初一学生英语音标学习效果现状调查研究 73页

分类号：密级：无UDC：单位代码10118山西师范大学研究生硕士学位论文指导教师韩美竹教授山西师范大学教育科学研究院申请学位级别教育学硕士专业名称课程与教学论·英语论文提交日期2015年4月10日论文答辩日期2015年5月24日学位授予单位山西师范大学学位授予日期2015年6月4日答辩委员会主席王庸博士评阅人王金巴王兰明2015年6月12日万方数据 万方数据 万方数据 万方数据 万方数据 万方数据 万方数据 TablesandFiguresTablesandFiguresTables:Table4-1IndependentSampleT-TestfortheResultsoftheTestbetweenUrbanandRuralStudents..............................................................................................................21Table4-2IndependentSampleT-TestfortheResultsoftheTestbetweenBoysandGirls....22Table4-3IndependentSampleT-TestfortheResultsoftheTestbetweenTopStudentsandUnderachievers...................................................................................................23Table4-4TheResultsofQ2andQ3.....................................................................................25Table4-5TheResultsofQ1andQ5.....................................................................................27Table4-6TheResultsofQ6andQ3.....................................................................................28Table4-7TheResultsofQ7andQ8.....................................................................................29Table4-8TheResultsofQ9,Q10andQ12..........................................................................30Table4-9TheResultsofQ11andQ12.................................................................................31Table4-10Emotionalattitudes.............................................................................................33Table4-11TheOverallLevelofUsingLearningStrategies..................................................34Table4-12TheFrequencyofUsingMeta-CognitiveStrategies............................................34Table4-13TheFrequencyofUsingCognitiveStrategies.....................................................35Table4-14IndependentSampleT-TestfortheResultsoftheQuestionnairebetweenUrbanandRuralstudents.....................................................................................................35Table4-15IndependentSampleT-TestfortheResultsoftheQuestionnairebetweenBoysandGirls...................................................................................................................37Table4-16IndependentSampleT-TestfortheResultsoftheQuestionnairebetweenTopstudentsandUnderachievers...............................................................................38Figures:Figure4-1TheResultsofGraspingConsonants...................................................................19Figure4-2TheResultsofGraspingVowels..........................................................................20Figure4-3TheSituationofTeachingPhoneticSymbolsinElementarySchool....................24Figure4-4TheImportanceofLearningPhoneticSymbols...................................................26Figure4-5TheSituationofTeachingPhoneticSymbolsinGradeSeven..............................27Figure4-6LookingupWordsinaDictionary.......................................................................32V万方数据 山西师范大学学位论文VI万方数据 ContentsContentsAbstractinEnglish............................................................................IAbstractinChinese.........................................................................IIITablesandFigures............................................................................V1.Introduction...................................................................................11.1ResearchBackground................................................................................................11.2TheSignificanceandPurposeoftheThesis...............................................................11.3TheFrameworkoftheThesis....................................................................................32.LiteratureReview.........................................................................52.1TheoreticalBasisofthePhoneticSymbolsTeaching.................................................52.1.1StructuralLinguistics......................................................................................52.1.2PositiveTransferTheoryofSecondLanguageAcquisition..............................62.1.3LearningMotivationandLearningStrategies..................................................72.2StudiesonthePhoneticSymbolsTeachingAbroadandatHome.............................102.2.1StudiesonthePhoneticSymbolsTeachingAbroad........................................102.2.2StudiesonthePhoneticSymbolsTeachingatHome......................................113.Methodology................................................................................153.1ResearchQuestions.................................................................................................153.2ResearchSubjects...................................................................................................153.3ResearchInstruments..............................................................................................163.3.1Questionnaire................................................................................................163.3.2Test...............................................................................................................163.3.3Interview.......................................................................................................173.4ResearchProcedures...............................................................................................174.DataCollectionandAnalysis......................................................194.1DataCollectionandAnalysisoftheTest.................................................................194.1.1TheResultsofGraspingConsonants.............................................................194.1.2TheResultsofGraspingVowels....................................................................194.1.3TheResultsofReadingWords.......................................................................204.1.4DifferencesintheResultsoftheTestbetweenUrbanstudentsandRural1万方数据 山西师范大学学位论文Students........................................................................................................214.1.5DifferencesintheResultsoftheTestbetweenBoysandGirls.......................224.1.6DifferencesintheResultsoftheTestbetweenTopStudentsandUnderachievers.......................................................................................................................234.2DataCollectionandAnalysisoftheQuestionnaire..................................................234.2.1TheSituationofLearningPhoneticSymbolsinElementarySchool...............244.2.2TheSituationofMasteringPhoneticSymbolsinGradeSeven.......................264.2.3TheWaytoUsePhoneticSymbols................................................................294.2.4EmotionalAttitudes.......................................................................................324.2.5LearningStrategiesofEnglishPhoneticSymbols..........................................334.2.6DifferencesintheResultsoftheQuestionnairebetweenUrbanstudentsandRuralStudents..............................................................................................354.2.7DifferencesintheResultsoftheQuestionnairebetweenBoysandGirls........374.2.8DifferencesintheResultsoftheQuestionnairebetweenTopStudentsandUnderachievers.............................................................................................384.3DataCollectionandAnalysisoftheInterview.........................................................395.Conclusion...................................................................................435.1MajorFindings........................................................................................................435.2LimitationsandSuggestionsforFutureStudy.........................................................44Acknowledgments...........................................................................47References.......................................................................................49AppendixA......................................................................................53AppendixB......................................................................................57AppendixC.....................................................................................59Publications.....................................................................................612万方数据 Introduction1.Introduction1.1ResearchBackgroundWiththerapiddevelopmentofscienceandtechnology,thecomprehensivenationalstrengthofChinaismoreandmorepowerful.PeoplepaymuchattentiontoEnglishlearninggradually.However,nowthereisaseriouspolarizedphenomenonoflearningEnglishamongstudentsinjuniormiddleschool.Thatistosay,somestudentslearnEnglishwellandgetgoodresultswhileothersdidnotlearnitwellandoftenobtainlowgrades.ThosestudentswholearnEnglishwellcanmemorizewordseffectivelywhilethosestudentswholearnitbadlyhavedifficultyinrememberingwords.OnereasonofstudentswholearnEnglishbadlyhavedifficultyinrememberingwordsisthattheydonotlearnphoneticsymbolswell.Asweknow,phoneticisthefoundationoflearningEnglishwhilephoneticsymbolsarethebasisofstudyingphonetic,solearningphoneticsymbolsisveryimportant.Inaddition,whetherstudentscanlearnaforeignlanguagesuccessfullymainlydependsonstudents’abilityofindependentlearning.Spellingabilityisabasicabilityoflearningbyoneself,whichisdevelopedfromlearningphoneticsymbolsandrelatedknowledge.Solearningphoneticsymbolscanimprovestudents’abilityofautonomouslearning.Elementaryschools,whichareincities,haveofferedEnglishcoursestepbystepsinceSeptember2001.ThenprimaryschoolsthatarefromvillagesandtownshavebeenrequiredtoofferEnglishcourseinSeptember2002.Butinprimaryschools,Englishphoneticsymbolsdidnotgetmuchattention.Althoughsometeacherstaughtphoneticsymbolsinprimaryschool,duetothelimitationofstudents’physicalandmentaldevelopmentregulation,theteachingeffectwasnotsatisfactory.Soweshouldgraspthebesttimetoteachphoneticsymbol,whichistheGradeSeven.Wearetoldthatinterestisthebestteacher.ThestudentsinGradeSevenhavegreatinterestinstudyingEnglish.Theyalsohavestrongcuriosityandenoughconfidencetolearn.Atthistime,ifphoneticsymbolsareintroduced,theywillgettwicetheresultwithhalftheeffort,whichcanlayasolidfoundationforlearningEnglish.1.2TheSignificanceandPurposeoftheThesisTolearnphoneticsymbolsisthecontentandrequirementsofEnglishlearningunderthenewcurriculumstandards.