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1、 毕业论文 题 目 An Analysis of Middle School Students English Pronunciation Learning Strategies (罗马小二号) 浅析中学生英语语音学习策略 学院名称 外国语学院 指导教师 李三（仿宋GB2312小二号居中） 职 称 副教授 班 级 英语103班 学 号 20104210322 学生姓名 2014年05月25日南 华 大 学毕业论文任务书学 院： 外国语学院（宋体小二加粗） 题 目： An Analysis of Middle School Students English Pronunciation Learn
2、ing Strategies（罗马小二加粗） 浅析中学生英语语音学习策略 起 止 时 间：2013年 10月25日至 2014年6月10 日 学 生 姓 名： 专 业 班 级： 英语103班 指 导 教 师： * 教研室主 任： 院 长： （宋体小二居中）2013年10月25日论文内容及要求：一、毕业论文原始依据（宋体小四加粗） （宋体小四，单倍行距）在中国英语属于第二语言，学好这门语言必须要掌握听说读写等基本技能。而在各项技能中，学生的语音能力发挥着重要的作用。因为语音是口语的载体，发音的好坏会影响人们在日常生活中的交流，同时良好的英语发音基础有助于英语学习者以后的学习。然而中国学生的英语语
3、音学习更多地是在初中起步，很多英语学习者在初中阶段很难形成完善的英语语音学习策略。与此同时，语音教学作为英语教学的一个重要方面，英语老师良好的语音教学方法对学生的语音学习非常重要。而国内目前对英语教学中关于语音学习策略的研究并不充分，更多地集中在词汇以及语法教学中。本文根据查莫特的语言学习策略分类，从学生的角度来探讨语音的教学策略。二、毕业论文主要内容 本研究主要是通过对初中生英语语音习得策略的问卷调查以及访问的方式从中发现不同的初中生每一个英语语音学习策略形成的原因、特点，其中问卷调查中包括个人信息的填写和个人使用策略的选择。最后通过个案访问中关于平时语音教学的六个问题进行综合，希望发现其适
4、合不同初中生的英语语音学习和教学策略。三、毕业论文基本要求 选题合理，论证充分，结构完整，语言流畅，有一定逻辑性。四、毕业论文进度安排1.2013.9-2013.11 查找并研读资料及理论基础2.2013.12 完成开题报告，拟定提纲3.2014.2-2014.3 完成第一稿4.2014.3-2014.4月中旬完成第二稿5.2014.5定稿6.2014.6 论文答辩五、主要参考文献1 Brown, H.D. Principles of Language Learning and Teaching M. Beijing: Foreign Language Teaching and Researc
5、h Press, 20022 Ellis, R. The Study of Second Language AcquisitionM. Shanghai: Shanghai Foreign Language Education Press,1999:773 Peterson, S. S. Pronunciation learning strategies: A first lookJ. Unpublished research report, ED 450 599，FL026 618, 2000 4 Pennington, M.C. Recent Research in L2 Phonolog
6、y: Implications for PracticeA. VA: TESOL Publications, 19945 Stern, H. H. Fundamental Concepts of Language Teaching M. Oxford University Press.19836 O Malley, J & A. U. Chamot. Learning Strategies in Second Language Acquisition M .Cambridge: CUP,19907 Wenden, A. & J. Rubin.Learner strategies in lang
7、uage learning M. N J Prentice Hall ,1987 8 高琳. 中国学习者英语语音习得研究回顾 J.无锡职业技术学院报, 2011(4):87-899 何建友. 中学生英语语音学习策略调查研究J. 基础英语教育,2007 (12):38-43 10 乐眉云, 凌德祥. 汉语各方言区学生英语发音常误分析 M. 外语研究,199411 罗立胜, 张莱湘. 英语语音教学的回顾及对目前英语语音教学的几点建议J. 外语与外语教学,2002(10):2212 束定芳, 庄智象. .现代外语教学, 理论、实践与方法M. 上海外语教育出版社,199613 王初明. 外语语音学习假
8、设自我概念与外语语音学习假设J. 外语教学与研究,2004(5):62-67 14 王立菲, 孙小坤. 国外第二语言语音习得研究的进展J. 外语与外语教学,2007(4):21715 文秋芳,王立菲. 影响外语学习策略系统运行的各种因素评述J. 外语与外语教学,2004(9):30 指导老师： 年 月 日南华大学本科生毕业论文开题报告论文题目An Analysis of Middle School Students English Pronunciation Learning Strategies（罗马小四） 浅析中学生英语语音学习策略（宋体小四）论文题目来源自选课题论文题目类型学术论文起止时
9、间2013年10月至2014年6月一、 论文依据及研究意义： （宋体小四，单倍行距）根据查莫特的语言学习策略分类，语言学习策略可以分为六种，在此本文中根据此理论以及时代的发展，分成5种策略对中学生进行调查。同时在中国英语属于第二语言，学好这门语言必须要掌握听说读写等基本技能。而在各项技能中，学生的语音能力发挥着重要的作用。因为语音是口语的载体，发音的好坏会影响人们在日常生活中的交流，同时良好的英语发音基础有助于英语学习者以后的学习。然而中国学生的英语语音学习更多地是在初中起步，很多英语学习者在初中阶段很难形成完善的英语语音学习策略。与此同时，语音教学作为英语教学的一个重要方面，英语老师良好的语
10、音教学方法对学生的语音学习非常重要。而国内目前对英语教学中关于语音学习策略的研究并不充分，更多地集中在词汇以及语法教学中。通过这次从学习者角度出发关注学生语音学习策略和英语语音教学的研究，从而探讨出适合国内中学生英语语音的学习和教学策略。二、 论文主要研究的内容、预期目标：（技术方案、路线） 本研究主要是通过对初中生英语语音习得策略的问卷调查以及访问的方式从中发现不同的初中生每一个英语语音学习策略形成的原因、特点，其中问卷调查中包括个人信息的填写和个人使用策略的选择。最后通过个案访问中关于平时语音教学的六个问题进行综合，希望发现其适合不同初中生的英语语音学习和教学策略。三、论文的研究重点及难点
