摘 要

大学英语教学一直存在无法有效提高学生的语音与口语对话能力的问题。建构主义理论认为学习的中心是学习者，情景教学往往会事半功倍。营造真实，互动的语言环境，促使学生主动探索成为解决该问题的正确方向。英语配音主要指的是英语原声影视配音。近年来，校园网和多媒体等多种网络教学手段的采用为学生创造了新型教学环境，影视配音走入课堂已无硬件限制。然而，当前英文配音一直以课外比赛活动形式存在，形式单一，未形成一个系统教学模式，教育界也鲜有对此研究。

本文综合了英文配音的特点，以大学英语课程改革要求为参考，在建构主义理论指导下，探讨了"配音 教学"这一教育模式在高等教育领域推广的可行方案。

关键词：英语配音；建构主义；大学英语教学模式

Abstract

There has always existed the problems of ineffectiveness in College English, especially the improvement of students' intonation and spoken dialogue. The theory of constructivism holds the view that learners are learning's orientation, thus situational teaching will often get twice the result with half the effort. Providing a real and interactive language environment and making students explore actively is the right direction to solve the problem. English dubbing in this thesis mainly refers to the English original film dubbing. Many online teaching methods, such as campus network and multimedia, have provided students with new teaching environment in recent years. Video dubbing lesson has not no longer been restricted by hardware. However, most English dubbing activities are existing in the form of extra-curricular activities, with single form and without systematic teaching mode. Also, related studies in the field of education are few.

This thesis analyses the features of the English dubbing. With Constructivism theory as the guidance and College English Curriculum Requirements as reference, it explores the feasibility of "dubbing teaching" in higher education.

Key Words: English dubbing; constructivism; college English teaching mode

Contents

1 Introduction 1

2 Literature Review 4

2.1 Constructivism Theory 4

2.2 Constructivism Theory in English learning 5

3 Research Methodology 7

3.1 Documentation method 7

3.2 Questionnaire method 7

3.2.1 Questionnaire form 7

3.2.2 The design of questionnaire 7

3.3 Sample interview 7

3.3.1 Teacher aspect 7

3.3.2 Curriculum reform department aspect 8

3.4 Typical investigation method 8

4 Investigation and statistics 9

4.1 Online questionnaire 9

4.2 Filed Interview 9

5 Findings and analysis 11

5.1 Niche teaching activities 11

5.2 Limited awareness among people 11

5.3 Restricted curriculum offering 12

5.4 Teaching content without depth 13

5.5 Difficulties in teaching activities 13

6 Suggestions and countermeasures 14

6.1 The establishment of public elective courses, customized courses and experimental classes 15

6.2 The improvement of course selection system 15

6.3 The selection of graded teaching materials 15

6.4 The addition of cultural information 16

6.5 The usage of software and hardware about English-dubbed 17

6.6 Leader system 17

7 Conclusion 18

References 19

Appendix 21

Acknowledgements 25

Analysis of Innovation in English dubbing Teaching Mode：A Case Study of Wuhan University of Technology

1 Introduction

Curriculum development in language teaching attempts to explore what students learn as well as how to plan and evaluate instructional activities in educational institutions or educational systems. (Richard, 2001). "College English Course Teaching Requirement", published by China's education ministry, requires that College English teaching objectivity should pay more attention to students' listening and speaking abilities via the introduction of advanced information technology. Students should be provided a good language learning environment. However, although Chinese students have been learning English for many years, most of them are unable to speak fluent oral English yet, only "dumb English". It is cramming method of teaching that makes students' pragmatic competences fall behind their linguistic competences. In the wake of the negative effects of "the mute English" among university students, an increasingly number of employers claim that they prefer inter-disciplinary employees, such as "the second language plus a certain profession".

With the advent of internet age, various network teaching methods have been pervasive in colleges and universities, such as the campus network and multimedia. While a majority of domestic and international academics are exploring new-type teaching mode to improve students' second language learning effectively. A teaching experiment carried out by Caochen (2010) from Liaoning Normal University shows that video dubbing lesson can create an interactive and enjoyable speaking environment to provide students with opportunities to construct and reconstruct their own knowledge. There are three main advantages of the English dubbing. To begin with, it can improve students' interests and motivation continuously. As Li (2016) argues, learning language refers to two parts, one is students' cognition of unknown language, the other is students' reception of language input. Therefore, to a large extent their success in learning depends on their learning attitudes, which means that both learning attitudes and enthusiasms is of significance...We cannot underestimate emotional function in learning. Among numerous social variables, students' learning motivation is the most important factor to have an impact on studying. It is conducive to stimulating students' interests and keeping high motivation. The English dub, different from traditional teaching mode, combine English movies which are one of popular recreations with teaching. Not only does it improve students' interests, but it also makes them acquire native-like diction under situational teaching. Meanwhile, in order to understand the meaning of characters conversations as well as handle emotions, students will take the initiative to know relevant culture. Secondly, it can enhance students' audio-visual speaking competence comprehensively. "In addition to its motivational value, soundtrack dubbing provides a rich source of activities in all language skill areas: listening, reading, writing, speaking (Jack, 2005: 79)." Students will enhance their audiovisual oral capacities to achieve the desired effect. New-type courses can play an effective and unique role because of the integration of listening speaking reading writing and translating. On the one hand, students need to listen to actor's lines, imitate their pronunciation and intonation. It is essential for them to read and memorize lines over and over again to accurately reproduce the whole film. On the other hand, they will learn more authentic dialects and a lot of authentic dialects if teachers ask them to write compositions about some lessons regularly. Last but not least, it can promote students' cooperation consciousness and re-creative abilities. Dubbed lessons will divide students into different groups, which provides them with more opportunities to share their experience, feelings and needs with every member. Hence, the English dub can develop students' cooperation consciousness and re-creative abilities. Besides, if students are asked to adapted or write screenplay, their re-creative abilities may present unexpected results.