English Pronunciation Curriculum Model on Reading Assistant SRS: Constructivism View

Author/s: Jingjing Li

DOI: 10.12738/estp.2018.5.024 

Year: 2018 Vol: 18 Number: 5


In allusion to the English pronunciation curriculum, with the constructivism theory, and in line with the description of University Teaching Syllabus for English Majors, this paper expounds the integration of Speech Recognition System (SRS), Reading Assistant, and English pronunciation curriculum in depth. This system underlines that student, as the subjective status in learning curriculum, shall make a scientific assessment and give a feedback on new knowledge about the English pronunciation instruction from an objective perspective. The curriculum is designed and assessed reasonably based on the constructivism, computer network and content-based integration with foreign languages to construct a pronunciation-teaching model based on Reading Assistant. Then the curriculum assessment is implemented concretely. It is divided into 5 major modules, including the requirements, knowledge presentation, SRS application approaches, investigation on practice scores, diagnosis and the final test. The curriculum content designed according to the learning effect evaluation is assessed to formulate the appropriate “English pronunciation assessment sheet” and “Assessment sheet on English pronunciation term-end exams”. The SRS based on Reading Assistant under the constructivism perspective has important practical value for students’ independent study and constructing individual knowledge on English pronunciation learning.

Reading assistant, SRS, Constructivism, Curriculum Design, English Pronunciation

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