本文選題：小學(xué)生 + 英語(yǔ)語(yǔ)音學(xué)習(xí)��； 參考：《揚(yáng)州大學(xué)》2015年碩士論文

【摘要】：本研究旨在調(diào)查小學(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)的基本現(xiàn)狀。為了能更清楚地探究這一問(wèn)題并且給教育工作者提供合理的教學(xué)建議,本文將重點(diǎn)圍繞小學(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)的觀念和策略進(jìn)行分析。主要研究三個(gè)問(wèn)題：(1)小學(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)的總體情況如何?(2)高低英語(yǔ)語(yǔ)音水平的小學(xué)生在語(yǔ)音學(xué)習(xí)上是否存在差異?如果有,差異主要表現(xiàn)在哪些方面?(3)小學(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)與英語(yǔ)水平之間是否存在相關(guān)性?如果是,怎樣相關(guān)?本次研究的參與對(duì)象是泰山小學(xué)6年級(jí)的342名學(xué)生。根據(jù)研究問(wèn)題,受試對(duì)象事先進(jìn)行了兩次英語(yǔ)語(yǔ)音水平測(cè)試,按照兩次測(cè)試的平均成績(jī),成績(jī)排名前25%的學(xué)生是高分組,被認(rèn)為是英語(yǔ)語(yǔ)音水平高者。排名后25%的學(xué)生是低分組,被認(rèn)為是英語(yǔ)語(yǔ)音水平低者。而學(xué)生英語(yǔ)水平是根據(jù)學(xué)生的期中考試成績(jī)來(lái)衡量的,排名前25%的學(xué)生是高分組,被認(rèn)為是英語(yǔ)水平高者。排名后25%的學(xué)生是低分組,被認(rèn)為是英語(yǔ)水平低者。本研究采用定量和定性兩種研究方法。定量研究主要包括一份自行設(shè)計(jì)的問(wèn)卷,問(wèn)卷的設(shè)計(jì)主要采用了Peterson的調(diào)查問(wèn)卷模式,參照了文秋芳有關(guān)英語(yǔ)語(yǔ)音學(xué)習(xí)觀念以及Oxford有關(guān)語(yǔ)音語(yǔ)音學(xué)習(xí)策略的調(diào)查問(wèn)卷。研究者采用SPSS軟件對(duì)問(wèn)卷數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。定性研究主要是學(xué)生訪談。訪談對(duì)象是根據(jù)學(xué)生的英語(yǔ)語(yǔ)音測(cè)試卷的成績(jī),從高分組,低分組中隨機(jī)抽取10名學(xué)生,了解他們英語(yǔ)語(yǔ)音學(xué)習(xí)的相關(guān)情況。通過(guò)數(shù)據(jù)分析,有以下主要發(fā)現(xiàn)：第一,小學(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)的總體情況良好。就學(xué)習(xí)觀念而言,小學(xué)生的學(xué)習(xí)態(tài)度在學(xué)習(xí)觀念中普及度最高。其中,大多數(shù)學(xué)生都認(rèn)為英語(yǔ)語(yǔ)音學(xué)習(xí)和詞匯語(yǔ)法的學(xué)習(xí)同樣重要。很多同學(xué)也認(rèn)為上課得認(rèn)真聽老師講課,這是學(xué)好英語(yǔ)語(yǔ)音的必要條件。此外,六年級(jí)學(xué)生的自我概念已經(jīng)逐漸清晰,不少學(xué)生也認(rèn)為自己能把英語(yǔ)國(guó)際音標(biāo)學(xué)好。就學(xué)習(xí)策略而言,小學(xué)生的元認(rèn)知策略和情感策略總體頻率較高,其次是認(rèn)知策略。其中,很多學(xué)生都能夠意識(shí)到自己存在的問(wèn)題并能在學(xué)習(xí)中很好地監(jiān)控,在遇到學(xué)習(xí)困難時(shí)也能鼓勵(lì)自己努力克服。第二,高低英語(yǔ)語(yǔ)音水平的學(xué)生在語(yǔ)音學(xué)習(xí)上存在差異。就學(xué)習(xí)觀念而言,英語(yǔ)語(yǔ)音水平高低者在學(xué)習(xí)態(tài)度上存在顯著差異(p=.000)。在具體的學(xué)習(xí)態(tài)度中,高分組和低分組的學(xué)生在“英語(yǔ)語(yǔ)音課堂認(rèn)真聽講”上有顯著性差異。其次,英語(yǔ)語(yǔ)音水平高低者在自我概念上也存在顯著差異(P=.000)。其中,在“讀單詞語(yǔ)音標(biāo)準(zhǔn)”(P=.016)和“讀句子語(yǔ)音標(biāo)準(zhǔn)”上高分組和低分組的學(xué)生差異也明顯(P=.024)。而英語(yǔ)語(yǔ)音水平高低者在學(xué)習(xí)動(dòng)機(jī)上差異也很明顯(P.05),表明高分組和低分組有很大不同。就學(xué)習(xí)策略而言,英語(yǔ)語(yǔ)音水平高低者在記憶策略,認(rèn)知策略,元認(rèn)知策略,情感策略和社交策略等方面都存在顯著差異(P=.000)。而且這些大策略下的每一項(xiàng)具體小策略都存在顯著差異(P.05)。在補(bǔ)償策略中,兩組學(xué)生總體上沒(méi)有顯著差異(P=.956.05)。第三,小學(xué)生的英語(yǔ)語(yǔ)音學(xué)習(xí)和英語(yǔ)水平呈正相關(guān)。其中,在學(xué)生的學(xué)習(xí)觀念中,學(xué)生的學(xué)習(xí)態(tài)度,學(xué)習(xí)動(dòng)機(jī),自我概念都和英語(yǔ)成績(jī)正相關(guān),同樣,學(xué)習(xí)策略中除了補(bǔ)償策略,其余的學(xué)習(xí)策略都和英語(yǔ)成績(jī)正相關(guān)。該研究對(duì)于英語(yǔ)語(yǔ)音教學(xué)具有指導(dǎo)和實(shí)踐意義。該研究只是初步性的,因?yàn)檫�有很多關(guān)于小學(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)的問(wèn)題值得我們?nèi)ビ懻摗?br/>[Abstract]:The purpose of this study is to investigate the basic situation of primary school English phonetic learning. In order to better explore this issue and to provide reasonable suggestions for the teaching of educators, this article will focus on the analysis on the ideas and Strategies of pupils' English pronunciation learning. The main three problems: (1) how the students overall situation of learning English pronunciation? (2) whether in speech learning exist differences between high and low level of primary English speech? If yes, what are the differences? (3) between the students learning English pronunciation and English level is not correlated? If yes, how? The study participants were 342 students of grade 6 in Taishan primary school according to the research questions, subjects in advance for the two time English pronunciation test, according to the average scores of two tests, ranked among the top 25% of the students are high achievers, is That is a high level of English pronunciation. After