“Standard”showstheoverallgoalofEnglishcoursethroughusingintuitiveobjectivestructure,clearlyhighlightingthatthepurposeofthecourseistocultivatestudents’abilityofusinglanguagecomprehensively,whichmeanstheintegrateddevelopmentoflanguageskillsaswellaslanguageknowledge,emotionalattitude,learningstrategiesandculturalawareness.SevenappendicesareincludedinthenewEnglish1万方数据 山西师范大学学位论文curriculumstandards.Theymainlyconsistofsomelearningprogramsofknowledgeofthelanguage,suchasvoiceitem,grammaritem,functional-notionaltable,topicitemandvocabularyitem.Tomasterpronunciation,vocabulary,andgrammaristhebasiccontentsoflearningEnglish,whichareknowledgeandskillsoflanguage.Phoneticsymbolsaretheteachingcontent,whichisrequiredtolearnbythenewstandard.Luziwen,anexpertdevelopingEnglishcurriculumstandard,appealedustomakethegoalofteachingphoneticsymbolsclear,whichwaspublishedinthe21stcenturyEnglisheducationweekly.Throughlearningphoneticsymbols,studentscanovercomethedifficultyofrememberingvocabulary,whichletstudentsgetconfidenceinstudyingEnglish.Aseveryoneknows,inmathematicsclass,althoughstudentsdonotlearnthemathwell,theycanunderstandChineseexpressionofthesemathproblems.However,ifyoudonotmemorizeandgraspwords,youwillhardlyunderstandwhattheteachersaysandasifyouarelisteningtothegobbledygook.Butiflearnerscanstudywordsautonomouslyandunderstandwhattheteachertalks,theywillhavetheinterestandconfidenceintakingpartintheclassactivities.Infact,manystudentsarewillingtolearnEnglish,buttheydonotknowhowtolearn.Studentscanbenefitfromlearningphoneticsymbolsinprimarystage.Thefactshowsthatthroughlearningphoneticsymbols,studentscanreadthewordsdependingonitsphoneticsymbolsandhavemorepositivityandinterestinlearningEnglish.Thememoryofwordscanbringasenseofachievementtothelearner,whichfurtherstrengthensthemotivationandconfidenceinstudy,whichisthecommonexperienceofsuccessfulEnglishlearners.Learningphoneticsymbolswillhelpstudentstoestablishapositiveself-conceptandimprovetheabilityofautonomouslearning.Researchersbelievethatself-conceptusuallyreferstohowapersonassesseshimselforherself,andautonomouslearningistheabilitythatstudentsunderstandtheimportanceofstudyandworkhardconsciously.Positiveself-conceptwillbegoodforworkandstudyandnegativeself-conceptbadforthem.Vocabularyisverysignificantforstudents.Tomasterknowledgeofphoneticsymbolsbasicallycansolvetheproblemofmemorizingwords,atime-consumingandinefficienttask,whichmakestudentsobtainasenseofachievementandstrengthentheabilityofindependentlearning.WangChuming(2001)said,theconnectionbetweenvoiceandself-conceptmeansthatalthoughvoiceisonlyapartofforeignlanguagelearning,ithasprofoundeffectonourevaluatingtheabilityofstudyingforeignlanguageandresultsoflearningforeignlanguage.Hiswordsshowedthatphoneticplayedanimportantroleinforeignlanguagelearning,besideslearningphoneticsymbols.2万方数据 IntroductionTolearnphoneticsymbolscontributestoimprovetheabilityoflearningEnglishinhighschoolandcollege.Injuniormiddleschool,manystudentsproduceanegativeself-conceptthattheycan’treadwordswell,fortheydidnotlearnphoneticsymbolswellandtheirpronunciationisnotgood,whichreducesstudents’enthusiasmandconfidencetolearnEnglish.Forthemajorityofstudents,Englishisahinderthatkeepthemfromattendingcolleges.Afterenteringuniversity,theyfeeloverwhelmedanddon’tknowwhattodowhilefacingteachingrequirementsofcollegeEnglishcourseinlistening,speaking,reading,writingandtranslatingtocultivatetheabilityofcomprehensiveapplication.Inintensivereadingclasses,theycannotunderstandwhattheirteacherssaidinEnglishandwerenotabletoanswerquestionsaskedbytheirteachers.Additionallyinlisteningclasses,theyareunabletokeepupwiththenormalflowofcommunicativelanguageandunderstandthelisteningmaterials.Students,whofeelanxiousandfearaboutthecollegeEnglishcourseatfirst,graduallyloseconfidenceinthiscourseandchoosetogiveup.Thisphenomenonseemstobecommoninmanycollegesanduniversities,particularlyinthelocalcolleges.Basedonthebackgroundandsignificanceoftheresearch,theauthorputforwardfourresearchquestions:1.Whatisthecurrentsituationofstudents’learningphoneticsymbolsinGradeSeven?2.Aretheredifferencesbetweenurbanandruralstudentsinlearningphoneticsymbols?3.Aretheredifferencesbetweenboysandgirlsinlearningphoneticsymbols?4.Aretheredifferencesbetweenthetopstudentsandunderachieversinlearningphoneticsymbols?1.3TheFrameworkoftheThesisThisthesiscontainsfivechaptersandtheconcretestructureisshownasfollows:ChapterOneisaboutintroductionofthisthesis.Itconsistsofthebackgroundoftheresearch,significanceofthestudyandgivesusanoverallstructureofthisthesis.LiteraturereviewispresentedinChapterTwo,whichismadeupoftheoreticbasisoftheresearchandrelevantresearchesabroadandathome.ChapterThreeisaboutmethodology,itgivesusacleardescriptionabouthowthisstudyisconducted.Itpresentsresearchquestions,researchsubjects,researchinstrumentsandresearchprocedures.3万方数据 山西师范大学学位论文ChapterFourreferstodatacollectionanddiscussion,whichisthekeypartinthisstudy.Resultsaregivenbyusingrelativestaticanalysis.Throughthedataanalysesofthispart,answerstotheresearchquestionsnaturallyfollow.Besides,somepedagogicalimplicationsofthethesisarealsoputforwardinthischapter.ChapterFiveistheconclusionofthisthesisanditincludesmajorfindingsandlimitationsofthisstudy.4万方数据 LiteratureReview2.LiteratureReview2.1TheoreticalBasisofthePhoneticSymbolsTeachingKaplan,R.B.(1980:79)saidthatthetheoryofforeignlanguageteachingwasbasedonlinguistics,psychology,sociologyandanthropology.However,foreignlanguageteacherscannotdirectlyobtainrelevantprinciplesofforeignlanguageteachingfromthesesubjectsbutputthesetheoriesintooperationalprinciplesdependingonappliedlinguists.Spolsky(1980:167)pointedoutthatforeignlanguageteachingmethodologywasfromthreesourceswhichwerethetheoryoflinguisticdescription,learningtheoriesandteachingideasoflanguageusage.Foreignlanguageeducationallinguisticswasdevelopedfromthetheoriesoflinguisticsandrelateddisciplines,whichaimedatunderstandingandstudyingforeignlanguageteachingfromdifferentaspects,andputforwardsomehypothesesaboutforeignlanguageteaching.Thenbasedontheseassumptions,someresearchersproposedtheprinciplesthatforeignlanguageteachingshouldobeysoastoformalanguagemodelforforeignlanguageteaching.2.1.1StructuralLinguisticsForeignlanguageteachingwasapartofforeignlanguageeducationallinguistics.Theformulationofforeignlanguageteachingprinciple,thedesignofteachingmethodsandthechoiceofteachingmeanscannotbepartedfromtheunderstandingonthenatureoflanguage.Firstly,languagewasasymbolicsystem,whichconsistedoflanguageformandmeaning.Formreflectsthemeaningandmeaningalsocanbereflectedbytheform.Therelationshipbetweenthemconstitutedlanguagesystem.Theinternallanguagesystemwasmadeupofsemanticsystem,grammarsystemandvoicesystemandsoon.Thesebranchsystemswerebothindependentandinterdependent.Semanticsystemwasthecoreandembodiedintheformofvoiceinthelanguagesystem.Thecompositionofthewholelanguagesystemcannotleavethelanguagerulesthatrefertoobjectiveexistenceoflanguage.Asaresult,languagewasacomplexsystemnetworkthatwascomposedofcertainrules.Languageistheimportanttoolthatisusedtocommunicateinhumansociety,whichisitssocialfunction.Theinternalstructureoflanguagereflectsthatitisasymbolsystemcontrolledbytherules.Inforeignlanguageteaching,onlybyteachingstudentsthetargetlanguageasacommunicationtoolcantheyreallylearntousethetargetlanguagetocommunicate.Likewise,onlythroughanalyzingcombinationrulesofthesymbolsystemofthetargetlanguagecanlearnersbemoreeconomicandeffectivetolearnthelanguage(HuChundong,WangCairen,1996:17).5万方数据 山西师范大学学位论文InChina,Englishisregardedasaforeignlanguagetobetaught.SowhendiscussingEnglishteaching,firstly,weshoulddiscussabouttheessentialfeaturesofforeignlanguageteachingandthebasicrulesintheprocessofteachingforeignlanguage.Foreignlanguageteachingisahumanactivitythatteachesandlearnslanguagesexceptmothertongue.Humanlanguageisasystemthathasmanyrules.Althoughthereissomethingincommonamongdifferentlanguages,differentlanguageshavedifferentforms.Thelearnerslearnaforeignlanguageonthebasisofthenativelanguagesystemthattheyhadlearnedearlier.Therefore,acquiringaforeignlanguagemeanstoreconstructanewlanguagesystem(namely,vowelsystem,grammarsystemandsemanticsystem).Toreconstructalanguagehassomedifferencesfromacquiringfirstlanguagesystem.Nativelanguagecanbelearnedinanaturalwayintheauthenticlanguageenvironment.Thereconstructionoflanguagesystemmainlydependsonteachingandlearningtherulesofforeignlanguage(HuChundong,WangCairen,1996:64).Accordingtotheessenceoflanguageandthefeaturesofforeignlanguageteaching,foreignlanguageteachingshouldobeythefollowingfivebasicprinciples,whicharesystemprinciple,Cognitiveprinciples,culturalprinciples,communicativeprinciplesandemotionalprinciples(ZhuangZhixiang,ShuDingfang,1993:13).Dependingonthetheorythatlanguagewasasymbolsystem,foreignlanguageteachingattachedimportancetorulesoflanguagestructure.Thecognitiveprinciplesemphasizedtwoaspects.Ontheonehand,weshouldfullythinkaboutthefunctionoffirstknowledgeonlearningforeignlanguageandconsciouslycomparethesimilaritiesanddifferencesaboutstructurecharacteristicsbetweenmothertongueandforeignlanguage,whichcanhelplearnersunderstandtheknowledgeofnewlanguagesystem.Ontheotherhand,weshouldlayemphasisonlearningstrategiesandmemoryrules.2.1.2PositiveTransferTheoryofSecondLanguageAcquisitionLanguagetransfershouldnotbeneglectedinsecondLanguageacquisition,whichwasshowninlatelystudies.Languagetransferisthatstudentsmaketherulesoffirstlanguagebeappliedtolearningforeignlanguage.PositivetransferandnegativetransferarethetwopartsofLanguagetransfer.Iflanguagerulesofmothertongueconformtotargetlanguage,targetlanguageisinfluencedbymothertongueinapositiveway,whichreferstopositivetransfer.Ifmothertongueisnotconsistentwiththetargetlanguage,mothertonguehasanegativeeffectonthetargetlanguage,whichisnegativetransfer.6万方数据 LiteratureReviewTheresultsofstudyingfirstlanguageacquisitionareofgreathelptotheresearchofacquiringsecondlanguage.Whenacquiringfirstlanguage,weneedaspecificlanguageenvironmentandbackgroundknowledgeofmothertongue.Insecondlanguageacquisition,learnerslackofspecificlinguisticandculturalenvironment,butfeaturesofnativelanguagetendtobemigratedtothetargetlanguagelearning.Wode,aGermanprofessor,hadmadelotsofexperimentsandshownthateventhechildrenacquiredsecondlanguageintheenvironmentoftargetlanguagewiththephenomenonofmothertonguetransfer.Positivetransferoffirstlanguageplayedanimportantroleinlearningphoneticsymbols.Bowey(quotedfromWangPeiguang,2005:21)saidthatthechildrenhadtheabilitytoreflectonthelinguisticformandfocusonvoicefirstly.Shealsopointedoutthatchildrenrethinkphoneticform,whichdirectlyhelpedthemfindtheregularityoflexicalandsyntax.AlthoughthereweresomedifferencesinpronunciationbetweenEnglishandChinese,learnershadfoundtheconsistencyorsimilaritiesabouttheabovetwolanguages.WeknowthatbothChineseandEnglishusetheInternationalPhoneticAlphabets.ButChinesePinyincanbedividedintothreeparts,whichareinitials,finalsandtones.ChineseinitialsareseenasconsonantsofEnglish.ThefinalsareequivalenttovowelsinEnglish.TherearesomesimilarsoundsbetweenChineseandEnglishthatleadtotransferinlearningsecondlanguage.Corder(1973:159)arguedthatmothertonguecanhaveagreateffectonsecondlanguageacquisitionforlearners.Fromtheaboveresultsofresearches,wecangetthefollowingconclusions.Firstly,thereissomethingincommonamonglanguages.Secondly,transferofmothertonguecannotbestoppedinlearningsecondlanguage.Atthesametime,thepositivetransferofmothertonguecanbeusedtopromoteforeignlanguagelearning.Thirdly,mothertonguecanberegardedasalearningstrategy,whichisusedtosolveproblemsencounteredintheprocessoflearningforeignlanguage.2.1.3LearningMotivationandLearningStrategies2.1.3.1LearningMotivationLearningmotivationreferstoatendencyoflearningactivitiesthatstimulatesandmaintainsstudentstowardaparticulardirection.ItisoneoftheimportantfactorsforeffectiveteachingandcanaffectlearningprocessandlearningresultsofstudentsMotivationinEnglishlearningislearners’desireandpowertolearnEnglish,whichisveryimportantintheprocessoflearning.Thus,thereasonableandlastingmotivationisthe7万方数据 山西师范大学学位论文basisoflearningEnglishwell.Gardner(1985)proposedthatmotivationofacquiringandlearningsecondlanguageshouldbedividedintotwocategories:integrativemotivationandinstrumentalmotivation.Thestudentswhohaveintegrativemotivationareinterestedintargetlanguageandtheircultureandwanttobeamemberofthem.Whilethestudentswhohaveinstrumentalmotivationaretomeettheneedofworkandlifeinthefuture,suchasfortheentranceexam,promotionandraise,orfindingagoodjob,etc.InChina,lotsofstudentslearnEnglishinordertoattendcollegesorfindawork,whichrepresentsinstrumentallearners.Earlierresearchesshowedthatintegrativemotivationisthekeyelementtosuccessinlanguagelearning.MotivationwasdividedbyHarter(1981)intointrinsicmotivationandextrinsicmotivation.Intrinsicmotivationcomesfromastronginterestinlearningcontentandtasks;extrinsicmotivationreferstooutsidethingsthatinfluenceouraction,suchas,upgrading,attendingacollegeoravoidingcriticismetc.Thestudents"learningiscausedbythesetwomotivations.Intrinsicmotivationthatcanlastlonger,makespeopleworkhardforalongtimeandobtainsuccessinlearningphoneticsymbols.Thesetwomotivationscanexistatthesametimeandtransmuteintoeachother.Therefore,weshouldgiveprioritytotheinternalmotivationandrecognizethefunctionoftheexternalmotivation.zkq20150910Motivationisproducedbytheneedthatisfoundationofmotivation.Sowhenthinkingaboutstudents’motivation,wemustknowtheirideas.Butthedemandissatisfieddependingontheexistenceofexternalconditions.Therefore,inordertosatisfystudents’internaldemand,wemusttrytocreatethecorrespondingexternalconditions,whichmakestudentshavegreatmotivationtostudyEnglish.2.1.3.2LearningStrategiesWhateverwedo,weshouldtakeitserioustolearnthecorrespondingstrategies.Sincethe1970s,manyresearchersabroaddidalotofresearchesonlearningstrategiesofforeignlanguage.Areliableconclusionisthattheeffectiveusageofforeignlanguagelearningstrategiesnotonlycandrasticallyimprovethemethodsofforeignlanguagelearningandenhancethelearningresultsandquality,butalsoreducestudents’burdenofstudy.Inaddition,thecultivationoflearningstrategiespenetratedintoteachingcanhelpstudentswhoselearningpotentialisloworstudentswhoseintellectualdevelopmentisdelayedtolearnreducetheirlearningdifficulties.Theresultsalsoshowedthatsuccessfullanguagelearnersoftenusedlearningstrategieswhileunderachieversusethemrarely.Asaresult,lesssuccessfullearnerscandrawlessonsfromsuccessfulforeignlanguagelearners.Thelearningstrategieswhicharelistedinthenew8万方数据 