11、：本研究的重点是针对国内的初中生整体的一个英语语音的学习策略使用的情况，并针对此探讨出当今国内英语语音教学的现状以及一些建议。其中针对生活背景、性格、性别、知识水平等等不同的学生，他们会有不同的学习策略的使用，再加上在调查过程中会需要对一些因素进行考量，因此在进行此次问卷调查时需要考虑很多外在环境和学生自身特点的因素。四、论文研究方法及步骤（进度安排）：研究方法：调查法：根据本文研究的对象，制定相应的了调查问卷。并且通过问卷和访问的方式获取准确的调查数据，然后进行分析综合，总结出其针对不同的中学生所使用的英语语音学习策略以及相对应的教学建议。观察法：根据一定的研究目的、研究提纲或观察表，用自己
12、的感官和辅助工具去直接观察被研究对象，从而获得资料。描述性研究法：将已有的现象、规律和理论通过自己的理解和调查问卷以及访问结果的验证，给予叙述并解释出来。文献分析法：根据一定的研究目的或课题，通过调查文献来获得资料，从而全面地、正确地了解掌握所要研究问题 1.2013.9-2013.11 查找并研读资料及理论基础2.2013.12 完成开题报告，拟定提纲3.2014.2-2014.3 完成第一稿4.2014.3-2014.4月中旬完成第二稿5.2014.5定稿6.2014 答辩四、 进行论文所需条件： 网上查询资料；电子阅览室内的数据库；老师提供的建议和方向；实地进行问卷调查和访问；听取身边同
13、学的意见。五、 指导教师意见： 签名： 年 月 日 （空一行） 摘 要（宋体小四，加粗）（ 空一行） 语音是话语的承载者，（宋体小四）它将直接影响日常生活中的交流质量。在英语教育中，良好的英语发音基础同样有助于英语学习者其他语言技能的学习。同时，语音教学是英语教学的一个重要方面，老师的教学方法也会影响学生的语音学习。而国内目前对英语教学中关于语音学习策略的研究并不充分。针对这一现象，本文根据查莫特的语言学习策略分类，从初中生本身的学习策略出发，探讨出其适合他们的教与学的语音策略。其中对初中生英语语音学习策略的使用和教学情况进行了调查，旨在加强中学师生对英语语音学习和教学策略的重视，同时为以后国
14、内的初中语音教学提供一些可行性建议。本文在问卷调查的基础上对初中生调查结果进行分析，发现这20位测试者每一个英语语音学习策略形成的原因、特点、结果，然后结合其中5位同学的访问回答进行综合，总结其适合不同初中生的英语语音学习和教学策略。最后研究结果表明针对不同的性别、性格、家庭环境、师资力量、基础知识以及个人语感，学生都有不同的学习策略；初中生的发音水平整体低，英语语音学习水平差异大；教师运用的教学方法对学生使用的学习策略影响大。因此教师和学生都应重视完善中学阶段的英语语音教学和学习策略，进一步提高整个中学英语语音教学的水平。（ 空一行）关键词：（宋体小四加粗）学习策略；英语语音；初中生；语音教
15、学（关键词间用分号隔开） i（ 空一行） Abstract（罗马小四加粗）（ 空一行） Pronunciation is the supporter of speaking,（罗马小四，1.5倍行距）and pronunciation will affect the quality of communication in daily lives. As for the English education, a good English pronunciation foundation also helps students learn other skills of language well
16、. Meanwhile the pronunciation teaching is a vital aspect in English education; English teachers pronunciation teaching methods may affect the students pronunciation learning. Nevertheless, the current domestic research about pronunciation learning strategies in English education is not sufficient. A
17、s for this problem, this paper investigated the usage of pronunciation teaching strategies and learning situation according to the Chamots classification of language learning strategies, aiming to enhance the attention of students and teachers on English pronunciation learning and teaching strategie
18、s as well as providing some available suggestions for the further domestic pronunciation teaching. This study found out the reasons, characteristics and results of different pronunciation learning strategies of the 20 students in middle school by doing the English pronunciation learning strategy que
19、stionnaires, and this paper integrated 5 students answers of the interview and found that different English pronunciation learning and teaching strategies suitable for different middle school students. Finally, the research exhibited that different genders, personalities, family environments, facult
20、ies, students basic knowledge and sense of language differences would cause different learning strategies; the middle school students pronunciation levels were generally not high and the differentiation of learning level was serious. Therefore, English pronunciation teaching and learning strategies
