初一学生英语音标学习效果现状调查研究

发布时间：2018-04-10 05:37

本文选题：音标学习一　切入点：初学生　出处：《山西师范大学》2015年硕士论文

【摘要】：语音是英语学习的起点与基石，而音标又是语音学习的基础，所以学习音标至关重要。初中一年级是学生学习英语的一个兴趣高发阶段。在这个时期教学音标，往往能收到较好的效果，为学生英语学习奠定坚实的基础。鉴于在初一学习音标的重要性，作者将对初一学生学习英语音标的状况进行调查，以期发现学生学习音标时的问题并提出相应的对策。本篇论文懫用定量研究与定性研究的方法。首先，运用初一学生英语音标学习现状调查表对临汾八中和张马中学的150名学生进行问卷调查，然后对收集的数据用SPSS19.0进行分析，主要包括检验问卷的信度和效度，进行描述性统计和独立样本t检验。其次，作者从参加问卷调查的150名学生中抽取了80名学生进行了发音测试，旨在了解学生是否真正学会了音标和能否利用单词的音标自学单词和记忆单词。再次，作者访谈了14名英语教师来了解教师对待音标的态度及其懫用的教学方法。通过研究，得出以下结论：测试结果显示，在初一阶段，学生对音标的整体掌握水平偏低。城市学生的测试平均分高于乡镇学生的，城市学生和乡镇学生在学习音标的结果上存在的非常显著的差异，这表明城市学生学习音标的效果优于乡镇学生的学习效果。男生与女生在学习音标的结果上存在的差异不显著。学优生的测试平均分高于学困生,且学优生与学困生在学习音标上存在的差异非常显著，这说明学优生的学习音标的效果优于学困生的学习效果。问卷调查显示，从总体上看，学生缺乏学习音标的兴趣，学习音标的动机不强且学习音标的信心不足，学生缺乏使用学习策略的意识，不会主动改进学习音标的方法。城市学生与乡镇学生在学习音标的态度上存在非常显著的差异，在认知策略上也存在显著的差异，而在元认知策略上存在的差异不显著，，说明城市学生学习音标的态度比较积极，善于运用认知策略来学习音标。二者都不善于利用元认知策略。男生与女生在学习音标的态度上存在非常显著的差异，在元认知策略上也存在显著的差异，而在认知策略上存在的差异不显著，说明女生比男生的学习态度积极，更善于运用元认知策略来学习音标，但二者都不善于使用认知策略。学优生与学困生在学习音标的态度和学习策略上的差异都不显著。从访谈的结果可知，虽然初中英语教师已经认识到学习音标的必要性和重要性，然他们由于欠缺语音方面的知识，而且也没有接受过这类知识和技能的系统培训，所以在教学音标时表现的力不从心。再者，他们教学音标的方式比较单一，主要采用教师领读的方式，学生觉得枯燥乏味，这样不利于激发学生学习音标的兴趣，对学生的音标学习产生一定的消极影响。尽管本次研究存有一些不足之处，笔者还是期望能和读者一起分享本论文的一些主要发现，期望能为英语教师教音标和学生学音标时提供一些参考。
[Abstract]:Speech is the starting point and foundation of English learning, which is the basis of phonogram pronunciation learning, so learning is very important. The first grade junior high school phonogram is students' English learning interest in a high stage of teaching. During this period of phonogram, often can receive the good effect, to lay a solid foundation for students' English learning. In view of the importance of learning in the phonogram first, the author will study English for the junior middle school students of the phonogram survey, in order to find the problems of students' learning phonogram and put forward the corresponding countermeasures.
This paper Zhi with quantitative and qualitative research methods. Firstly, the junior middle school students English learning situation questionnaire phonogram 150 students of Linfen eight middle school and Zhang Ma were investigated with questionnaire, and the collected data was analyzed by SPSS19.0, including the test of reliability and validity of the questionnaire, descriptive statistics and independent samples t test. Secondly, the author selected 80 students from 150 students participated in the questionnaire survey were carried out in a pronunciation test, to know whether the students really learn and can use the word phonogram phonogram words and self memorizing words. Thirdly, the author interviewed 14 teachers to understand the teaching method of teachers' attitude towards phonogram and Zhi use.
Through the study, the following conclusions are drawn.
The test results show that in the first stage, to grasp the students' overall phonogram level is low. The test points higher than the average city students rural students, students and students in the existing city Township learning results on phonogram very significant differences, indicating that the city students sound better than standard Township learning effect. Differences exist the study results on phonogram of boys and girls was not significant. The eugenics test points higher than the average students, and students are different in the study on phonogram is very significant, indicating that the students learning effect of students learning effect is better than that of phonogram.
The survey shows that on the whole, the students lack of learning interest in the phonogram phonogram, learning motivation is not strong and learning phonogram's lack of confidence, students lack awareness of learning strategies, will not take the initiative to improvement of learning. Students and phonogram City Township students there are very significant differences in the learning attitude of phonogram also exist. Significant differences in cognitive strategies, differences in metacognitive strategies is not significant, that city students phonogram active attitude, good at using cognitive strategies to learn. Two are poor phonogram in the use of metacognitive strategies for boys and girls. There are significant differences in the learning attitude of phonogram, too there are significant differences in metacognitive strategies, differences in cognitive strategies is not significant, girls than boys learning attitude, more adept at using metacognitive strategies To learn phonetic symbols, but both of the two are not good at using cognitive strategies. There is no significant difference in the attitude and strategy of learning phonetics between eugenics and students with learning difficulties.
We can see from the results of the interviews, although the junior high school English teachers have realized the necessity and importance of learning phonogram, but they lack the knowledge of speech, but also did not receive this kind of training system of knowledge and skills in teaching, so the phonogram not from the heart. Furthermore, their teaching style is phonogram a single, mainly by teachers voice way, students feel boring, this is not conducive to stimulate students' learning interest of the students of the phonogram phonogram, learning has certain negative impact.
Although there are some shortcomings in this research, I hope to share some of the main findings of this paper with readers, hoping to provide some references for English teachers to teach phonetic symbols and students to learn phonetic symbols.

【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】