LiteratureReviewCurriculumstandardsarelearningstrategiesthatsuccessfullearnersoftenuse,whicharesummarizedoutofmanyresearchresultsandsuitableformanystudents.Learningstrategiesareflexibleanddifferentstudentsmayusedifferentlearningstrategies.Everyonestudentneedstolearninthe21stcentury.Soonlylearningtolearnandachievingsustainabledevelopmentcanwemeettherequirementsofthelearningsociety.Weshouldadvocatethestudentstoparticipateinavarietyoflearningactivities,obeytherulesofstudy,improvethemethodsoflearningandstrengthenselfmonitoringandselfevaluation,whichcontributetoformgoodstudyhabitsandeffectivelearningstrategiesforthedevelopmentoflearners.Learningtostudyisthebasisofsustainabledevelopment.EmphasizingthepenetrationofemotionintoEnglishteachingandthecultivationoflearningstrategies(includingmanagementandevaluation,cognitive,communicationetc.)aregoodforlifelonglearningandsustainabledevelopment,andconformtothehumanistspiritofqualityeducation.Intheprocessofteaching,studentsaretreatedasthemainbodyofstudy,sothesubjectivefactorsandemotionalfactorscannotbeignoredinteaching.Learningstrategyregardedastheteachinggoal,ishelpfulforstudents’lifelonglearningandsustainabledevelopment.Learningmethodisimportantforstudents,namely,thelearningstrategy.Itiszkq20150910alsoanimportantfactorthatleadstodifferencesinlearningresultsoflearners.Theshiftfromteacher-centerednesstolearner-centerednessinforeignlanguageteachingrequiresstudentstouselearningstrategieseffectively.Foreignlanguageteachinghasdevelopedfromthetraditionalgrammartranslationmethodtothepresentcommunicativeteachingmethod,whichshowedpeople’sdifferentopinionsaboutthenatureoflanguage.Researchesofforeignlanguageteachinghaveprovedthatintheprocessofteaching,thereisnoakindofteachingmethodthatiseffectiveforanyoneinallcases.Spolskyalsomaintainedthattherewerevariouswaystostudyalanguageandlikewise,teacherscanteachalanguageindifferentways.Undercertaincircumstance,amethodisusefulforsomestudentswhileitmaynotworkforotherstudents.Agoodteacheralwayscantakeacompromisemethod.Thatistosay,intheconcretepracticeofforeignlanguageteaching,theyselectanappropriateteachingmethodsoastoachievebetterteachingresults,basedondifferentteachinggoalsaswellasdifferentfeaturesofstudents.9万方数据 山西师范大学学位论文2.2StudiesonthePhoneticSymbolsTeachingAbroadandatHome2.2.1StudiesonthePhoneticSymbolsTeachingAbroadPhoneticteachingshouldbelongtolanguageteachingandtheywerecloselyconnected.AtthebeginningofteachingEnglish,teachersdidn’tattachcorrespondingimportancetothephoneticteachingbutfocusonthewritingteaching.Althoughtranslationteachingwasalltherage,thegrammarwasseenasthecoreoftheera,whichcausedpeopletoignorethespokenEnglishthatisthemostbasicexpressionoflanguage.Thisisthereasonthatthephoneticteachingwasnottakenseriouslyinthatperiod.Reformmovementattheendofthe19thcenturywastheinitiatingstageofEnglishphoneticteaching,whichenabledpeopletoproducethenewviewsonlanguagethatlearningalanguageshouldstartwiththevoiceandthelanguagewasexpressedbytheoralcommunication.“Solanguageteachingshouldpaymoreattentiontotheformoforalcommunicationoflanguageandnotbelimitedtowrittenlanguagelearningandgrammaranalysis.Relyingontheaboveviews,peoplestudiedtheteachingofEnglishphoneticandlaidasolidfoundationforteachingphonetic.Englishteacherscometorealizethatthereformshouldstartwithaccuratepronunciationofphoneticsymbols.Inordertomeettheneedsofteaching,teachershavetopracticetheirpronunciationwellandpronounceaccurately.”zkq20150910TheDirectMethodwasproposedintheearly20thcentury,whichmaintainedthatteachersshouldteachvoiceatfirstandthephoneticsymbolsshouldplayitsfullpartinphoneticlearning.Duringtheprocessofteaching,italsoemphasizedtheroleofintuitionandrequestedstudentstodolotsofexercisesmechanicallyandmemorizelanguagematerials,whichhopedthatstudentscanlearnconsciously.However,inthisphasephoneticteachingthatdidnotformacertainscalemainlydependedonteacherswhodecidedwhichsoundstobetaughtfirstandwhichsoundstobetaughtlaterthroughthestudyofphonetics.Thus,theteachingmethod,whichonlyadoptedthemodeofintuition-imitation-repetition,wasverysingle.Inthe1940sand1950s,structuralismlinguisticswasprevalentaswellasbehavioralpsychology,whichmadetheAudio-LingualMethodgetmuchattention,developedfromthedirectmethod.Thisteachingmethodlaysemphasisontrainingofsentencepatternsandthedevelopmentoflearners"pronunciation.Thedevelopmentofthemethodgreatlyenrichedtheformofphoneticteachingandimproveditsskills.Forexample,thephoneticteachingbegantouseteachingaidstoassistinstruction,suchasdiagramsandchartsaboutplacesofarticulationetc.Especially,theemergenceoflanguagelabmadephoneticteachingactivities10万方数据 LiteratureReviewmoreeffective.However,somedisadvantageswerefoundfromthisteachingmethod.Itisalsoamonotonousteachingmethodthatstressedonmechanicaltrainingandseparatedfromthesocialcontext,whichwasnotgoodforcommunicateactivities.Inthe1970s,peoplethoughtthatthebasicgoaloflanguagelearningistocommunicatesmoothlyaccordingtoviewsofthecommunicativeapproach.Whencommunicatingwitheachother,theacceptablepronunciationcanmakesurethatbothsideshaveanormalcommunication.Peoplecommunicatedwitheachotherinorderthatonecanconveyinformationtotheotherandtheothercanunderstandwhatthepersonsaid.Asaresult,theintelligibilityofphoneticwasattachedimportance.CelceMureiaelaboratedthatunderthespecificsituationandtime,thelistenercanunderstandthevoice,namelytheintelligibilityofphonetic,whichisthemostauthoritativeexplanation.Fromthiswecanknow,inthisstagepeoplefocusedontheclarityandintelligibilityofphoneticwhenlearningandcommunicating.Soteachersnotonlyshouldhelpstudentstotrainpronunciation,butalsoaskstudentstocommunicatewithothers.Aboveall,wecanseethatteachingschoolsinallerasaffectedphoneticteachingandteacherswouldusedifferentteachingstrategiesaccordingly.Fromthedevelopingpoint,Englishphoneticsteachinghadexperiencedthestagefrombeingneglectedtobeingvaluedzkq20150910graduallyandfromtheexperientialroletothescientificone.Withtheimprovementofmodernphoneticsandthecontinuousdevelopmentoflinguisticcommunicativetheories,phoneticteachinggraduallymadeitclearthatitsdirectionandgoalwastocultivatestudents’abilitytocommunicatewithlanguage.2.2.2StudiesonthePhoneticSymbolsTeachingatHomeGenerallyspeaking,theresearchonEnglishphoneticsymbolsteachingmainlyincludesthefollowingaspects.Firstly,someresearchersdiscussedthenecessityandimportancetoteachEnglishphoneticsymbols.In2013,LiChunxiaheldthatlearningphoneticwasthestartingpointoflearningEnglishwhilelearningphoneticsymbolsisthefoundationoflearningphonetic,sothephoneticsymbolsteachingwasverysignificantinEnglishteaching.MiaoDelong(2011)publishedapaper,TheUrgencyofTeachingEnglishPhoneticSymbolsinJuniorMiddleSchool.HesaidthatatthebeginningoflearningEnglish,thefirstobstaclewasthepronunciation.Ifyourpronunciationwasinaccurate,itwouldbebadforlisteningandreading,aswellascommunicatingwithothersinEnglish.Itwasalsonotgoodformemorizingnewwords.Therefore,hesaidthatpayingmoreattentiontothepronunciationandphoneticswas11万方数据 山西师范大学学位论文necessary,especiallyphoneticsymbolsteaching.CompiledbyLuFeixia,thelatestEnglishinternationalphoneticalphabetsmentionedthatinEnglishphonetics,pronunciationincludespronunciationaction,classificationofsoundsandcombinationofpronunciation.Itsfunctionwastoalsodealwithpronunciationchangelaws,stresslawsandintonationwhenpeopleencounterinlearningpronunciation.SolearningEnglishphoneticsymbolswasthepremisetolearnEnglishwell.Specificmethodsofphoneticsymbolsteachingwerediscussed.LuoLianghui(2004)believedthatwecanteachphoneticsymbolsbyusingthefollowingways,containingteachingfromtoptodown,comparingthedifferences,recitingpoems,drawinginterpretationandformula.Givenmanystudentsstillreadincorrectlyafterlearningphoneticsymbol,LiaoFulin(2009)proposedthreeteachingmethodswhichwereteachingfromconcentratedtoscattered,categorymethodandgamesinphoneticsymbolsteaching.In1994,YuanHuiXiangthoughtthatEnglishphoneticteachingshouldbetaughtbeforeletters.However,HanQi,LuoLianghui,andDengYunjiehadthesameopinionthatEnglishlettersandphoneticsymbolsshouldbetaughtatthesametime.Theythoughtthatthismethodmadestudentsgettheoverviewofthephoneticsymbolandphonologicrulesandavoidtheproblemthatstudentsneedtopracticephoneticsymbolswhilelearningnewwords,whichhadabadinfluenceonzkq20150910learningvocabularyheartandsoul.HeShanfen(1998)heldthatthemoresimilarsoundsbetweenEnglishandChinese,thebetterresultsstudentscangetinlearningphoneticsymbols.WuXiuxia(2012)agreedtheopinionthatChinesepinyincanbetransferredintolearningEnglishphoneticsymbols,andputforwardmanysuggestionsaboutteachingmethods.LiBaoyin(2012)showedthatpositivetransferofChinesewasanecessarystageinlearningEnglishaswellasnegativetransfer.ThereweresomeEnglishphoneticsymbolsthatweresimilartoChinesepinyin,sothestudentscanlearnEnglishphoneticsymbolsassistedbythat.WecanseethatthesimilaritybetweenEnglishphoneticsymbolsandChinesepinyinwasgoodforlearningphoneticsymbols,whichwaspositivetransferofChinese.Atthesametime,teachersshouldrecognizenegativetransferofChinesepinyin.Dependingontheresultsofstudies,theyfoundthattheprocessbetweenteachingandlearningwassometimesaffectedbynegativetransfer.Athesis,writtenbyZhangYu,LiYingjie,LiuJia,alsomentionedthatChinesepinyinwasusedtoteachandlearnEnglishphoneticsymbolswhichwasinevitablyaffectedbythenegativetransferofChinesepinyin.HongMing(2009)alsoreferredtotheadverseimpactsofthenegativetransferandputforwardmeasurestokeepthemdowninordertomakestudentslearnEnglishbetter.12万方数据 LiteratureReviewFurthermore,mothertongueindifferentregionshasitslocality,whichmadestudentsindifferentregionshavedifferentdifficultylearningEnglishpronunciation.Therefore,withthepurposeofunderstandingmothertonguetransfer,manyeducatorsinChinamadecomparativeresearchontheinfluenceofdifferentregionaldialectsonEnglishpronunciation.ItcanbefoundthatdifferentregionaldialectshavedifferentinfluenceonstudyingEnglishphonetics.Asisknowntoall,itwasinevitablethattherewereproblemsandconfusioninteachingEnglish.Theproblemsofteachingphoneticsymbolsintheprimaryschoolwerehighlighted.Someteachershadpointedoutsomeproblems.Forexample,Shouldphoneticsymbolsbetaughtinprimaryschoolornot?Howdowejudgethatstudentslearnphoneticsymbolswell?