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A Study of English Pronunciation Learning Strategies Used by Senior High School Students

Author: ZhouZuo
Tutor: WangHaiZhen
School: Suzhou University
Course: Education
Keywords: English pronunciation learning strategies senior high school students
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 177
Quote: 0
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Abstract


Having a great command of pronunciation knowledge in EFL teaching and learning can be a good assistant to help learners to express their thoughts explicitly, effectively and smoothly. Decent pronunciation will facilitate people’s learning, because the phonological knowledge can exert huge influence on the acquisition of other language skills. The study of foreign language pronunciation has been an enchantment for many researchers for a long time, however, the rank of teaching and learning pronunciation in second or foreign language classrooms has often been low on the list of language learning priorities. In the past, researchers have found that there were variables affecting learners in learning a second language pronunciation successfully, nevertheless, few has been connected with language learning strategies, not to mention pronunciation learning strategies, an extremely important variable affecting pronunciation acquisition. The study is meant to enhance the attention of both teachers and students. Therefore, pronunciation learning strategies are really worth studying.The thesis is attempted to explore the use of English pronunciation learning strategies among Senior high school students, finding out the strategies that used by Senior high school students in Grade two, the frequency of each strategy, the difference in the use of these strategies between high and low achievers, and the factors affecting the use of these English pronunciation learning strategies. The subjects were 105 Senior high school students in Grade two. Two instruments were implemented to collect the data for the present study: a questionnaire on English pronunciation learning strategies and interviews with 5 high achievers and 5 low achievers on pronunciation learning. The findings indicated that: firstly, meta-cognitive strategies were preferred to cognitive strategies, affective strategies, while social strategies are least used. Take sub-categories into account, the meta-cognitive strategy of centering one’s learning is rated the highest frequency, while the affective strategy of lowering one’s anxiety is rated the lowest frequency. Secondly, significant difference does exist in the strategies use between high and low achievers. Thirdly, according to 5 high proficient interviewees and five low proficient interviewees, there are six factors affecting the strategy use, namely, first language, learning habit, personality, motivation, self-discipline, and teaching competence as well. The present study summarizes five points needed paying attention to. Firstly, it is imperative for both teachers and students to be aware of the importance of pronunciation learning strategies which facilitate their teaching and learning. Secondly, it is essential for students to learn Mandarin Chinese correctly, which is to a certain extent beneficial to second language pronunciation learning. Thirdly, it reinforces the view that students’learning habit should be placed in a significant position. Fourthly, students’personality should be cultivated comprehensively, motivation should be strengthened, and self-discipline should be fostered. Fifthly, teacher competence should be enhanced its attention in the education system.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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