现如今，越来越多的学生渴望学习英语语音。但与其他技能相比，语音作为教学目标之一却常常因诸多原因被忽视，这使得那些想要从老师那里得到必要反馈的学生无法改善他们的语音。然而，许多学者(Falkert, 2016; Fraser, 2001)指出，在语言课程中，明确的语音学习指导是非常有必要的，这能够相应地促进学生的语言交际。 因此，显然需要一个针对相对较小群体并能对语音学习进行集中性指导的工作坊。本文旨在通过依据陕西省某重点高中的32名目标学生的实际情况而设计的为期一月的详细行动研究计划以验证工作坊是否可以弥补英语课堂中语音教学存在的现有问题。参与者均会在工作坊开始前和结束后进行语音测试。此外，为保证研究数据的可信度，行动研究计划还依据收集的问卷、半结构化访谈以及课堂观摩进行实时调整以确保其顺利实施。结果表明，参与者的语音在工作坊结束后有了显著的改善。与此同时，工作坊也有助于实现预期教学效果，这直接促进了参与者语音知识、技巧的掌握，学习动机的激发以及学习满意度的改善。总而言之，本文证实了工作坊的应用在英语语音教学中的有效性。

Nowadays, there is a growing need that students desire to work on their pronunciation in English. However, compared with other skills, pronunciation has been often neglected as a teaching goal for many reasons, which makes it impossible for those students who want to get the necessary feedback from teachers to make improvements to their pronunciation. Furthermore, many experts (Falkert, 2016; Fraser, 2001) have already concluded that explicit instruction on pronunciation learning is very essential in language curriculum, which will accordingly facilitate students’ communication. For this reason, according to Merriam-Webster Online Dictionary, workshop, an intensive educational program for a relatively small group of students that focuses especially on pronunciation learning, is obviously needed. This paper aims at validating whether workshop can make up for the existing problems of pronunciation teaching in English class by implementing a month-long detailed action research plan designed according to the real situation of thirty-two target students from a key senior high school of Shaanxi province. Participants, whose pronunciation was separately evaluated in the pre- and post-test before and after the pronunciation workshop. Additionally, the action research plan also made real-time adjustments based on collected questionnaire, semi-structured interview and classroom observation, which ensured the credibility of the research data and the plan can be implemented smoothly. Results showed that participants’ pronunciation got significant improvements from pre- to post-workshop. In the meantime, the workshop also help to achieve the desired teaching effect, which directly facilitates participants’ mastery of pronunciation knowledge and skills, the activation of learning activation and the improvement of learning satisfaction. In conclusion, this paper confirms the effectiveness of workshop in English pronunciation teaching.