<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EDTR</journal-id><journal-title-group><journal-title>Educational Theory Observation</journal-title></journal-title-group><issn>2995-5017</issn><eissn>2995-5025</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/EDTR.2025020007</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>产出导向法视角下高一英语口语教学——以英语连读现象为例</title><url>https://artdesignp.com/journal/EDTR/3/2/10.61369/EDTR.2025020007</url><author>张梓萌</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>2</issue><history><date date-type="pub"><published-time>2025-02-20</published-time></date></history><abstract>英语口语能力是学生综合语言能力的重要组成部分。传统的英语课堂更侧重于以教师为中心的知识输出，学生的口语表达却被忽视。人教版高中英语必修一教材中的连读现象中存在大量的连读现象。这表明现阶段学生需要理解和掌握口语连读知识。本文探讨了连读在语音教学中的类型、特点和重要性，旨在提高学生对连读现象的理解和掌握，增强其英语口语能力。鉴于这一教学现象，本文还将通过产出导向法为高中英语课堂的英语口语教学提供一定的建议。</abstract><keywords>产出导向法,英语连读,口语教学</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]文秋芳.构建&amp;ldquo;产出导向法&amp;rdquo;理论体系[J].外语教学与研究,2015,(4):547-558.&amp;nbsp;[2]李莹.核心素养背景下提高高中生英语口语能力的教学策略研究[J].中国教育学刊,2023,(S2):97-100.&amp;nbsp;[3]Alameen G. The use of liaison by native and non-native speakers of American English[D]. &amp;nbsp; &amp;nbsp;Maste)Thesis, lowa State University, 2007.&amp;nbsp;[4]Thorum A R. Phonetics. A contemporary approach[M]. Burlington, MA. Jones &amp;amp; Bartlett, 2013.&amp;nbsp;[5]Avery P&amp;amp;Ehrlich S. Teaching American English pronunciation[M]. Oxford: Oxford University Press, 2012.&amp;nbsp;[6]郭瑞芝.语言学：语音与听力玄机透视[J].外语与外语教学,2003(3):56-58.&amp;nbsp;[7]孙小云.新课标背景下基于产出导向法的初中英语词汇教学探究[J].中小学英语教学与研究,2024,(05):28-32.&amp;nbsp;[8]李首权.基于&amp;ldquo;产出导向法&amp;rdquo;的轨道交通专业英语教学模式探索[J].城市轨道交通研究,2024,27(01):286-287.&amp;nbsp;[9]Ellis,R. The production-oriented approach: Moving forward[J]. Chinese Journal of Applied Linguistics, 2017,40(4):454-458.&amp;nbsp;[10]Radford A.&amp;amp;Atkinson M.&amp;amp;Britain D. Linguistics, an introduction[M]. Cambridge:Cambridge University Press, 2009.&amp;nbsp;[11]Krashen S. Principles and practice in second language acquisition[M]. Oxford: Pergamon, 1982.&amp;nbsp;[12]孙曙光.《产出导向法：中国外语教育理论创新探索》评介[J].外语教育研究前沿,2021,4(02):81-84.&amp;nbsp;[13]文秋芳.《产出导向法：中国外语教育理论创新探索》[M].北京：外语教学与研究出版社,2020.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