(ChenLi,2008).LiuXujian,whodidaresearchonphoneticsymbolsteachinginhighschool,foundthatmanyhighschoolstudentswerestillnotfamiliarwithphoneticsymbols.Thereasonsforthissituationwerecausedbythefollowingthreeaspectswhichwereexcessiveignoranceofthefoundationstage,theregardlessofstudentsandthegeneraloverlookofhighschoolteachers.AresearchonthepresentsituationofteachingphoneticincollegeswasdonebyWangYiandFengJingchao.ThedataofthisstudyshowedthatEnglishphoneticswasignoredintheprocessofteaching,whichmadeitsdevelopmentinalameway.Forexample,non-Englishspeakingstudentsdidn’tsystematicallystudyEnglishphoneticslikeEnglishzkq20150910majors,resultingintheirpoorperformanceinlisteningandspeakingandlowefficiencyoflearning.Aboveall,theresearchersabroadandathometalkedaboutphoneticsymbolsteachingfromdifferentaspects.Somepeoplethoughtthatteachingphoneticsymbolswasveryimportantandnecessary.Somepeoplediscussedhowtoteachphoneticsymbolswell.Anotherpeoplearguedthatmothertonguetransferhadaneffectonlearningphoneticsymbols.Fromtheaboveresearch,wecanfindthatteachersdidn’tclearlyknowtheresultsofphoneticsymbolsteaching.Forexample,someteachersdidn’tknowhowmanystudentsmasteredphoneticsymbolsinaclassandwhatproblemslearnershad.Inaddition,theydidn’tknowwhatmeasuresshouldbetakentohelpstudentssolveproblemswhenlearningphoneticsymbols.Besides,relatedstudiesrarelyinvolvedlearners’learningstrategies.Mostofthearticleswereaboutstrategiesofteaching.Moreover,itwasnotscientifictoregardthescoresofwrittentestasthemainbasisofanalyzingresultsoftest,whichcontainedresultsoflistening.Theeffectofteachingphoneticsymbolsshouldalsobetestedthroughpronunciation,soweshouldregardtheoralexaminationasawaytochecktheresultsoflearningphoneticsymbols.13万方数据 山西师范大学学位论文14万方数据 Methodology3.MethodologyInthischapter,theauthorstatestheresearchdesign,mainlyconsistingofresearchquestions,researchsubjects,researchinstrumentsandresearchprocedures.3.1ResearchQuestionsGradeSevenisthetransitionfromtheprimaryschooltojuniormiddleschool.LearningphoneticsymbolsinGradeSevenhasagreatimpactonstudyingEnglishinthefuture.Bydoingtheresearch,thispaperwillanswerthefollowingquestions.1.Whatisthepresentsituationofstudents’learningphoneticsymbolsinGradeSeven?2.Aretheredifferencesbetweenurbanstudentsandruralstudentsinlearningphoneticsymbols?3.Aretheredifferencesbetweenboysandgirlsinlearningphoneticsymbols?4.Aretheredifferencesbetweenthetopstudentsandunderachieversinlearningphoneticsymbols?3.2ResearchSubjectsInthisresearch,thesubjectsincludefourteenEnglishteachersandonehundredandfiftystudentsofGradeSeven.Toinvestigatethepresentsituationofstudents’learningphoneticsymbols,thequestionnairesurveywasconductedbytheauthoronfourclassesofGradeSeven,whichwerechosenfromNo.8MiddleSchoolinLinfenCity,ShanxiProvinceandZhangMaMiddleSchoolinXiangningCounty,ShanxiProvince.TheauthorrandomlyselectedtwoclassesinGradeSevenfromNo.8MiddleSchoolinLinfenCity.TheauthoralsorandomlychosetwoclassesinGradeSevenfromZhangMaMiddleSchool,whichisaruralschool.Therewereonehundredandfiftystudentsinthefourclasses,whichcomprisedseventy-twoboysandseventy-eightgirls.Inordertodistinguishbetweentopstudentsandunderachievers,theauthordividedstudentsintothreelevelsaccordingtostudents’academicachievements.ThosestudentsweretopstudentswhosescoresinEnglishweremorethanonehundred.ThosestudentswereunderachieverswhosescoresinEnglishwerelessthanseventy-two.TheauthorinterviewedfourteenEnglishteacherswhowereselectedfromthetwojuniormiddleschools.TenEnglishteachersamongthemareteachinginNo.8MiddleSchoolinLinfenCity.FourEnglishteachersarefromZhangMaMiddleSchoolinXiangningCounty.ThetimetheyhavetaughtEnglishspansfromtwototwentyyears.15万方数据 山西师范大学学位论文Testofsoundwascarriedoutintheabovetwoschools.Becausetherewasnosoundlabinthetwoschoolsandlimitationsofotherfactors,theauthoronlyselectedtwoclassesforthetest.Therewereeightystudentswhoattendedthetest.3.3ResearchInstrumentsThefollowinginstrumentsareadoptedtocollectdata.3.3.1QuestionnaireInordertounderstandthecurrentsituationoflearningphoneticsymbolsofstudents,aquestionnaire(AppendixA)wasemployedbytheauthortocollecttheinformationfromthestudents.ThesubjectsofthequestionnaireincludedonehundredandfiftystudentsofGradeSevenfromNo.8MiddleSchoolandZhangMaMiddleSchool.ThedesignofquestionnairewasmostlyguidedbythenewNationalEnglishCurriculumStandard.ItisbasedontheresearchofpresentsituationofGoforitphoneticteaching,whichwasbyLiuQingwen.Thedesignofthequestionnairefollowedacertainlogicalorderandthequestionsinquestionnairewereclosedquestions.Thequestionnaireiscomposedofthirtyobjectiveitems.Theformoftheanswerswasdesignedasascalemodeandtheanswertoeachquestionwasscaledintofivelevels.Studentscanchoosetheiranswersfromthemostpositivetothemostnegative.Thiskindofdesigncanbeconvenientforthelaterquestionnaireanalysis.Thequestionnaireincludesfiveparts.Thefirstpartisrelatedtothesituationoflearningphoneticsymbolsofstudentsinelementaryschool.ThesecondpartisaboutthesituationoflearningphoneticsymbolsofstudentsinGradeseven.Thethirdpartisaboutthewaystousephoneticsymbols.Thefourthpartisaboutemotionalattitudesoflearningphoneticsymbols.Thefifthpartisaboutlearningstrategiesoflearningphoneticsymbols.3.3.2TestThistestcanbeusedtochecktheresultsoflearningphoneticsymbolsfromanobjectivepointofview.ItspurposeistotestwhetherstudentsmasterEnglishphoneticsymbolsornot.Thistestconsistsoffiveparts.Thefirstpartincludestwentyvowels.Thesecondpartincludestwenty-fourconsonants.Thefirsttwopartsareusedtotestwhetherstudentsareabletoreadmonophonicaccurately.Therearephoneticsymbolsoftwenty-fourwordsthatstudentshavelearntinthethirdpart.Theyareusedtoinspectwhetherstudentscanreadmonophonicinawordaccurately.Thereareeighteennewwordsthatstudentshavenotlearntinthefourthpart.Thephoneticsymbolsofnewwordsareusedtotestwhetherstudentscanpronouncenewwordscorrectlybyusingphoneticsymbols.Thesefamiliarwordsandnewwordsaremonosyllables.Thefifthpartismadeupoftendisyllablescontainingword16万方数据 Methodologystress.Readingdisyllablesandpolysyllablesistocheckwhetherstudentsareabletodivideawordintosyllablesandpronouncethestressedpartsaccurately.ThecontentsofthistestcomefromtheappendixofEnglishteachingmaterialsinthetextbook.EightystudentsofGradeSevenattendedthistest.Theresultsofthistestwerereviewedbytwoteachers.Whenyoureadaphonemeorthephoneticsymbolofawordcorrectly,youcangetonepoint.3.3.3InterviewInordertounderstandteachers’attitudestowardsphoneticsymbolsandteachingmethods,theauthormainlyinvestigatesfromthefollowingaspects:1.DoyouthinkitisimportanttoteachphoneticsymbolsinGradeSeven?Why?2.DoyouhaveconfidencetoteachEnglishphoneticsymbols?Why?3.Inthephoneticsymbolsteaching,consonants,vowels,wordstress,syllablesandspellingrulesaccountfordifferentproportions.Whatdoeseachpartaccountfor?4.WhatkindofteachingmethodsdoyouusuallyadopttoteachEnglishphoneticsymbols?5.Doyougivethestudentshomeworkaboutphoneticsymbols?Ifso,whichkindofhomeworkdoyouassign?6.Doyouchecktheresultsoflearningphoneticsymbols?Ifso,howdoyouusuallydo?3.4ResearchProceduresTheresearchlastedalongtime,whichwasfromSeptember,2013toOctober,2014.Thequestionnaireisaveryimportantresearchinstrumentinthisstudy,sotheauthorpaidmuchattentiontodevelopingquestionnaire.Inordertogetaccurateresults,theauthorconductedthefirstquestionnairesurveyamongsixtystudentsofGradeSevenfromNo.8MiddleSchoolinLinfenCityonSeptember9,2014.Accordingtofeedbackfromthesesubjects,theauthorfoundsomeproblemsandmodifiedtheoriginal.Then,onSeptember16,2014,theauthorconductedthesecondquestionnairesurveyamonganothersixtystudentsofGradeSevenfromNo.8MiddleSchoolinLinfenCity.AnalyzedwithSPSS19.0,thereliabilitycoefficient(Cronbach’sAlpha)ofthequestionnaireis0.867andvaliditycoefficient(KMOandBartlett)ofthequestionnaireis0.834.Therefore,itwasprovedthatthemodifiedquestionnairecanbeusedandtheformalquestionnairewasdeveloped.OnSeptember23,2014,theauthorcarriedonthequestionnairesurveyamongseventy-sevensubjectsofGradeSevenfromNo.8MiddleSchoolinLinfenCityandallthesesubjectshandedintheirownquestionnaire.OnSeptember23,2014,seventy-three17万方数据 山西师范大学学位论文questionnaireswereassignedtoseventy-threestudentsofGradeSevenZhangMaMiddleSchoolinXiangningCountyandallthesequestionnaireswerehandedin.Intotal,onehundredandfiftyquestionnaireswereassignedbytheauthor.Andonehundredandthirtyeightquestionnaireswerevalidafterchecking.Thecollectedinformationwasconcludedintotheaccuratenumbersandwasanalyzedindetailsinthenextchapter.Testwasacomplicatedwork.Thecontentsofthistestweredeterminedaftermanyrevisions.Withthepurposeofcollectingdata,theauthorselectedthirty-eightstudentsofGradeSevenfromZhangMaMiddleSchoolinXiangningCountytotakethetestonMay24,2014.OnMay25,2014,forty-twostudentsofGradeSevenfromNo.8MiddleSchoolinLinfenCitywereselectedbytheauthortoattendthistest.Thedatawasdiscussedindetailsinthenextchapter.Theteacherisakeyfactorforstudentstolearnphoneticsymbols.Inordertounderstandteachers’attitudestowardsEnglishphoneticsymbols,theauthorinterviewedfourteenfront-lineEnglishteachers.OnMay27,2014,theauthorinterviewedfourEnglishteachersfromZhangMaMiddleSchoolinXiangningCounty.Then,onMay30,2014,tenEnglishteachersfromNo.8MiddleSchoolinLinfenCitywereinterviewed.Thecollectedinformationwaspresentedindetailsinthenextchapter.18万方数据 DataCollectionandAnalysis4.DataCollectionandAnalysisThischapterpresentsthedatathatwascollectedbeforeandanalyzesthesedata.Theanalysiswillletusknowtheanswersoftheresearchquestionsthatareputforwardbefore.4.1DataCollectionandAnalysisoftheTestThetestwasusedtochecktheresultsoflearningphoneticsymbolsfromanobjectivepointofview.Eightystudentswereselectedtoparticipateinthistest.Theresultsofthestudentswereevaluatedbytwoteachers,whichwererecordedinthepaperandanalyzedbytheauthor.TheresultsofthetestshowthattheoverallleveloflearningphoneticsymbolsofstudentsfromthetwoschoolsislowinGradeSeven.4.1.1TheResultsofGraspingConsonantsConsonantsarethebasiccontentofphoneticsymbols.TheresultsofgraspingconsonantsarepresentedinthefollowingFigure4-1.Figure4-1TheResultsofGraspingConsonantsFromFigure4-1,wecanseethattherearelessthantwentypercentofstudentswhocanreadconsonants,suchas/h/,/r/and/ŋ/.Therearemorethansixtypercentofstudentsthatcannotreadconsonants,including/ʃ/,/dʒ/,/l/,/dz/,/θ/,/z/,/d/and/g/.Forvoicedconsonants,manystudentspronouncethemwiththefeaturesofChinesepinyininsteadofaccurateEnglishpronunciation.TheseChinesepinyincontainingredients.IfsomeEnglishphoneticsymbolsarenotsimilartothecorrespondingconsonantsinChinesepinyin,thesepronunciationwillbemoredifficultforstudents,suchastoothfricatives,palategumfricatives,nasalconsonant,lingualsoundsandsemivoweletc,whicharethedifficultyofpronunciationintheconsonants.Inaddition,moststudentsconfusesimilarsoundsandpronouncetheminaccurately.4.1.2TheResultsofGraspingVowels19万方数据 山西师范大学学位论文Vowelsareanotherpartofphoneticsymbols.ThedataofgraspingvowelsisshowninthefollowingFigure4-2.Figure4-2TheResultsofGraspingVowelsThedataofFigure4-2showsthatstudentslearnmonophthongsbetterthandiphthongs.AndstudentsareusedtopronouncingthesoundswiththefeaturesofChineseinsteadofaccurateEnglishpronunciation.Thestudentsoftenmakemistakeswhenpronouncingthefollowingsoundssuchas/a:/,/I:/,/I/and/u:/.ThecharacteristicofEnglishdiphthongsisthattheformersoundislongerthanthelatterandthattheformersoundislouderandclearerthanthelatter.However,intheprocessofthetest,itcanbeseenthatthestudentsdonotmasterthischaracteristic.Asmallgroupofstudentsreaddiphthongswithoutthechangeofthemouth,whichconfusedwithdoublefinalsinChinesepinyin,especially/eɪ/and/aɪ/.4.1.3TheResultsofReadingWordsTherearealotofproblemsinthispart.Forexample,somestudentschosetogiveupwhentheywererequiredtoreadphoneticsymbolsofwords.Theysaidthattheycannotdividewordsintosyllablesanddidnotknowthespellingrules.Somestudentscangraspthesimplespellingrulesandspellmonosyllabicwords,butwhenfacedwithdisyllabicwordspolysyllabicwords,theyhaddifficultyinreadingthem.Furthermore,otherstudentshavetheproblemofstressshift.Oneisstressforward.ThestressofEnglishdisyllabicwordsgenerallyfallsonthefirstsyllable,butstudentstendtostressthefirstsyllableineachofdisyllabicwordsandmovethestressofthesecondsyllabletothefirstsyllable.Anotherisstressbackward.Thestressoftrisyllabicwordsgenerallyfallsonthefirstsyllableandthestressofpolysyllabicwordsontheantepenult,butstudentsaffectedbyChineseareusedtostressthesecondsyllable.Wecanseethatmoststudentsdonotmasterthephoneticsymbolsandrelatedspellingrulessolidly.Thus,whenfacedwithunfamiliarwords,thesestudentsarenotableto20万方数据 DataCollectionandAnalysislearnthesevocabularyindependently,whichisnotconducivetocultivatestudents’abilityofautonomouslearning.4.1.4DifferencesintheResultsoftheTestbetweenUrbanstudentsandRuralStudentsTable4-1IndependentSampleT-TestfortheResultsoftheTestbetweenUrbanandRuralStudentsMeansStandarddeviationTtestItemsUrbanRuralUrbanRuraltSig.Vowels11.7808.7003.1092.4724.8960.000Consonants13.25011.6802.7432.7022.5870.012Familiarwords7.1803.8504.0881.8614.6820.000Newwords4.5002.4003.3671.7223.5130.001Ss2.4800.6301.9480.8685.4870.000Total39.17527.25013.9398.4244.6310.000Note:“Ss”representssyllablesandstress0.010.05meansthatthedifferenceisnotsignificantFromTable4-1,itcanbeseenthatoverall,theaverageofurbanstudentsishigherthanthatofruralstudentsandTtestshowsthatthedifferencebetweenurbanstudentsandruralstudentsiscriticallysignificant(t=4.896,p=0.000),whichindicatethaturbanstudentslearnphoneticsymbolsbetterthanruralstudents.