根據(jù)相關(guān)文獻(xiàn)研究,可以發(fā)現(xiàn)二語(yǔ)學(xué)習(xí)者語(yǔ)音學(xué)習(xí)意識(shí)、所獲得反饋及個(gè)體辨音能力差異或許是學(xué)習(xí)者二語(yǔ)語(yǔ)音改善重點(diǎn)需要關(guān)注的因素。結(jié)合當(dāng)前現(xiàn)代教育技術(shù)發(fā)展的背景,本研究目的是對(duì)Praat輔助下,可提供視覺與聽覺兩種即時(shí)反饋的可視化語(yǔ)音學(xué)習(xí)方式在語(yǔ)音學(xué)習(xí)方面的效果進(jìn)行探究。本研究主要通過(guò)兩周的微語(yǔ)音學(xué)習(xí)（包括前測(cè)、干預(yù)學(xué)習(xí)、延時(shí)后測(cè)）,本族語(yǔ)者評(píng)分,問卷調(diào)查和訪談進(jìn)行數(shù)據(jù)收集,從而擬回答下列問題:通過(guò)Praat輔助可視化英語(yǔ)語(yǔ)音學(xué)習(xí),學(xué)習(xí)者的總分、音段、單詞重音、語(yǔ)調(diào)與語(yǔ)速評(píng)分是否有顯著提高?如果有,其分?jǐn)?shù)變化在四個(gè)不同評(píng)分句是否存在差異?本文的主要研究發(fā)現(xiàn)如下:首先,通過(guò)比較學(xué)習(xí)者在Praat輔助可視化英語(yǔ)語(yǔ)音學(xué)習(xí)下,各項(xiàng)目前后測(cè)成績(jī),可以發(fā)現(xiàn),學(xué)習(xí)者在總分、單詞重音、語(yǔ)調(diào)與語(yǔ)速方面的評(píng)分有顯著提高,而在音段方面沒有統(tǒng)計(jì)意義上的顯著提高。這可能是來(lái)自Praat輔助可視化英語(yǔ)語(yǔ)音學(xué)習(xí)方式本身特點(diǎn)與學(xué)習(xí)者母語(yǔ)的影響。此外,學(xué)習(xí)效果還存在個(gè)體差異。此外,經(jīng)過(guò)Praat輔助可視化語(yǔ)音學(xué)習(xí),學(xué)習(xí)者后測(cè)效果在不同評(píng)分句和不同評(píng)分項(xiàng)目上存在差異。學(xué)習(xí)者在評(píng)分句3（Were you at the party ... 

【文章頁(yè)數(shù)】：60 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
ABSTRACT
CHAPTER ONE INTRODUCTION
    1.1 BACKGROUND OF THE STUDY
    1.2 SIGNIFICANCE OF THE STUDY
    1.3 PURPOSES OF THE STUDY
    1.4 LAYOUT OF THE STUDY
CHAPTER TWO LITERATURE REVIEW
    2.1 BASIC CONCEPTS IN PRONUNCIATION LEARNING
        2.1.1 Pronunciation, Accentedness & Comprehensibility
        2.1.2 Segmental Errors, Word Stress, Intonation & Speech Rate
    2.2 L2 Pronunciation Learning
        2.2.1 Learnability of L2 Pronunciation
        2.2.2 Factors Affecting Pronunciation Learning
        2.2.3 The Phonological Problems of Chinese Learners
        2.2.4 The Pronunciation Learning Method in China
    2.3 COMPUTER-ASSISTED PRONUNCIATION (CAP) LEARNING
        2.3.1 Basis of CAP Learning—ASR and CAP Software
        2.3.2 Concept and Characteristics of CAP Learning
        2.3.3 Benefits of CAP Learning
    2.4 CAP LEARNING WITH VISUAL FEEDBACK
        2.4.1 Concept of Visualization and Visual Feedback
        2.4.2 Studies on CAP Learning with Visual Feedback
    2.5 PRAAT-ASSISTED PRONUNCIATION LEARNING WITH VISUAL FEEDBACK
        2.5.1 Introduction to Praat
        2.5.2 Studies on Praat-assisted Pronunciation Learning with Visual Feedback
    2.6 SUMMARY
CHAPTER THREE THEORETICAL BASIS
    3.1 PHONOLOGICAL PERCEPTION AND RECOGNITION
    3.2 VISUAL FEEDBACK
CHAPTER FOUR METHODOLOGY
    4.1 RESEARCH QUESTIONS
    4.2 SUBJECTS
    4.3 INSTRUMENTS
        4.3.1 Surveys
        4.3.2 Praat
        4.3.3 Learning Material
        4.3.4 Rating Table
        4.3.5 Semi-structured Interview
    4.4 RESEARCH PROCEDURES
        4.4.1 Experiment and Learning
        4.4.2 Raters and Rating
    4.5 DATAANALYSIS METHOD
CHAPTER FIVE RESULTS AND DISCUSSION
    5.1 RELIABILITY ANALYSES
        5.1.1 Inter-rater Agreement for Global Scores
        5.1.2 Inter-rater Agreement for Four Phonological Items
    5.2 RESULTS
        5.2.1 Results for Global Scores
        5.2.2 Results for Four Phonological Items
        5.2.3 Results for Four Rating Sentences
    5.3 IMPROVEMENT RESULTS
    5.4 SUBJECTS SURVEYS AND SEMI-STRUCTURED INTERVIEW RESULTS
    5.5 OBSERVATION RESULTS
    5.6 DISCUSSION
        5.6.1 Discussion to Research Question One
        5.6.2 Discussion to Research Question Two
CHAPTER SIX CONCLUSIONS
    6.1 MAIN FINDINGS
    6.2 IMPLICATIONS
    6.3 LIMITATIONS AND SUGGESTIONS
ACKNOWLEDGEMENTS
REFERENCES
APPENDICES


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碩士論文
[1]中國(guó)英語(yǔ)學(xué)習(xí)者陳述疑問句的語(yǔ)調(diào)研究[D]. 黃麗娜.廣東外語(yǔ)外貿(mào)大學(xué) 2008



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