achieve the goal of one particular native variety of English pronunciation. It is true that linguistic variation can be seen as a common feature that every language has, and each variety has its own rules and systems.I think that no matter what the phonological model is, ESL learners ought to master a particular native variety of English pronunciation or an alternative one based on knowing the rules and systems. In fact, as one of most controversial issues in second language teaching and learning, the value of pronunciation teaching and learning has caused heated debate among a number of scholars and researchers in the past few years. As Celce-Murcia et al. (1991) states, different perspectives on the value of teaching pronunciation from English teachers depends on what types of approaches the teacher apply when teaching English. They explained that those teachers who adopt the cognitive approach and traditional grammar-translation methods do not pay attention to pronunciation while some teachers who use the direct approach realize the importance of pronunciation teaching and learning. Besides, Trammell (1993) demonstrates that pronunciation part in English teaching tend to be less important since the communicative approach appears. Indeed, when applying the communicative approach, both the teacher and the learner ought to focus on reaching the real communication in English instead of taking notice of English pronunciation in class. However, Beebe (1984) believes that not only what people communicate but also how well people communicate are influenced by pronunciation; thus, pronunciation teaching and learning have to be paid great attention to.
1.1 About the Teaching Context关于教学语境
According to Zhao and Campbell (1995), there are about 200 million Chinese using English, and over 50 million middle school students are studying English. It is true that the less emphasis on pronunciation teaching also exists in Chinese English classes. In China, although an increasing number of elementary schools tend to set up English courses, Chinese students’ real English learning experience actually starts from English courses in middle schools. It could be said that every Chinese middle school student would learn and review the most basic thing such as the 26 letter of the alphabet in their first English class in middle schools. That is to say, no matter what and how well the students learn English before entering the middle school, it seems that they have to start from the very beginning. As Liang (2004) points out, no matter what types of the teaching material is, pronunciation teaching seems to be always far behind alphabet teaching, and therefore students could not obtain an opportunity to receive normative and orderly training of pronunciation at the first stage which may not be beneficial for students to cultivate good pronunciation habit as well as to improve English comprehensive application ability. Besides, it is true that the unreasonable layout of the teaching material may result in bad influences on English learning. Liang (2004) lists four consequences, which includes hindering students recognizing and pronouncing new words, ma