(1)Themeanofvowelsscoreofurbanstudentsis11.78andthatofruralstudentsis8.7.Thestandarddeviationofvowelsofurbanstudentsis3.109andthatofruralstudentsis2.472.Thedifferencebetweenurbanstudentsandruralstudentsisverysignificant(t=4.896,p=0,000).(2)Theaverageofconsonantsscoreofurbanstudentsis13.25andthatofruralstudentsis11.68.Thestandarddeviationofconsonantsofurbanstudentsis2.743andthatofruralstudentsis2.702.Thedifferencebetweentheabovetwogroupsissignificant(t=2.587,p=0.012).(3)Themeanoffamiliarwordsofurbanstudentsis7.18andthatofruralstudentsis3.85.Thedifferenceinlearnedwordsbetweenthetwogroupsisverysignificant(t=4.682,p=0.000).(4)Thedifferenceinnewwordsbetweenurbanstudentsandruralstudentsisverysignificant(t=5.487,p=0.000).21万方数据 山西师范大学学位论文Thedifferenceinsyllablesandstressbetweenthetwogroupsisalsoverysignificant(t=4.631,p=0.00).4.1.5DifferencesintheResultsoftheTestbetweenBoysandGirlsTable4-2IndependentSampleT-TestfortheResultsoftheTestbetweenBoysandGirlsMeansStandarddeviationTtestItemsBoysGirlsBoysGirlstSig.Vowels9.80010.6902.8303.5111.2480.216Consonants12.37012.5602.6623.0070.3130.755Familiarwords4.8506.2102.1044.5721.7120.091Newwords2.9603.9701.9993.4981.6160.110Ss1.4101.6901.5002.0150.7020.485Total31.39035.1289.8661.5001.2990.190Note:“Ss”representssyllablesandstress0.010.05meansthatthedifferenceisnotsignificantInTable4-2,itcanbeseenthatthemeanofboysislowerthanthatofgirlsandTtestshowsthatdifferencebetweenthetwogroupsisnotsignificant(t=1.299,p=0.190),whichshowthatgirlslearnphoneticsymbolsbetterthanboys.Theaverageofvowelsscoreofboysis9.8andthatofgirlsis10.69.Thedifferenceinvowelsbetweenboysandgirlsisnotsignificant(t=1.248,p=0.216).Theaverageofconsonantsscoreofboysis12.37andthatofgirlsis12.56.Thestandarddeviationofconsonantsofboysis2.662andthatofgirlsis3.007.Thedifferencebetweentheabovetwogroupsisnotsignificant(t=0.313,p=0.757).Themeanoffamiliarwordsofboysis4.85andthatofgirlsis6.21.Thedifferenceinfamiliarwordsbetweenthetwogroupsisnotsignificant(t=1.712,p=0.091).Thedifferenceinnewwordsbetweenboysandgirlsisnotsignificant(t=1.616,p=0.110)andthedifferenceinsyllablesandstressbetweenthetwogroupsisnotsignificant(t=0.702,p=0.485).22万方数据 DataCollectionandAnalysis4.1.6DifferencesintheResultsoftheTestbetweenTopStudentsandUnderachieversTable4-3IndependentSampleT-TestfortheResultsoftheTestbetweenTopStudentsandUnderachieversMeansStandarddeviationTtestTopunderTopunderItemstSig.studentsachieversstudentsachieversVowels15.0009.9302.2681.5807.1000.000Consonants16.27011.6701.7511.6337.4400.000Familiarwords10.6705.0004.7161.1954.5110.000Newwords8.0003.0003.3590.9265.5570.000Ss4.4701.4001.5060.9106.2270.000Note:“Ss”representssyllablesandstress0.010.05meansthatthedifferenceisnotsignificantFromTable4-3,thedatashowstheaverageofvowelsoftopstudentsis15andthatofunderachieversis9.93.Thedifferenceinvowelsbetweentopstudentsandunderachieversisverysignificant(t=7.100,p=0.000).Theaverageofconsonantsscoreoftopstudentsis16.27andthatofunderachieversis11.67.Thestandarddeviationofconsonantsscoreoftopstudentsis1.751andthatofunderachieversis1.633.Thedifferencebetweentheabovetwogroupsisverysignificant(t=7.440,p=0.000).Themeanoflearnedwordsoftopstudentsis10.67andthatofunderachieversis5.Thedifferenceinlearnedwordsbetweenthetwogroupsisverysignificant(t=4.511,p=0.000).Thedifferenceinnewwordsbetweentopstudentsandunderachieversisverysignificant(t=5.557,p=0.000)andthedifferenceinsyllablesandstressbetweenthetwogroupsisverysignificant(t=6.227,p=0.000).4.2DataCollectionandAnalysisoftheQuestionnaireThequestionnairewasusedtocollecttheinformationonthecurrentsituationofstudents’learningphoneticsymbols.150subjectshandedintheirquestionnairesandtherewereonehundredandthirtyeightquestionnaires,whicharevalid.Inthesefiveparts,therearethirtyquestions.Students’responsesforthethirtyquestionsofthequestionnairearelistedasfollows.23万方数据 山西师范大学学位论文4.2.1TheSituationofLearningPhoneticSymbolsinElementarySchoolEnglishcurriculumbeganbesetupinSeptember2001stepbystepinelementaryschoolofcitiesandcountiesinChina.InSeptember2002,Englishcoursegraduallystartedinprimaryschoolofvillages.Atthispoint,theprimaryschoolshaveofferedEnglishcoursenationwide.Fourquestionswerediscussedinthispart.Theresultsarepresentedasfollows.(1)DidyourEnglishteacherteachyouEnglishphoneticsymbolsinprimaryschool?Figure4-3TheSituationofTeachingPhoneticSymbolsinElementarySchoolNote:Q1presentsthequestionnumberinthequestionnaireInaboveFigure4-3,itcanbeseenthat21.5percentofstudentsconsiderthattheirEnglishteachersteachthemnothingaboutphoneticsymbolswhentheyareinelementaryschool.19.3percentofstudentsbelievethattheirEnglishteachersteachfewphoneticsymbols.25.2percentofstudentsmaintainthattheirEnglishteacherstaughtthemsomeofphoneticsymbols.30.4percentofstudentsbelievethatthemajorityofphoneticsymbolsaretaughtbytheirteachers.3.7percentofstudentsthinkallthephoneticsymbolsaretaught.ThesedatashowsthatdifferentEnglishteachersteachtheirstudentsphoneticsymbolsatdifferentlevelsinelementaryschool.Thisphenomenonmayberesultedfromdifferentviewsofteachersonthenecessityofteachingphoneticsymbolsinprimaryschool.Ifteachersthinkitisnecessarytoteachphoneticsymbolsinprimaryschool,theywilldothat.Onthecontrary,ifteachersthinkitisunnecessarytoteachphoneticsymbolsinprimaryschool,theywillnotteachthem.Afterall,studentsinelementaryschoolarenotaskedtohavetolearnphoneticsymbols.Eventhoughsometeachersteachphoneticsymbols,thestudentsgraspthembadly,whichmaybemakestudentsthinkthatlearningEnglishisdifficultandloseinteresttolearnEnglish.24万方数据 DataCollectionandAnalysis(2)Didyoureadthetwenty-sixEnglishlettersaccuratelyinelementaryschool?(3)Didyoumasterthepronunciationoftheforty-fourEnglishphoneticsymbolsinprimaryschool?Table4-4TheResultsofQ2andQ3ItemsAllMajorityAfewFewNothingQ217.04%50.37%23.70%8.89%0%Q30%2.96%35.56%40.74%20.74%Note:Q2andQ3representthequestionnumbersinthequestionnaireInaboveTable4-4,17.04percentofstudentsmasterallthepronunciationoftwenty-sixEnglishletters.50.37percentofstudentscanlearnthemajorityofthem.Thereare23.7percentofstudentswhograspafewofpronunciationoftwenty-sixEnglishletters.Thereare8.89percentofstudentswhomasterfewofthem.Broadly,manystudentscanlearntwenty-sixEnglishletterswellinprimaryschool.However,thedatashowsthatnonecangraspallthepronunciationofforty-fourEnglishletters.Only2.96percentofstudentsmasterthemajorityofthat.Thereare35.56percentstudentswholearnafewofpronunciationofforty-fourEnglishletters.Thereare40.74percentofstudentswhograspfewofthem.20.74percentofstudentsknownothingaboutphoneticsymbols.Throughtheanalysisofthedatawecanfindthatlotsofstudentsgraspthepronunciationoftwenty-sixEnglishlettersbetterthanthatofforty-fourphoneticsymbolsandtheoveralllevelofmasteringphoneticsymbolsisverylowinelementaryschool.Thisphenomenonresultsfromtworeasons.Ontheonehand,whenstudentsstudyEnglishfromGradeThreeinprimaryschool,teachersusedtodirectstudentstoreadandwritetwenty-sixEnglishletterssothatmoststudentscanlearnthembetter.Ontheotherhand,inthenewEnglishCurriculumStandard,studentsinprimaryschoolarenotrequiredtohavetomasterphoneticsymbols.ExceptstudentswhohaveattendedextracurricularEnglishclass,thereareanumberofstudentswhodonotlearnphoneticsymbols.Inaddition,eventhoughphoneticsymbolsweretaught,theteachingeffectisunsatisfactoryduetothelimitationofphysicalandmentaldevelopmentofthepupils.(4)Doyouthinkitisimportanttolearnphoneticsymbolsinelementaryschool?25万方数据 山西师范大学学位论文Figure4-4TheImportanceofLearningPhoneticSymbolsNote:Q4presentsthequestionnumberinthequestionnaireFromFigure4-4,6.7percentofstudentsthinkthatitisnouselearningEnglishphoneticsattheelementarylevel.Thereare17percentoflearnerswhobelievethatithasalittlepositiveeffect.18.5percentofstudentsholdamoderateandpositiveopinion.Therestofstudentsthinkthatitisnouselearningphoneticsymbolsorithaslittleeffect.ItcanbeseenthatmanystudentsmaintainthatitisnecessarytolearnEnglishphoneticsinprimaryschool.40.7percentofstudentsconsiderthatlearningphoneticsymbolsismoreimportantinelementaryschool.Thereare17percentofstudentsthoughtthatitisverysignificanttostudyphoneticsymbols.Therefore,itcanbeseenthatitisnecessaryandhelpfulformanystudents.BecauseEnglishteachersinjuniormiddleschoolthinkthatphoneticsymbolsshouldbetaughtinprimaryschool,theywillnotintendtoteachthemindetailandjusttocorrectpronunciationofphoneticsymbolsthatarenotaccuratewhenteachingnewwords.However,withmoreandmorevocabularyaskedtomemorize,studentswhodonotlearnphoneticsymbolsinelementaryschoolandjuniormiddleschoolonlymemorizewordsmechanically.Thiswaycannotsatisfytheneedoflearningandbringgoodlearningresults,whichnotonlyleadsEnglishstudyintoaviciouscycleofmemorizingwordsbutalsomakesstudentshaveafeelingofhelplessnessandhatetolearnEnglish.4.2.2TheSituationofMasteringPhoneticSymbolsinGradeSevenThestructureofthephoneticsymbolofawordmainlyincludesvowels,consonantsandwordstress.Inthispart,theauthorwilldiscussfourquestionsaboutthem.Thedataisgiveninthefollowingparagraphs.26万方数据 DataCollectionandAnalysis(5)InGradeSeven,werephoneticsymbolstaughtbyyourteacher?Figure4-5TheSituationofTeachingPhoneticSymbolsinGradeSevenNote:Q5presentsthequestionnumberinthequestionnaireTable4-5TheResultsofQ1andQ5ItemsAll%Majority%Afew%Few%Nothing%Q13.70%30.40%25.20%19.30%21.50%Q514.80%36.30%21.50%21.50%5.90%Note:Q1andQ5representthequestionnumbersinthequestionnaireThedataofFigure4-5showsthatinGradeseven,5.9percentofstudentsbelievethattheirEnglishteachersteachthemnothingaboutphoneticsymbols.ThestudentswhomaintainthattheirEnglishteachersteachphoneticsymbolsseldomaccountfor19.3percent.21.5percentofstudentsmaintainthattheirEnglishteachersteachthemsomeofphoneticsymbols.36.3percentofstudentsconsiderthatthemajorityofphoneticsymbolsaretaughtbytheirteachers.14.8percentofstudentsthinkallthephoneticsymbolsaretaught.InaboveTable4-2,theresultsofQ5arebetterthanthatofQ1.So,thatistosay,Englishteachersinjuniormiddleschoolhavephoneticsymbolsintheprocessofteaching.ItnotonlyconformstotherequirementsofnewEnglishcurriculumstandard,alsomeetstheneedsofstudy,whichlayssolidfoundationforEnglishstudy.(6)Didyoumasterthepronunciationoftheforty-fourEnglishphoneticsymbolsinGradeSeven?27万方数据 山西师范大学学位论文Table4-6TheResultsofQ6andQ3ItemsAllMajorityAfewFewNothingQ60%6.67%36.3%42.96%14%Q30%2.96%35.56%40.74%20.74%Note:Q1andQ5representthequestionnumbersinthequestionnaireInaboveTable4-6,thedataofQ6showsthatnonecangraspallthepronunciationofforty-fourEnglishlettersinGradeseven.6.67percentofstudentsmasterthemajorityofthat.Thereare36.3percentofstudentswholearnafewofpronunciationofforty-fourEnglishletters.40.74percentofstudentsmasterfewofthem.Thestudentswhoknownothingaboutphoneticsymbolsaccountfor20.74percent.ComparedwiththedataofQ3,theresultsofQ6arelittlebetter,whichmeansthattheoveralllevelofgraspingthethepronunciationoftheforty-fourEnglishphoneticsymbolsisratherlow.Wecandiscussthereasonsofthisphenomenonfromthefollowingtwoaspects.Ontheonehand,thestudentsarethelearningsubject.Thestudent’slearningisinternalcauseoflearningphoneticswellandtheteacher’steachingistheexternalcause.Buttheexternalcausedoesnotworkwithouttheinternalcause.Thatistosay,theresultsofteachingthephoneticsymbolsmainlydependontheeffectofstudents’study.Ifstudentsplaythesubjectiveinitiativeandovercomedifficultiestolearn,resultsoflearningaremoreideal.Ifstudentsarenotwillingtolearnandchoosetogiveupwhentheyareintroubles,learningeffectisnotgoodeveniftheteachermakesmoreeffort.Ontheotherhand,theteacherisainitiatorofknowledgeofthephoneticsymbols,ademonstratorofpronunciationskillsandaresourceproviderwhenpracticingthephoneticsymbols,whichplaysaleadingroleinthephoneticteaching.Butitisknownthatmostteachersteachstudentsthephoneticsymbolintenselyinaweek.Afterthat,theyhardlyorganizestudentstoreview.Theteacherdonotknowhowmuchstudentshavemastered,whatproblemstheyhaveandwhatcorrespondingmeasuresshouldbetake.Thisisoneofthemainreasonsforunfavorableoutcomesoflearningthephoneticsymbols.