小学生英语语音学习调查研究

发布时间：2018-04-18 05:31

本文选题：小学生 + 英语语音学习　；参考：《扬州大学》2015年硕士论文

【摘要】：本研究旨在调查小学生英语语音学习的基本现状。为了能更清楚地探究这一问题并且给教育工作者提供合理的教学建议,本文将重点围绕小学生英语语音学习的观念和策略进行分析。主要研究三个问题：(1)小学生英语语音学习的总体情况如何?(2)高低英语语音水平的小学生在语音学习上是否存在差异?如果有,差异主要表现在哪些方面?(3)小学生英语语音学习与英语水平之间是否存在相关性?如果是,怎样相关?本次研究的参与对象是泰山小学6年级的342名学生。根据研究问题,受试对象事先进行了两次英语语音水平测试,按照两次测试的平均成绩,成绩排名前25%的学生是高分组,被认为是英语语音水平高者。排名后25%的学生是低分组,被认为是英语语音水平低者。而学生英语水平是根据学生的期中考试成绩来衡量的,排名前25%的学生是高分组,被认为是英语水平高者。排名后25%的学生是低分组,被认为是英语水平低者。本研究采用定量和定性两种研究方法。定量研究主要包括一份自行设计的问卷,问卷的设计主要采用了Peterson的调查问卷模式,参照了文秋芳有关英语语音学习观念以及Oxford有关语音语音学习策略的调查问卷。研究者采用SPSS软件对问卷数据进行统计分析。定性研究主要是学生访谈。访谈对象是根据学生的英语语音测试卷的成绩,从高分组,低分组中随机抽取10名学生,了解他们英语语音学习的相关情况。通过数据分析,有以下主要发现：第一,小学生英语语音学习的总体情况良好。就学习观念而言,小学生的学习态度在学习观念中普及度最高。其中,大多数学生都认为英语语音学习和词汇语法的学习同样重要。很多同学也认为上课得认真听老师讲课,这是学好英语语音的必要条件。此外,六年级学生的自我概念已经逐渐清晰,不少学生也认为自己能把英语国际音标学好。就学习策略而言,小学生的元认知策略和情感策略总体频率较高,其次是认知策略。其中,很多学生都能够意识到自己存在的问题并能在学习中很好地监控,在遇到学习困难时也能鼓励自己努力克服。第二,高低英语语音水平的学生在语音学习上存在差异。就学习观念而言,英语语音水平高低者在学习态度上存在显著差异(p=.000)。在具体的学习态度中,高分组和低分组的学生在“英语语音课堂认真听讲”上有显著性差异。其次,英语语音水平高低者在自我概念上也存在显著差异(P=.000)。其中,在“读单词语音标准”(P=.016)和“读句子语音标准”上高分组和低分组的学生差异也明显(P=.024)。而英语语音水平高低者在学习动机上差异也很明显(P.05),表明高分组和低分组有很大不同。就学习策略而言,英语语音水平高低者在记忆策略,认知策略,元认知策略,情感策略和社交策略等方面都存在显著差异(P=.000)。而且这些大策略下的每一项具体小策略都存在显著差异(P.05)。在补偿策略中,两组学生总体上没有显著差异(P=.956.05)。第三,小学生的英语语音学习和英语水平呈正相关。其中,在学生的学习观念中,学生的学习态度,学习动机,自我概念都和英语成绩正相关,同样,学习策略中除了补偿策略,其余的学习策略都和英语成绩正相关。该研究对于英语语音教学具有指导和实践意义。该研究只是初步性的,因为还有很多关于小学生英语语音学习的问题值得我们去讨论。
[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.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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