Table 3 Guidelines for pronunciation teaching and learning from 1991 to 2000
Syllabus/Curriculum Standards | Guidelines for Pronunciation Teaching and Learning |
|---|---|
1992 English Syllabus for Full-Time Junior High Schools in Nine-Year Compulsory Education (Trial Edition) | Requirements for pronunciation abilities: Same as the 1988 syllabus, but no longer mentioning speaking practice All the other aspects are the same as the 1988 syllabus |
1993 English Syllabus for Full-Time Senior High Schools (Initially Approved Edition) | Requirements for pronunciation abilities: Same as the 1992 syllabus Suggested teaching/learning activities: Same as the 1988 syllabus, but with two major differences: 1) a new activity added, speech contest; (2) imitating, for the first time ever, was not mentioned at all, nor the emphasis that “records can provide standard pronunciation and intonation for students to imitate correctly” Pronunciation goal: No specification, but with nativeness intended All the other aspects are the same as the 1988 syllabus |
1996 English Syllabus for Full-Time Senior High Schools (Trial Edition) | Requirements for pronunciation abilities: Same as the 1988 syllabus, but as to reading aloud, sentence stress and pausing were no longer mentioned, and learned texts from the textbooks should be read aloud fluently and with correct pronunciation and intonation Suggested teaching/learning activities: Same as the 1993 syllabus, but with two new activities added, i.e., English corner and English class meeting Pronunciation goal: No specification All the other aspects are the same as the 1988 syllabus |
2000 English Syllabus for Full-Time Junior High Schools in Nine-Year Compulsory Education (Trial Edition Revised) | Requirements for pronunciation abilities: (Including same items as the 1988 and 1996 syllabus, but to a higher level) (1) “ability to produce correct pronunciation of individual words according to the IPA; (2) “ability to read aloud texts from textbooks fluently and in correct pronunciation, intonation, and rhythm” and (3) “natural intonation and rhythm and basically correct pronunciation in speaking practice Suggested teaching/learning activities: Same as the 1996 syllabus Target interlocutors: No specification, but with not just NESs intended, as shown by part of the descriptions about the purpose of learning English, to use “English as an important tool to foster China’s opening up” and “communicating with other countries” All the other aspects are the same as the 1988 syllabus |
2000 English Syllabus for Full-Time Senior High Schools (Trial Edition Revised) | Requirements for pronunciation abilities: (Same as the 2000 syllabus for junior high schools, but with slightly changed phrasings in reading aloud texts and speaking practice), indicating a lower level) 1) “ability to produce correct pronunciation of individual words according to the IPA; 2) “ability to read aloud texts from textbooks fluently and in basically correct pronunciation and intonation” and 3) “natural intonation and basically correct pronunciation in speaking practice. (No longer mentioning rhythm) Suggested teaching/learning activities: Same as the 1996 syllabus Pronunciation goal: No specification, but with nativeness intended Target interlocutors: Same as the 1986 syllabus, but not mentioning “very widely used” in describing the status of English All the other aspects are the same as the 1988 syllabus |