(7)Canyoupronouncewordstressaccurately?(8)Canyoudividewordsintosyllables?StressisveryimportantinEnglish.Itisthekeyoftherhythmandintonation.Differentstresspositionscanproducedifferenteffects.Soweshouldreadstressedsyllablesinwordsveryclearlysothatweareabletoknowdifferencebetweenstressedsyllablesandunstressed28万方数据 DataCollectionandAnalysissyllables.Syllablesarethebasicunitofpronunciation.Thepronunciationofawordisdecomposedintosyllablestoreadonebyone.Avowelsoundisthemainbodyofasyllableandconsonantsarethedividinglineofsyllables.Syllablescanhelpustocorrectpronunciationandmemorizewords.Moreover,italsocanhelpusavoidbadhabitsinwriting.Thus,itisverynecessarytodiscusssyllablesandstresshere.ThedatawasshowedinthefollowingTable4-7.Table4-7TheResultsofQ7andQ8ItemsAbsolutelyBasicallyHavenoideaDifficultMoredifficultQ713.4%25.50%27.20%25.70%8.30%Q84.60%11.10%16.90%48.30%19.1%Note:Q7andQ8representthequestionnumbersinthequestionnaireInTable4-7,itcanbefoundthat13.4percentofstudentspronouncewordstressveryaccuratelyand25.5percentstudentsdothataccurately.Thereare27.2percentofstudentswhoheldamoderateandpositiveopinion.Thestudentswhothinktheypronouncewordstresslessaccuratelyaccountfor25.7percent.8.3percentofstudentspronouncewordstressinaccurately.TheresultsofQ8showthatonly4.6percentofstudentsbelievethattheydividewordsintosyllablesabsolutelyand11.1percentofstudentsthinkthattheycandothatbasically.Thereare16.9percentofstudentswhoholdamoderateandpositiveopinion.Itisdifficultfor48.3percentofstudentstodividewordsintosyllables.19.1percentofstudentsmaintainthatdividingwordsintosyllablesisverydifficult.Thereareacoupleofreasonsfortheseresults.Inordertomakestudentspronunciationmoreaccurateandauthentic,theteacherspaymoreattentiontothepronunciationofstressandtimelycorrectindailyteaching.Undertheteachers’guidanceandsupervision,Studentsalsoattachgreatimportancetowordstresspositionsanditspronunciation.Someteachersknowlittleaboutknowledgeofsyllables.Theywillnotteachtheknowledgeofsyllablesinordertoavoiddamagingtheirperfectimageinstudents’mind.Otherteachersdonottellstudentshowtodivideintosyllablesandhowtojudgethestresslocationsofdisyllablesandpolysyllabicwords.Onlywhenmeetingquestionsofsyllablesintheteachingprocesscantheytalkaboutthem.Sostudentsthinkitisnotimportanttolearnsyllablesandlearnthembadly.4.2.3TheWaytoUsePhoneticSymbolsAsisknowntoall,itismeaninglesstomasterthepronunciationofasinglephoneme.Weshouldapplythemtowordstohelpstudentspronouncecorrectlyandmemorize29万方数据 山西师范大学学位论文accurately.ThisthesismainlydiscusseswhetherstudentsinGradeSevenhaveabilitytoreadthephoneticsymbolsofwords.Thispartincludesfiveproblems.Theresultsareshownasfollows.(9)Doyoumemorizewordsaccordingtothealphabeticalorderofwords?(10)DoyoumemorizewordsaccordingtoChinesePinyin?Table4-8TheResultsofQ9,Q10andQ12ItemsAlwaysOftenSometimesHardlyNeverQ911.1%31.9%33.3%12.6%11.1%Q109.6%23.7%18.5%23.7%24.4%Q120.0%9.6%32.6%37.0%20.7%Note:Q9,Q10andQ11representthequestionnumbersinthequestionnaireFromTable4-8,thedataofQ9showsthat11.1percentofstudentsalwaysmemorizewordsaccordingtothealphabeticalorderofwordsand31.9percentofstudentsoftendothat.Thereare33.3percentstudentswhomemorizewordsthroughthealphabeticalorderofwordssometimes.TheresultsofQ10showsthat9.6percentofstudentsalwaysmemorizewordsaccordingtoChinesePinyinandthereare23.7percentofstudentsoftendothat.18.5percentofstudentsmemorizewordsaccordingtoChinesePinyinsometimes.ThedataofQ12showsthatthestudentswhohardlymemorizenewwordsthroughphoneticsymbolsaccountedfor37percentand20.7percentofstudentsneverdothat.Throughthesedata,incanbefoundthatstudentsprefermemorizingwordsaccordingtothealphabeticalorderofwordsandChinesePinyintomemorizingwordsthroughphoneticsymbols.Thefirsttwowaysbelongtomechanicalmethodofmemorizingwords,whicharenotconducivetostimulatestudents"learninginterestandinitiative.Theynotonlycanmakestudentsfeelboredalsohavebadinfluenceontheaccuracyofpronunciation,whichhindersthedevelopmentoforalperformanceandlistening.MemorizingwordsthroughphoneticsymbolsisascientificwaytolearnEnglish.(11)Canyoureadfamiliarwordsthroughphoneticsymbols?(12)Canyourelyonphoneticsymbolsandspellingrulestomemorizenewwords?30万方数据 DataCollectionandAnalysisTable4-9TheResultsofQ11andQ12ItemsAbsolutelyBasicallyHavenoideaDifficultMoredifficultQ115.2%25.9%42.2%25.2%1.5%Q120.0%9.7%32.6%37.0%20.7%Note:Q11andQ12representthequestionnumbersinthequestionnaireInTable4-9,thedatashowsthat5.2percentofstudentscanreadlearnedwordsthroughthephoneticsymbolsabsolutely,whilenoonecanrelyonphoneticsymbolsandspellingrulestomemorizenewwordsabsolutely.Thereare25.9percentofstudentswhocanreadlearnedwordsthroughtheirphoneticsymbolsbasically,whilethereareonly9.7percentofstudentsreadnewwordsbyusingphoneticsymbols.Thestudentswhohavedifficultyreadinglearnedwordsthroughphoneticsymbolsaccountedfor26.7percent,whilethestudentswhohavedifficultymemorizingnewwordsthroughtheirphoneticsymbols.Bycontrast,itismoredifficultforlotsofstudentstolearnnewwordsthoughtheirphoneticsymbolsthantoreadfamiliarwordsthoughphoneticsymbols.Itisbecauseoldwordsarereinforcedmanytimesthroughmechanicalmemory,andstudentswillblurtoutevenwithoutthephoneticsymbols.However,whenstudentsmeetthepronunciationofanewword,theydonotknowwhattodowithoutthehelpfromtheirteachersandtheknowledgeofphoneticsymbols.Thisrequiresthatwelearntousethetheoryoflearningtransfer.Wecanhelpstudentsanalyzethephoneticsymbolsandpronunciationoflearnedwordstodeepenstudents’understandingoftheknowledgeofthephoneticsymbols,whichwillbemigratedtonewwords.Then,itnotonlyhelpsstudentstomemorizenewwords,butalsoincreasestudents’confidenceinlearningEnglish.(13)CanyoulookupunknownwordsinanEnglish-Chinesedictionaryafterlearningphoneticsymbols?31万方数据 山西师范大学学位论文Figure4-6LookingupWordsinaDictionaryNote:Q13presentsthequestionnumberinthequestionnaireInaboveFigure4-6,thereare6.7percentofstudentswhocanlookupnewwordsinadictionaryabsolutelyaccordingtoitsphoneticsymbols.Thereare6.7percentofstudentswhocanusedictionarybasically.28.9percentofstudentsholdamoderateandpositiveopinion.Studentswhothinkitisdifficulttoconsultadictionaryaccountfor29.6percent.Studentswhobelievethatitisverydifficultaccountfor28.1percent.Broadly,itisdifficultformanystudentstolookupunknownwordsinanEnglish-ChinesedictionaryinGradeSeven.Therearetworeasonsforthephenomenon.Inthefirstplace,studentswouldaskhelpfromteachersratherthanconsultadictionary.Secondly,studentsarenotabletoreadwordsbyusingphoneticsymbols.Indailyteachingactivities,teachersaskedstudentstolookupdictionarywhentheymeetstrangewords,butstudentsonlypaidattentiontoChinesemeaningofawordandignoredthepronunciationoftheword.Whenstudentsmeetthesamewordnexttime,theymayberememberChinesemeaningofthiswordbutdonotknowhowtopronounce.Gradually,studentsdevelopabadhabitthatlookingupawordinadictionaryistoknowChinesemeaningoftheword,whichisnotconducivetodeveloptheabilityofautonomouslearningandaggravatesthephenomenonof“dumbEnglish”.4.2.4EmotionalAttitudesAseveryoneknows,emotionalattitudeshaveaprofoundeffectonresultsoflearning.Emotionalattitudesmainlycontainmotivation,interestandconfidence.Ifstudentshavepositiveemotionalattitudes,theywillbewillingtolearnphoneticsymbolsandobtainsuccess.Then,successfulexperiencecanenhancestudents’confidence.TheresultsareshowninTable4-10.32万方数据 DataCollectionandAnalysisTable4-10EmotionalattitudesItemsVerystrongStrongHavenoideaLittleNomotivation17.80%31.10%34.80%9.60%6.70%interest5.20%27.40%38.50%18.50%10.40%confidence5.20%28.90%33.30%24.40%8.10%FromTable4-10,Firstly,itcanseenthatthereare17.8percentofstudentswhohaveverystronglearningmotivationandthereare31.1percentofstudentswhohavestrongmotivation.Thestudentswhoholdamoderateviewaccountfor34.8percent.Secondly,thedatashowsthat5.2percentofstudentshaveverystronginterestinlearningthephoneticsymbolsand27.4percentofstudentshavestronginterest.Thereare38.5percentofstudentswhoholdamoderateview.Thirdly,thestudentswhohavegreatconfidenceaccountfor5.2percent.Thereare28.9percentofstudentswhohavemuchconfidence.33.3percentofstudentsholdamoderateandpositiveview.Itcanbeseenthatmanystudentslackofinterestinlearningthephoneticsymbolsandtheirmotivationoflearningthephoneticsymbolsisnotstrong.Atthesametime，theyhavelessconfidenceinlearningthephoneticsymbols.Studentsarefullofnoveltyandcuriositywhentheybegintolearnthephoneticsymbols.However,withtheincreaseofknowledge,theywillfeelthatithascertaindifficultylearningphoneticsymbols.Somestudentshavenoconfidencetoovercomethemandproducenegativeideasthattheycan’tlearntranscriptionswell.Inaddition,theteachingmethodsaresoboringthatstudentsgetbored.Therefore,intheprocessofteachingphoneticsymbols,theteachersshouldtimelyfindstudents’problemsonlearningthephoneticsymbolsandtakemeasurestosolvethem.Atthesametime,itisnecessaryforstudentstounderstandtheirownshortcomingsinlearningthephoneticsymbolsandovercomethemstepbystepinorderthattheycangraduallygetconfidenceinlearningthephoneticsymbols.Moreover,teachersshouldadoptinterestingwaystoteachphoneticsymbolssoastokeeptheenthusiasmofstudentstolearnthem.4.2.5LearningStrategiesofEnglishPhoneticSymbolsOxford,anAmericanstrategist,foundthatmeta-cognitivestrategiesandcognitivestrategiesareimportantintheprocessoflearningsecondlanguage.Sothisthesiswilldiscusslearningstrategiesoflearningphoneticsymbolsmainlyfrommeta-cognitivestrategiesandcognitivestrategies.ReferringtoOxford’smethod(2008),theauthoranalyzedthefrequency33万方数据 山西师范大学学位论文ofusingastrategythroughthemeanofeachstrategy.TheoveralllevelofusingphoneticlearningstrategiesofstudentsinGradesevenwaspresentedinTable4-11.Table4-11TheOverallLevelofUsingLearningStrategieslearningstrategymeta-cognitivestrategiescognitivestrategiesThetotalMeans2.512.262.38FromTable4-11,itcanbeseenthatthemeanofmeta-cognitivestrategyis2.51,between2.5and3.4,whichindicatesthatstudentsusemeta-cognitivestrategiessometimes.Themeanofcognitivestrategiesis2.26,between1.5and2.4,whichshowsthatstudentsrarelyusecognitivestrategies.Finally,themeanoflearningstrategiesis2.38,between1.5to2.4,whichshowsthattheoveralllevelofusinglearningstrategiesislow.4.1.5.1TheSituationofUsingMeta-CognitiveStrategiesThemeta-cognitivestrategiesmainlycontainindependentplanning,self-assessmentandseekinghelp.DetailsareshowninTable4-12Table4-12TheFrequencyofUsingMeta-CognitiveStrategiesMeta-cognitivestrategyIndependentplanningSelf-assessmentSeekinghelpMean2.382.572.58InaboveTable4-12,thedatashowsthatthemeanofindependentplanningis2.38,between1.5and2.4,whichshowsstudentsrarelymakeplanstolearnphoneticsymbols.Selfassessmentstrategyisamethodthatstudentsmonitorandevaluatetheprocessandresultsoflearningphoneticsymbols.Itsmeanis2.57,between2.5and3.4,whichindicatesthatstudentssometimesapplythisstrategy.Theaverageofseekinghelpis2.58,between2.5and3.4,whichshowsthatstudentssometimesapplythisstrategy.Themaincauseoftheproblemmayberelatedtothetraditionalteachingmethodinjuniormiddleschool.Studentsareusedtofollowingtheirteachers.WenQiufangpointedoutthatstudentsinjuniormiddleschoolareinalearningtransitionfromtotallyrelyingontheteachertoarrangingtheirownlearningindependently(1995).Therefore,teachersinjuniormiddleschoolshouldcreatetheenvironmentandguidestudentstolearnindependently,whichdevelopstudents’abilityofautonomouslearning.Atthesametime,teachersshouldtellstudentsthattheycanseekhelpfromteachersandotherstudentswhenencounteringsomesetbacksanddifficultiesthattheycannotsolvebythemselves.34万方数据 