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.

Since the beginning of the 21th century, English-dubbed activities, as non-mainstream teaching mode, are used in universities. Although it receives more and more favor among teachers and students, it is still limited by the following reasons. Firstly, its teaching form is single. Secondly, a minority of people knows about English dub. Thirdly, only listening and speaking abilities are practiced. What's more, the English dubbing has not been accepted as one of diversified teaching pattern, so there is no systematic implementation scheme. In order to overcome the supposed limitations and help students in Wuhan University of Technology improve their practical skills in learning English, it is necessary to explore new-type teaching classes. As Chiu (2012) states that the English original film dubbing can help language learners correct their pronunciation and intonation and improve the effusiveness of voice by setting up authentic and situational scenario. What's more, as long as language learners learn from imitating film dialogues, their language awareness can be raised and disturbance of oral fluency can be overcome. By clear articulation, sound effects and dramatic intonation, students can create the same work, expressive and natural. Film dubbing is one of authentic and communicative supplements of college English teaching to improve EFL pronunciation. Undoubtedly, The English dub meets the supposed demand.

2 Literature Review

2.1 Constructivism Theory

Constructivism is derived from the theory of children's cognitive development, closely related to individual cognition development and their learning procedure. Therefore, Constructivism can be used to illustrate cognitive laws of human learning procedure. In other words, it can explain how learning occurs, how to construct meaning, how to formulate concepts and what main factors should be included in an ideal learning environment. All in all, under the guidance of constructivism, a set of new theories can be formed an ideal learning environment can be created.

Instead of only being taught by teachers, constructivism holds that learners, with the help of someone, can utilize necessary learning materials to acquire knowledge in their wide social and cultural context. Learning is processes of meaning construction, which can be realized by interpersonal cooperation activities under certain situations, so constructivism learning theory believes that situation, collaboration, conversation and construction of meaning are four crucial elements of context of leaning. As for situation, it is of significance for students that situation in learning environments has to be beneficial to their learning content. That is to say, not only should instructional design take analysis of teaching aim into consideration, but it should also think about scene creation conducive to students' sense-making. At the same time, situation creation is expected to be one of the most important contents of teaching design. Collaboration refers to mutual cooperation in the whole process of learning, and it plays an important role in learning material collection and analysis, hypothesis and verification, studying results evaluation and final meaning construction. Conversation is an indispensable link during collaboration. Study group members have to have a conservation to complete schedule of specified learning tasks. Also learning to cooperate with members needs to have a conversation with each other, during which every learner's achievements of creative thinking is expected to be shared by the whole study group. Thus, conversation is one of important methods of construction of meaning. Construction of meaning, the final aim in the whole learning processes, means relationship among nature of things, rules and inner connection among things. It help students understand them deeply, and this kind of understanding for long storage in the human brain is cognitive structure of contents that students have learned.

Constructivism holds that the teaching mode is expected to be bent on a learner-centered study under the direction of teachers. Not only does it emphasize on principle role of students' cognition, but it also pay attention to teachers' guidance function. Teachers become students' counselors and advanced partners rather than knowledge providers and instillers. So constructivism requires that teachers should create a fertile learning environment, where students can learn useful knowledge by experiments, independent exploration, cooperative learning. What's more, teachers can be leaders to help students construct their knowledge, inspire their interests and sustain their learning motivation. For instance, teachers can create scenes meeting the requirements of teaching aim and establish relationship between known knowledge and new knowledge. In order to construct meaning more effective, teachers should organize collaborative learning and conduct communication and discussion as soon as possible by leading collaborative learning, which can help develop meaning construction.