21、should be attached more attentions and perfect in middle school stages, thus improving pronunciation teaching level in English education.（空一行）（摘要150至350字之间，关键词3至5个）Key words: （罗马小四加粗） learning strategies; English pronunciation; middle school students; pronunciation teaching （关键词间用分号隔开）ii（空一行）Content
22、s（空一行）Introduction.11. Literature Review.22. Theoretical Framework.3 2.1. The Definition.3 2.2. The Classification .43. Research Methodology.5 3.1. Research Questions.5 3.2. Subjects of the Studies.5 3.3. Data Collections.54. Research Findings and Analysis.6 4.1. Students Difference in the Use of Di
23、fferent Pronunciation Learning Strategies.6 4.2. The Cause in the Use of Different Pronunciation Learning Strategies.9 4.3. The Findings of Interview for English Pronunciation Teaching.115. Conclusion.13 5.1. Major Findings.13 5.2. The Advice for English Pronunciation Teaching.14 5.3. Expectation fo
24、r Further Studies.15Bibliography.17Appendix.18Acknowledgments.20（目录标到二级标题，1.5倍行距，请使用目录自动生成方式编辑。）iii（罗马小四字体空一行）Introduction（一级标题罗马三号加粗）Pronunciation (每段首行缩进四个英文字符或两个汉字) is a great part that cannot be ignored in the foreign language learning. (正文为罗马小四，1.5倍行距)However, the studies of English learning st
25、rategies are not balanced in the world, on the one hand, the study did well about vocabulary learning strategies; On the other hand, the pronunciation learning strategies research has not yet had a zero breakthrough (Wen&Wang, 2004). The domestic studies on the English pronunciation learning hypothe
26、sis (Wang, 2004) found that a good English pronunciation foundation would help learners to form positive pronunciation self-concept and promoted the overall self-concept level of English learning and vice verse. So how to form a good English pronunciation foundation was also a great research directi
27、on in China in the future. In the same way, Brown presumed that among a series of identified cognitive, affective as well as cultural elements, learning strategy is more significant (Brown, 2002).【间接引用夹注格式为（作者姓，年） ，文中格式为作者姓（年）】It can be included that the pronunciation level always has a close relati
28、onship with its corresponding learning strategies. The language learning strategy was defined as a behavioral or ideational procedure formed by learners to produce their interlanguages” by Rod Ellis (1999:77). 【直接引用夹注格式为（作者姓，年：页码），文中格式为作者姓（年：页码） 】 At the same time, most researches generally agreed t
29、hat a good pronunciation was related with teachers teaching and students learning efforts. But English pronunciation teaching has not been taken seriously for incomplete educational institutions in China. English is an vital international language in the world, with the improvement of communication,
30、 hence English stretches everywhere. While a good pronunciation foundation is good for increasing the learners desire for learning so as to further heighten the productiveness of learning foreign language, which can be beneficial to improve the level of peoples communication. Finally, it is commenda