DataCollectionandAnalysis4.1.5.2TheSituationofUsingCognitiveStrategiesThecognitivestrategiesmainlyincludelisteningtothemodel,mouthconsciousnessandelaborationstrategy.TheresultsareshowninTable4-13.Table4-13TheFrequencyofUsingCognitiveStrategiesCognitivestrategiesListeningtotheMouthconsciousnessElaborationstrategymodelMean2.351.932.5ThedataofTable4-13showsthattheaverageoflisteningtothemodelis2.35,between1.5and2.4,whichindicatesstudentsrarelyusethisstrategy.Thatistosay,intheprocessoflearningthephoneticsymbols,studentsregardteachersasthemainsourceofknowledgeratherthanusingotherextracurricularresources.Thestrategyofmouthconsciousnessisamethodthatstudentspayattentiontotheplacesofarticulation.Itsmeanis1.93,between1.5and2.4,whichstudentshardlyusethisstrategy.Therearetworeasonsforthisphenomenon.Ontheonehand,theteachersdonotteachstudentstheplacesofarticulation.Ontheotherhand,pronunciationofsometeachersisnotstandard,whichisnottheidealobjecttoimitate.Themeanofelaborationstrategyis2.5,whichillustratesthatfrequencyofusingelaborationstrategyisnothigh.4.2.6DifferencesintheResultsoftheQuestionnairebetweenUrbanstudentsandRuralStudentsIndependent-SamplesTtestisusedtoanalyzedifferencesbetweentheurbanandruralstudents.TheresultsofcomparisonareshowninTable4-14.Table4-14IndependentSampleT-TestfortheResultsoftheQuestionnairebetweenUrbanandRuralstudentsMeansStandarddeviationTtestUrbanRuralUrbanRuralDimensionsItemstSig.studentsstudentsstudentsstudentsPrimaryschoolQ32.332.080.7370.8531.8380.068ThewaystouseQ12-132.592.081.1481.1082.6160.010EmotionalattitudesQ143.633.230.9811.1832.1330.035Q153.162.80.8951.1622.0090.047Q163.262.690.9431.063.2760.00135万方数据 山西师范大学学位论文MeansStandarddeviationTtestUrbanRuralUrbanRuralDimensionsItemstSig.studentsstudentsstudentsstudents3.34762.90770.836820.979842.8110.006Q172.51432.23080.896740.931551.8010.074Meta-cognitiveQ182.65712.26150.86621.107882.320.022strategiesQ22-232.61432.73850.821680.96464-0.8070.4212.59522.41030.674810.80531.450.149Q24-272.53212.15380.695380.542513.5060.001CognitiveQ28-302.41431.41543.808810.726562.0970.040strategiesQ19-212.67622.30770.780130.868642.5970.0102.54091.9591.449570.508043.0660.003Note:Q3-Q30representthequestionnumbersinthequestionnaire0.010.05meansthatthedifferenceisnotsignificantFromTable4-14,itcanbeseenthatinprimaryschool,theaverageoflearningphoneticsymbolsofurbanstudentsis2.33andthatofruralstudentsis2.08.Thedifferencebetweenurbanstudentsandruralstudentsisnotsignificant(t=1.838,p=0.068).Thisalsomeansthatinelementaryschool,thestudents’levelisgenerallylow.Then,aboutthewaytousephoneticsymbols,theaverageofurbanstudentsis2.59andtheaverageofruralstudentsis2.08.Thedifferencebetweenthemissignificant(t=2.502,p=0.014),whichshowsthaturbanstudentsarebetteratusingphoneticsymbolstolearnnewwordsthanruralstudents.Inaddition,themeanofemotionalattitudesofurbanstudentsis3.3476andthatofruralstudentsis2.9077.Thedifferenceinemotionalattitudesbetweenthetwogroupsisverysignificant(t=2.811,p=0.006),whichshowsthaturbanstudentshavestrongermotivationandinterestinlearningphoneticsthanruralstudents.Thedifferenceinmeta-cognitivestrategiesbetweenurbanstudentsandruralstudentsisnotsignificant(t=1.45,p=0.149).However,thedifferenceincognitivestrategybetweenthetwogroupsisverysignificant(t=3.066,p=0.003).Itshowsthaturbanstudentsarebetteratusinglearningstrategies.36万方数据 DataCollectionandAnalysis4.2.7DifferencesintheResultsoftheQuestionnairebetweenBoysandGirlsThispartadoptstheabovewaytoanalyzedifferencesbetweenboysandgirls.TheresultsareshowninTable4-15.Table4-15IndependentSampleT-TestfortheResultsoftheQuestionnairebetweenBoysandGirlsMeansStandarddeviationTtestDimensionsItemsBoysGirlsBoysGirlstSigPrimaryschoolQ32.052.340.8180.768-2.1520.033ThewaystouseQ12-132.062.581.0221.212-2.6190.010Q143.023.791.1230.942-4.3790.000EmotionalQ152.733.211.1330.912-2.7240.007attitudesQ162.653.271.0880.902-3.6730.0002.79573.42470.990580.77432-4.1380.000Q172.22582.50681.030980.80144-1.7810.077Meta-cognitiveQ182.38712.53421.091770.92919-0.8460.399strategiesQ22-232.45162.8630.935240.81334-2.7340.0772.35482.63470.823980.64589-2.2110.029Q24-272.23392.44860.716990.57879-1.9250.056CognitiveQ28-302.17741.7264.071190.837660.9250.357strategiesQ19-212.39252.5890.867390.8173-1.3570.1772.26792.25461.554790.594560.0680.946Note:Q3-Q30representthequestionnumbersinthequestionnaire0.010.05meansthatthedifferenceisnotsignificantInaboveTable4-15,Firstly,thedatashowsthatinprimaryschool,theaverageoflearningphoneticsymbolsofboysis2.05andthatofgirlsis2.34.Thedifferencebetweenthemissignificant(t=-2.152,p<0.05).Thisshowsthatinelementaryschool,thestudents’levelisgenerallylow.Butgirlslearnbetter.Secondly,aboutthewaytousephoneticsymbols,themeanofboysis2.06andthemeanofgirlsis2.58.Thedifferenceinusingphonetic37万方数据 山西师范大学学位论文symbolsbetweentheabovetwogroupiscriticallysignificant(t=-3.373,p=0.01).Thatindicatesthatgirlsarebetteratusingphoneticsymbolstolearnnewwordsthanboys.Thirdly,themeanofemotionalattitudesofboysis2.7957andthatofgirlsis3.4247.Thedifferenceinemotionalattitudesisverysignificant(t=-4.138,p=0.000).Thisindicatesthatgirlshavestrongermotivationtolearnphoneticsymbols.Fourthly,thedifferenceinmeta-cognitivestrategiesbetweenthetwogroupsissignificant(t=-2.211,p=0.029).Butthedifferenceincognitivestrategiesbetweenthemisnotsignificant(t=0.068,p=0.946).4.2.8DifferencesintheResultsoftheQuestionnairebetweenTopStudentsandUnderachieversThispartusestheabovewaytoanalyzedifferencesbetweentopstudentsandunderachievers.TheresultsofcomparisonareshowninTable4-16.Table4-16IndependentSampleT-TestfortheResultsoftheQuestionnairebetweenTopstudentsandUnderachieversMeans1StandarddeviationTtestTopunderTopunderDimensionsItemstSig.studentsachieverstudentsachieverPrimaryschoolQ32.521.870.7310.7574.1580.000ThewaystouseQ12-132.891.760.7840.8026.7240.0000Q143.73.291.0691.1991.7250.088EmotionalQ153.182.870.871.161.4480.151attitudesQ163.162.820.9391.0511.5940.1153.34852.99260.770771.018741.8550.067Q172.40912.35560.995760.908430.2650.792Meta-cognitiveQ182.54552.42220.998941.033280.5720.569strategiesQ22-232.76142.44440.810460.886911.7590.0822.5722.40740.728170.755921.0460.299Q24-272.33522.36670.572990.696170.2320.817CognitiveQ28-302.44441.68184.731690.85651-1.0520.296strategiesQ19-212.56822.55560.735160.843870.0750.9402.45562.19511.769230.48652-0.9420.349Note:Q3-Q30representthequestionnumbersinthequestionnaire38万方数据 DataCollectionandAnalysis0.010.05meansthatthedifferenceisnotsignificantInTable4-16,Firstly,inelementaryschool,theaverageoftheresultsoflearningphoneticsymbolsoftopstudentsis2.52andthatofunderachieversis1.87.Thedifferencebetweenthemiscriticallysignificant(t=4.158,p=0.000).Secondly,aboutthewaytousephoneticsymbols,themeanoftopstudentsis2.89andthemeanofunderachieveris1.76.Thedifferenceinusingphoneticsymbolsbetweenthemiscriticallysignificant(t=6.724,p=0.000).Thatindicatesthattopstudentsarebetteratusingphoneticsymbolstolearnnewwords.Thirdly,themeanofemotionalattitudesoftopstudentsis3.3485andthatofunderachieversis2.9926.Thedifferenceinemotionalattitudesbetweentopstudentsandunderachieversisnotsignificant(t=1.855,p=0.067).Fourthly,thedifferenceinmeta-cognitivestrategiesbetweentopstudentsandunderachieversisnotsignificant(t=1.046,p=0.299).Andthedifferenceincognitivestrategiesbetweenthemisnotsignificant(t=-0.942,p=0.349).4.3DataCollectionandAnalysisoftheInterviewInordertoinvestigateteachers’attitudetowardsphoneticsymbolsteachingandwhatmeasurestheytaketoteachphoneticsymbols,theauthorcarriedoutaface-to-faceinterview.Fourteenteacherswereselectedtoparticipateinthisface-to-faceinterview.Theinterviewwasconductedinarelativelyrelaxingandnaturalatmosphere,inwhichteachersmightfeelmorecomfortableandgivemoreauthenticresponses.Teachersselectedwererequiredtoanswerthesixopen-endedquestionsintheinterview.Theanswersofthefourteenteacherswererecordedinthepaperandanalyzedbytheauthor.Theresultsareshownasfollows.Firstly,intheinterview,twoteachersarguethatitisveryimportanttoteachphoneticsymbolsinGradesevenandweshouldteachthemindetails,whichhelpsthestudentstolearnnewwordsandthetextsbythemselves.Therearefourteachersthatthinkitisimportanttoteachtranscriptions,soitisamatterofemphasisinpracticalteaching.Fiveteachersholdamoderateandpositiveopinion.Threeteachersexpressthatteachingphoneticsymbolsisnotnecessaryandtheimportantthingistogetgoodresultsintheexamination.Secondly,sixintervieweeshavetheconfidencetoteachphoneticsymbolswellandtherestoftheteachershavelessconfidenceinteachingEnglishphonetics.AlthoughteachershavelearnedEnglishformanyyearsandshouldertheheavyburdenofteachingEnglishinjuniormiddleschoolasanEnglishteacher,theydonotreceiveformalspeechtrainingsystematically.Mostteacherscanonlyreadforty-fourphonemesbuttheydonotknow39万方数据 山西师范大学学位论文accurateplacesofarticulationandcharacteristicsofpronunciation.Then,teachersandstudentsfacethepressureofexaminations,whichisbadfortheeffectsofteachingphonetics.Thirdly,mostEnglishteacherspaymoreattentiontovowelsandconsonants,whichaccountfor80percentintheprocessofteaching.Theythinkthatwordstressshouldaccountfor10percent.Syllablesandspellingrulesonlyaccountfor5percentrespectively.Fourthly,thefourteenteachersusuallyteachstudentsphoneticsymbolsbythewaytoreadafterteachers,whichisthemainteachingmethod.Theyarguethatitisconvenientandeffectivetoaskstudentstoreadafterteacherswhenteachingphoneticsymbols.Ontheonehand,teachersdonotworryabouthowtofindallkindsofteachingresources.Ontheotherhand,toreadafterteachersmakesstudentsseemorereallyandhearmoreclearly.ButsometeachersthinkthattheirabilityofspokenEnglishislimitedandtheyaskstudentstolistentothetapeandimitaterepeatedly.Gradually,intheprocessofteaching,theteacherfindwhenstudentsfollowedthetapetoreadtogether,theyreadwell,butwhentheteacheraskstudentstoreadonebyone,manystudentsreadinaccurately.Moreover,therearealotofmisunderstandingsandprejudicesaboutusingmultimediadevices.Therearenineteacherswhomaintainthatteachingcontentspresentedthroughmultimediaarerichandinteresting,butstudentslearnlittle.Fifthly,fiveteacherscanassignhomeworkaboutEnglishphoneticsymbols.Theyregardreadingphoneticsymbolsasamainhomeworktoset.Threeteachersrequirestudentstowritethephoneticsymbols.Therestoftheteachersdonotgivehomeworkaboutphoneticsymbols.Theypointoutthatevenifhomeworkwasgiven,studentswouldnotfinishit.Sixthly,thereareeightteacherswhoasksomestudentstoreadphoneticsymbolstotestresultsoflearningphoneticsymbolsinclass.Therestoftheteacherssaythattheydonotdeliberatelychecktheresultsoflearningphoneticsymbols,buttheycorrectstudents’mispronunciationwhentheyreadwords.4.4PedagogicalImplicationsoftheThesisFromtheresearchonthepresentsituationoflearningphoneticsymbolsinGradeseven,therearesomeimplicationsthataregiven.4.4.1SomeImplicationsforStudentsFirstly,Englishteachersshouldfocusonstudents’emotionalattitudestowardlearningphoneticsymbols.Theyshouldstimulatestudents’interestsinlearningthephoneticsymbols,andtimelyguidethestudentstomovethetemporaryinterestsintostablelearningmotivation.Becausesomestudentshavelowinterestinstudyingphoneticsymbols,theteachersshould40万方数据 