the top 25% students is low group, is considered to be the low English pronunciation level. And the students' English level is measured according to the scores of students in the top 25% of the students are high group, is considered to be a high level of English. The top 25% students is the low score, is considered to be the low English level. This study uses two quantitative and qualitative methods. Quantitative research mainly involves a self-designed questionnaire, questionnaire design mainly adopts Peterson questionnaire model, referring to Wen Qiufang about learning English pronunciation and the concept of Oxford speech learning strategy questionnaire. The researchers used SPSS software. Statistical analysis of the questionnaire data. Qualitative research is mainly interviews. The interview object is based on students' English pronunciation test scores from high volume, low packet group In 10 randomly selected students, understand the relevant situation of their English pronunciation learning. Through data analysis, the following major findings: first, the overall situation of primary school English pronunciation learning is good learning concept, students' learning attitude in learning in the highest popularity. Among them, the majority of the students think that learning English pronunciation and grammar vocabulary learning is equally important. Many students also think class must listen to the teacher carefully, it is necessary to learn English pronunciation. In addition, the sixth grade students' self concept has been gradually clear, many students think they can learn English well. The phonogram on the learning strategies, students metacognitive and affective strategies the higher frequency, followed by cognitive strategies. Among them, many students are aware of their own problems and can be well monitored in the study, in the case of To learning difficulties can encourage themselves to overcome. Second, high and low level students in English pronunciation learning differences. Learning beliefs, English pronunciation level is significantly different in learning attitude (p=.000). In the specific learning attitude, high score and low score students in English the speech class listen carefully "have significant differences. Secondly, English pronunciation level also had significant differences in self-concept (P=.000). Among them," read the words in the speech standard "(P=.016) and the difference of students read the sentences on the standard pronunciation of" high and low groups also significantly (P=.024). While English speech level differences in learning motivation is obvious (P.05), showed that the high and low groups are very different. On the learning strategies, English pronunciation and the level of cognitive strategies, metacognitive strategies in memory. Cognitive strategy, affective strategies and social strategies etc. there are significant differences (P=.000). And each of these strategies under the specific strategies are significantly different (P.05). In the compensation strategy, the two group had no significant difference on the whole (P=.956.05). Third small, students learning English pronunciation positively and the level of English. The students in learning concepts, students' learning attitude, learning motivation, self concept and English achievement is positively related to the same, learning strategies in addition to the rest of the compensation strategies, learning strategies and English scores are related. The study is of guiding and practical significance for the teaching of English pronunciation. Study is only a preliminary, because there are a lot of students learning English pronunciation problems worthy of our discussion.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.31

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