31、bly to leave a better sensation on others. But the research on the pronunciation teaching is not thorough, and the foundation of English pronunciation in China generally starts in middle school. Therefore, on the one hand, the research is likely to guide them to choose correct English pronunciation
32、learning methods; on the other hand, for English teachers, some available advices are raised here for English pronunciation teaching so as to heighten the standard of middle school students English pronunciation learning.（两章之间空一行）1. Literature Review （一级标题罗马三号加粗）In 1966, Aaron Carton carried out the
33、 study on Language learning strategies on The Method of Inference in Foreign Language Study. Early researches were mainly on the definition of learning strategies (Wenden & Rubin, 1987; Cohen, 1990) and classification (Stern, 1983; Chamot & OMalley, 1987; Oxford, 1990). And the recent studies are on
34、 the characteristics of learning strategies and the factors affecting learners using learning strategies (Ellis, 1999). The research directions of the learning strategy are also beginning to refine in recent years, which are chiefly about English learning strategies in a particular field that just l
35、ike vocabulary learning and language learning strategies. However, the research from the learners standpoint to focus on students pronunciation learning and teaching methods are rare in the world. There is no specific research on pronunciation learning strategies, and the early literature taking sha
36、pe of pronunciation learning strategy research in abroad started by OMalley (1985), such as their investigational tool used in the study of pronunciation learning strategies. Finally he concluded that the proportion of pronunciation learning strategies usage is next only to vocabulary learning strat
37、egies. Real systematic research began with Petersons professional pronunciation learning strategies questionnaire designed on the basis of Oxford SILL (The Strategy Inventory for Language Learning or SILL), and found that pronunciation high level learners applied more pronunciation learning strategi
38、es than beginning learners, students applied the cognitive strategies most but affective strategies least, and only the primary learners applied affective strategies. In domestic, Xie Bing (2006) found that between high group and the low group, there exist obvious disparities in pronunciation learni
39、ng strategies, at the same time the author also made a correlational study between strategy and performance. However, the junior middle school stage may be the domestic learners most critical stage to acquire the English pronunciation. Therefore, the investigation and study was made in this paper am
40、ong junior middle schools English learners and try to answer following questions: what classes of pronunciation learning strategies do students often apply, what are the elements that cause their different learning results and finally how to adjust learning methods of pronunciation according to the teaching strategies.(两章之间空一行)2. Theoretical FrameworkThis part main