DataCollectionandAnalysisusefunwaystoinspireinterestofthesestudentsinlearningthephoneticsymbols,andencouragethemtoparticipateinkindsofEnglishactivities.ThenteachersshouldhelpthemtorealizetheimportanceofrightphoneticknowledgeonEnglishlearninganddevelopcorrecthabitsofpronunciation.Secondly,theyshouldaskstudentstoactivelyfacethedifficultiesencounteredinlearningthephoneticsymbolsandtoseriouslyovercomeandsolvethem,whichgraduallyimprovetheirleveloflearningphoneticsymbols.Forexample,somestudentsaresoshythattheyareafraidofspeakingEnglish.Thus,teachersshouldhelpstudentsovercomethisdifficultyandestablishconfidencebyusingtheincentivewords,andtrytooffertheopportunityforthemtospeakEnglishinclasssothatthestudentscanquicklyovercomeshyness.Sowecanfurtherfoundproblemsencounteredintheprocessoflearningthephoneticsymbolsandsolvethem.Thirdly,intheprocessofteachingphoneticsymbols,teachersshouldteachstudentshowtousecognitivestrategiesandmeta-cognitivestrategiestostudyphoneticsymbols,whichaimstoimprovelearningefficiencyandenablethemtogainthesuccessoflearningphoneticsymbols.Ontheonehand,teachersshouldtrainstudents’meta-cognitivestrategyinordertoimprovetheabilityofstudentstomanage,controlandcoordinateofphoneticlearning.Atfirst,theteachersandlearnersshouldhaveconfidenceandbelievethatallcanlearnphoneticsymbolswellandgetgoodresults.Then,teacherstellstudentsthestandardsandsignificanceoflearningphoneticsymbols,whichmakesstudentsproducelearningmotivation.Forexample,teacherscanrequirestudentstoevaluatetheirownpronunciationsothattheycanfindtheproblemsandcorrectmispronunciationdependingontheaccuratepronunciation.Onetheotherhand,teachersshouldhelpstudentstousecognitivestrategy,SuchasthestrategyofListeningtothemodelandthestrategyofMouthconsciousness,whichanalyze,compare,imitateandpracticephoneticsymbols.4.4.2SomeImplicationsforTeachersFirstly,teachersshouldchangetheteachingideasofteachingphoneticsymbolsinGradeseven.Phoneticisthesurfaceoflanguageandphoneticteachingisveryimportantforlanguageteaching,andteachingphoneticsymbolsisthebasisofphoneticteaching.Astheimportantfoundationoftheteaching,toacertainextent,teachingphoneticsymbolsdeterminesthedevelopmentofastudentinfutureEnglish,especiallyself-confidence.Italsolaysasolidfoundationforstudents’autonomouslearningandlifelonglearning.Solearningphoneticsymbolsisairreplaceableprocessoflanguagelearning41万方数据 山西师范大学学位论文Secondly,Schoolsandtheeducationbureaushouldintegratevariousresourcestotrainstudentsandformastablelong-termtrainingmechanism.Intheprocessoftraining,inordertomaketeachersgraspphoneticskillswell,placesofarticulationshouldbeanalyzedbytrainingteacherswhoshoulddemonstrateshapeofthemouthandtonguecorrectly.Inaddition,theyshouldproperlysupplyvideodatatomaketrainedteachershearandseeclearly.Thenthroughimitationandpractice,trainingteacherscultivatetrainedteachers’abilityoflisteninganddistinguishingthesounds,aswellasaccurateEnglishpronunciationmethodsandskills,whichstopspronouncinginChinesePinyin.Thirdly,trainingteachersshouldtreatdifficultphoneticsymbolsasthekeyworktodo,suchas/ɑ:/,/eɪ/,/aʊ/,/ʒ/,/r/,/m/,/n/,/ŋ/,/l/,/j/and/h/.Atthesametime,trainingteachersshouldstrengthenindividualinstructionandcorrecterrorsinthepronunciation.Itnotonlycanencouragetrainedteacherstopracticeactivelyafterattendingthetraining,butalsocanlearnwiththehelpoftheInternet.Exceptlearningcorrectskillsofpronunciation,Englishteachersalsoshouldlearnrelevanttheoreticalknowledgeofphoneticsymbolsinordertosatisfytheneedofteaching.Intheend,teachersshouldassignhomeworkaboutphoneticsymbolsandchecktheresultsoffinishinghomework.Atfirst,eachstudentisaskedtoreadthephoneticsymbolaloudfor15minutesaftergettingupinthemorning.Atnightstudentsarerequiredtoimitatethestandardpronunciationandentrusttheparentstosupervisedaybyday.Then,teacherscheckthemonebyoneandtimelyhelpunderachieverstoeliminatetheirfearoflearningphoneticsymbolsandtokeepupwiththeteamassoonaspossible.Later,teacherscanaskstudentstolookupnewwordsinadictionaryandsignnewwordswiththeircorrespondingphoneticsymbols.42万方数据 Conclusion5.ConclusionThispartmainlyincludesfindingsofthestudy,limitationsandsuggestionsforfuturestudy.5.1MajorFindingsThisthesisaimstoinvestigatethepresentsituationoflearningphoneticsymbolsofstudentsinGradeseven.Inthisstudy,thetestwasconductedtofindoutwhatthesituationoflearningphoneticsymbolsis.Questionnaireswereconductedtounderstandthereasonsofthisphenomenonandanalyzedifferencesbetweenstudentsinlearningphoneticsymbols.Theinterviewwascarriedouttoknowteachers’attitudetowardsteachingphoneticsymbolsandrelevantteachingmethods.Themajorfindingsareshownasfollows.Firstly,theresultsofthetestshowthattheoverallleveloflearningphoneticsymbolsofstudentsfromthetwoschoolsislowinGradeSeven.ThesestudentsareusedtopronouncingthesoundswiththefeaturesofChinesepinyininsteadofaccurateEnglishpronunciation.Inaddition,theyoftenconfusesimilarsounds.Themeanofthetestscoreofurbanstudentsishigherthanthatofruralstudentsandthedifferencebetweenthetwogroupsiscriticallysignificant.Thedifferenceintheresultsoflearningphoneticsymbolsbetweenboysandgirlswasnotsignificant.Themeanofthetestscoreoftopstudentsishigherthanthatofunderachieversandthedifferenceintheresultsoflearningphoneticsymbolsbetweenthemiscriticallysignificant.Secondly,fromtheresultsofquestionnaires,itisfoundthatstudentslackinterestandmotivationinlearningphoneticsymbols.Thesestudentsalsohavelittleconfidencetostudyphoneticswellanddonotuselearningstrategieseffectivelytolearnthem.Themeanofemotionalattitudesofurbanstudentsishigherthanthatofruralstudentsandthedifferenceinemotionalattitudesbetweenurbanandruralstudentsiscriticallysignificant,whichshowthaturbanstudentshavestrongermotivationandinterestinlearningphoneticsthanruralstudents.Thedifferenceinmeta-cognitivestrategiesbetweenurbanstudentsandruralstudentsisnotsignificant.However,thedifferenceincognitivestrategiesbetweenthetwogroupsisverysignificant.Itshowsthaturbanstudentsarebetteratusinglearningstrategies.Themeanofemotionalattitudesofboysislowerthanthatofgirlsandthedifferenceinemotionalattitudesiscriticallysignificant,whichindicatethatgirlshavemorepositiveattitude.Thedifferenceinmeta-cognitivestrategiesbetweenthetwogroupsissignificant,butthedifferenceincognitivestrategiesbetweenthemisnotsignificant,whichindicatethatgirls43万方数据 山西师范大学学位论文usemeta-cognitivestrategiesmorefrequentlythanboys.Theyallusecognitivestrategiesrarely.Themeanofemotionalattitudesoftopstudentsishigherthanthatofunderachieversandthedifferenceinemotionalattitudesbetweentopstudentsandunderachieversisnotsignificant.Thedifferenceinmeta-cognitivestrategiesandcognitivestrategiesbetweentopstudentsandunderachieversisnotsignificant.Thirdly,theresultsoftheinterviewindicatethatthesituationofteachingphoneticsymbolsisnotideal.TheseteachersrealizetheimportanceofteachingphoneticsymbolsinGradeSeven,however,theydonotteachthemeffectivelybecausetheydonotreceiveformaltrainingaboutphoneticssystematically.Furthermore,thewaytoreadafterteachersisregardedasthemainmethodofteachingphoneticsymbols,whichmakesstudentsfeelbored.Moreover,teachersandstudentsfacethepressureofexaminations,whichisbadfortheresultsofteachingphoneticsymbols.Inaddition,therearesomeotherfindings.Afewstudentshavelearnedthephoneticsymbolsinprimaryschoolandtheoverallleveloflearningphoneticsymbolsisverylow.Thedifferenceintheresultsoflearningphoneticsymbolsinelementaryschoolbetweenboysandgirlsissignificant.Thedifferencebetweentopstudentsandunderachieversiscriticallysignificant.Then,onlyasmallpartofstudentscanusephoneticsymbolstodosomething,suchasmemorizingnewwords,correctingerrorsinpronunciationandreferringtoadictionary,whichhavenegativeeffectsonindependentlearning.5.2LimitationsandSuggestionsforFutureStudyOnthewhole,theresearchgetstheexpectedresults.Becausemypersonalknowledgeandabilityisinsufficient,therearestillsomeaspectsneededtobeimprovedinthepaper.Firstly,thesamplesizeisrelativelysmall.Intotal,thereare150subjectsinthisresearch.Thelargerthenumberofsubjectsis，themoreconvincingtheresultsoftheinvestigationare.Thus,infurtherresearches,moresubjectsinalargerscopeshouldbeinvolved,whichwillenhancethecredibilityofthestudy.Secondly,duetothelimitedknowledgeofphonetic,thedatacollectedinacommonwayandanalyzethesedataonlywithSPSS19.0.Ifotherprofessionaltoolswereadopted,theresultsoftheresearchwouldbemoreaccurate.Somoreprofessionaltoolsshouldbeadoptedinthefuturestudytogetaccurateresultsandaddnewfindings.Althoughtherearelimitationsinthestudy,theauthorthinksthatitisnecessaryforstudentstolearnphoneticsymbolsinGradeseven.Inthefuture,theauthorwillcontinueto44万方数据 Conclusionfocusonthesituationoflearningthephoneticsymbolsofstudentsinjuniormiddleschoolanddofurtherresearches.45万方数据 山西师范大学学位论文46万方数据 AcknowledgmentsAcknowledgmentsInthethreeyears,therearelotsofbeautifulthingsthathaveimpressedmedeeplyandIwillcherishthem.Iwillthankallpeoplewhohavegivenmeencouragementandsupport.Firstly,IwillexpressmyheartfeltthankstomysupervisorDr.HanMeizhu,becauseshehasbeengivingmeconstructivesuggestionsandacademicinstructions.Besides,sheisveryresponsible.Withoutherencouragementandguidance,Icouldnotfinishmythesis.Secondly,IalsowouldliketothankalltheprofessorsandteacherswhohadgivenuslessonsandhelpedusinShanxiNormalUniversity.Ihavebenefitedalotfromtheminthreeyears’studyhere.Thirdly,Iamalsoverygratefultomyfriendsandclassmateswhohavehelpedmetohandoutmanyquestionnairesandtaughtmehowtoanalyzethedata.Finally,Iwanttosaythankstomyparentsfortheirloveandsupport.47万方数据 山西师范大学学位论文48万方数据 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AppendixAppendixA亲爱的同学:你好!欢迎你参加本问卷调查,本问卷主要用于调查同学们的音标学习情况,为音标教学的改善和完善提供参考依据,以更好地帮助大家学习英语。本问卷采取不记名方式填写,问卷的答案没有对错与好坏之分,请根据你的实际情况认真如实填写。谢谢你的合作!请按你的真实情况和想法在相应的答案上打“√”。一.个人基本情况(务必如实填写)1.性别:男______女______2.年龄：______3.学习英语的年限______4.学校所在地：城市______乡镇______5.你本学期期中考试的英语成绩是()二.初中生音标学习现状问卷1.在小学英语课上，你的老师完整地教过你们英语音标知识吗?A.非常完整B.比较完整C.一般D.很少E.从来没教过2.你能准确地拼读26个英文字母吗?A.全部B.较大部分C.一般D.较少部分E.一点也不会3.你能准确地拼读48个英语音标的读音吗?A.全部B.较大部分C.一般D.较少部分E.一点也不会4.你认为小学阶段学习音标对初中的学习重要吗？A.非常重要B.比较重要C.一般D.不太重要E.不重要5.在初一阶段，你的老师完整地给你们教过音标知识吗？A.非常完整B.比较完整C.一般D.很少E.从来没教过6.你能准确地拼读48个英语音标的读音吗?A.全部B.较大部分C.一般D.很少部分E.一点也不会7.你能准确地拼读单词中的重音吗?A.完全可以B.基本可以C.一般D.不太会E.完全不会53万方数据 山西师范大学学位论文8.你会划分单词的音节吗？A.完全可以B.基本可以C.一般D.不太会E.完全不会9.你是按照单词的字母顺序记忆单词吗？A.总是B.经常C.有时D.很少E.从不10.你是依靠给单词标注汉字读音记忆单词吗？A.总是B.经常C.有时D.很少E.从不11.你能通过音标认读已学过的单词吗?A.完全可以B.基本可以C.一般D.比较困难E.非常困难12.你能依靠音标及其拼读规律记忆新单词吗？A.完全可以B.基本可以C.一般D.比较困难E.非常困难13.你能使用学生英汉词典来拼读陌生单词的音标吗？A.完全可以B.基本可以C.一般D.比较困难E.非常困难14.你认为学习音标重要吗？A.非常重要B.比较重要C.一般D.不太重要E.一点也不重要15.你喜欢学习音标吗？A.非常喜欢B.比较喜欢C.一般D.不太喜欢E.一点也不喜欢16.你认为学习音标容易吗？A.非常容易B.比较容易C.一般D.比较困难E.非常困难17.你会规划自己学习音标的时间吗？A.总是B.经常C.有时D.很少E.从不18.你会评价自己的音标学习效果，找出存在的问题和解决方法吗？A.总是B.经常C.有时D.很少E.从不19.你会对英语和汉语的发音进行对比吗？A.总是B.经常C.有时D.很少E.从不20.记忆一个音标时，你会联想到含有这个音标的单词吗？A.总是B.经常C.有时D.很少E.从不21.你是通过归类记忆的方式学习音标吗？A.总是B.经常C.有时D.很少E.从不22.当学习音标遇到困难时，你会及时向老师或同学寻求帮助吗？A.总是B.经常C.有时D.很少E.从不54万方数据 Appendix23.你会与教师和同学交流音标学习的体会和经验吗？A.总是B.经常C.有时D.很少E.从不24.你是通过“老师带读，学生跟读”的方式学习音标吗?A.总是B.经常C.有时D.很少E.从不25.你会听磁带模仿国际音标的发音来练习音标吗？A.总是B.经常C.有时D.很少E.从不26.你会运用国际音标的视频材料来练习音标吗？A.总是B.经常C.有时D.很少E.从不27.你会通过英文电视节目来纠正自己的发音吗？A.总是B.经常C.有时D.很少E.从不28.发音时，你会注意模仿教师的口型吗？A.总是B.经常C.有时D.很少E.从不29.练习发音时做到声音洪亮，口齿清晰吗？A.总是B.经常C.有时D.很少E.从不30.发音时，你会注意舌头和嘴唇的位置？A.总是B.经常C.有时D.很少E.从不55万方数据 山西师范大学学位论文56万方数据 AppendixAppendixB为了了解教师在日常教学中对音标教学所采取的态度和措施,笔者主要从以下几个方面调查：（1）你认为初一阶段的英语音标教学是否重要?为什么?（2）你是否有信心教好英语音标知识?（3）英语音标的各个部分(包括辅音、元音、重音、音节、字母组合拼读规律等五部分)在音标教学中所占的比例如何？（4）你通常采取何种教学方法进行英语音标教学？（5）你会给学生布置有关音标的作业吗？如果会，你通常采用什么形式？（6）你会检查学生学习音标的效果吗？如果会，你是怎样进行检查的？57万方数据 山西师范大学学位论文58万方数据 AppendixAppendixCReadthesevowels/ɑ://ʌ//ɔ://ɒ//ɜ://ə//i://ɪ//u://ʊ//æ//e//eɪ//aɪ//ɒɪ//əʊ//aʊ//ɪə//eə//ʊə/Readtheseconsonants/p//t//k//f//θ//s//ʃ//tʃ//h//b//d//g//v//ð//z//ʒ//dʒ//r//m//n//ŋ//ǀ//w//j//tr//dr//ts//dz/Readthesefamiliarwords/tʃi:p//ʃʊə//drɔ://faɪt//hɪə//bæg//bæts//set//kʊd//maʊs//bʌs//weɪ//dʒɒɪn//lɪv//bəʊl//ju:z//rɪŋ//a:sk//hɜ:(r)//əv//ðeə(r)//θɪn//tri://ɑ:n/Readthesenewwordsgray----/greɪ/voice-----/vɒɪs/wrong----/rɒŋ/push----/pʊʃ/such----/sʌtʃ/huge------/hju:dʒ/dress----/dres/which----/wɪtʃ/board--/bɔ:(r)d/note---/nəʊt/kill----/kɪl/earth-----/ɜ:(r)θ/lead---/li:d/fat-----/fæt/Mars-----/ma:(r)z/shout---/ʃaʊt/flight---/flaɪt/treat----/tri:t/Readforstressandsyllablesaloud-----/ə′laʊd/refuse-------/rɪ′fju:z/noisy------/′nɒɪzi/realize------/′rɪəlaɪz/complete-----/kəm′pli:t/shampoo----/ʃæm′pu:/solution------/sə′lu:ʃən/touristy-----/′tʊrɪstɪ/downstairs-----/﹑daʊn′steəz/worldwide---/﹑wɜ:(r)ld′waɪd/59万方数据 山西师范大学学位论文60万方数据 PublicationsPublications[1]闫王宏.(2013).透过“超级中学”看基础教育的“畸形化”[J].山西师范大学学报（自然科学版），134-135.[2]闫王宏.(2013).对新目标七年级英语新教材的分析[J].中学生导报，176.[3]闫王宏.(2014).初一学生英语词汇学习策略的调查与研究[J].现代教育科学（普教研究），149-150.[4]闫王宏.(2014).初中生英语音标学习现状调查研究[J].课程教育研究，123.[5]闫王宏.(2014).初一学生英语音标学习策略的调查与分析[J].中国校外教育，189.[6]闫王宏.(2014).成长之路-顶岗实习[J].山西师范大学学报（自然科学版）153-154.61万方数据