Abstract
A lot of problems in pronunciation teaching remain unsolved after many years of efforts made by both teachers and researchers. This study is to research into the effectiveness of a comparatively new teaching mode—the flipped classroom—in the English pronunciation course. Mixed methods are adopted in this study in order to seek sufficient evidences for the effectiveness of the flipped classroom teaching mode. The students’ final exam scores are compared with those of the students taught with the traditional teaching mode. And individual face-to-face interviews are carried out to investigate the students’ attitudes towards the teaching modes. Finally, the conclusion is made that the flipped classroom mode is more effective than the traditional mode in pronunciation teaching.
Highlights
The English pronunciation course is a basic course for the English majors in the first year of college study
This paper is to study the effectiveness of the flipped classroom mode on the teaching of pronunciation
The independent variable is the application of the flipped classroom mode in the pronunciation course
Summary
The English pronunciation course is a basic course for the English majors in the first year of college study. Students in ordinary universities or colleges normally have bigger problems with pronunciation and intonation but lower motivation of learning and practice. Even if they have the motivation, a lot of them lack phonetic coding ability (Carroll, 1965), which is essential for autonomous pronunciation learning. The new mode must make individual instruction and guidance affordable to the teachers who are already very busy with their job and life, and must make learning for the students less stressful, yet more efficient. The author will research into the effectiveness of flipped classroom mode in the English pronunciation course through teaching experimentation, questionnaire, and tests
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