本文選題：小學生 + 英語語音學習��； 參考：《揚州大學》2015年碩士論文

【摘要】：本研究旨在調查小學生英語語音學習的基本現(xiàn)狀。為了能更清楚地探究這一問題并且給教育工作者提供合理的教學建議,本文將重點圍繞小學生英語語音學習的觀念和策略進行分析。主要研究三個問題：(1)小學生英語語音學習的總體情況如何?(2)高低英語語音水平的小學生在語音學習上是否存在差異?如果有,差異主要表現(xiàn)在哪些方面?(3)小學生英語語音學習與英語水平之間是否存在相關性?如果是,怎樣相關?本次研究的參與對象是泰山小學6年級的342名學生。根據(jù)研究問題,受試對象事先進行了兩次英語語音水平測試,按照兩次測試的平均成績,成績排名前25%的學生是高分組,被認為是英語語音水平高者。排名后25%的學生是低分組,被認為是英語語音水平低者。而學生英語水平是根據(jù)學生的期中考試成績來衡量的,排名前25%的學生是高分組,被認為是英語水平高者。排名后25%的學生是低分組,被認為是英語水平低者。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計的問卷,問卷的設計主要采用了Peterson的調查問卷模式,參照了文秋芳有關英語語音學習觀念以及Oxford有關語音語音學習策略的調查問卷。研究者采用SPSS軟件對問卷數(shù)據(jù)進行統(tǒng)計分析。定性研究主要是學生訪談。訪談對象是根據(jù)學生的英語語音測試卷的成績,從高分組,低分組中隨機抽取10名學生,了解他們英語語音學習的相關情況。通過數(shù)據(jù)分析,有以下主要發(fā)現(xiàn)：第一,小學生英語語音學習的總體情況良好。就學習觀念而言,小學生的學習態(tài)度在學習觀念中普及度最高。其中,大多數(shù)學生都認為英語語音學習和詞匯語法的學習同樣重要。很多同學也認為上課得認真聽老師講課,這是學好英語語音的必要條件。此外,六年級學生的自我概念已經逐漸清晰,不少學生也認為自己能把英語國際音標學好。就學習策略而言,小學生的元認知策略和情感策略總體頻率較高,其次是認知策略。其中,很多學生都能夠意識到自己存在的問題并能在學習中很好地監(jiān)控,在遇到學習困難時也能鼓勵自己努力克服。第二,高低英語語音水平的學生在語音學習上存在差異。就學習觀念而言,英語語音水平高低者在學習態(tài)度上存在顯著差異(p=.000)。在具體的學習態(tài)度中,高分組和低分組的學生在“英語語音課堂認真聽講”上有顯著性差異。其次,英語語音水平高低者在自我概念上也存在顯著差異(P=.000)。其中,在“讀單詞語音標準”(P=.016)和“讀句子語音標準”上高分組和低分組的學生差異也明顯(P=.024)。而英語語音水平高低者在學習動機上差異也很明顯(P.05),表明高分組和低分組有很大不同。就學習策略而言,英語語音水平高低者在記憶策略,認知策略,元認知策略,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具體小策略都存在顯著差異(P.05)。在補償策略中,兩組學生總體上沒有顯著差異(P=.956.05)。第三,小學生的英語語音學習和英語水平呈正相關。其中,在學生的學習觀念中,學生的學習態(tài)度,學習動機,自我概念都和英語成績正相關,同樣,學習策略中除了補償策略,其余的學習策略都和英語成績正相關。該研究對于英語語音教學具有指導和實踐意義。該研究只是初步性的,因為還有很多關于小學生英語語音學習的問題值得我們去討論。
[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.

【學位授予單位】：揚州大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31

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