高中生在连读、不完全爆破以及基本语调方面的英语语音水平调查研究

发布时间：2018-03-26 08:51

本文选题：英语语音水平　切入点：高中生　出处：《扬州大学》2016年硕士论文

【摘要】：本研究旨在调查高中生的英语语音水平。本文要具体解决的研究问题是：(1)高中生在连读、不完全爆破以及基本语调方面的英语语音总体水平如何?(2)语音高水平者和语音低水平者在连读、不完全爆破以及基本语调方面是否存在显著性差异?如果有,差异是什么?(3)连读、不完全爆破以及基本语调方面的英语语音水平与英语听力水平的关系如何?本研究采用定量和定性两种研究方法。定量研究主要为一份英语语音测试卷。2015年11月23日,来自中国东部的50名高一学生参加了本次测试。测试结果分别利用EXCEL表格和SPSS 16.0软件中的独立样表T检验以及皮尔森相关系数进行分析,定量数据意在揭示高中生英语语音水平的真实情况。随后,为了探究量化研究结果背后的原因,笔者也进行了定性研究。定性研究为非结构化访谈,访谈对象为50名受试者中的13名,访谈用中文进行,研究者对整个访谈过程进行录音,随后将结果转成英文进行分析。研究的主要发现如下：第一,高中生在连读、不完全爆破以及基本语调方面的英语语音水平总体不合格。其“不完全爆破”(A=61.87%)和“基本语调”(A=70.67%)水平都较低,更严重的是,其“连读”(A=26.33%)水平非常低。在更具体的语音项目中,“降调”的正确率最高,达到了93.67%,“爆破音+爆破音”次之,正确率为82.33%。然而,“元音+元音”型连读(A=10.33%)在所有测试项目中正确率最低,第二低正确率为“R型”连读,只有14.33%。数据表明高中英语语音未受到应有重视。第二,语音高水平者和语音低水平者在连读、不完全爆破以及基本语调方面存在显著性差异。具体而言,语音高水平者在“连读”(p=.000.05)和“不完全爆破”(p=.000.05)以及两者的所有子项目中明显优于语音低水平者。尤其在“不完全爆破”方面,语音高水平者对其的掌握程度十分高而语音低水平者与其差距很大。此结果的原因在于语音高水平者更频繁地运用多种语音学习策略而语音低水平者往往使用单一的语音学习策略。第三,高中生在连读、不完全爆破以及基本语调方面的英语语音水平和其英语听力水平呈正相关且达到显著水平。就具体语音项目而言,“连读”(r=.311**)和“不完全爆破”(r=.311**)与学生的听力水平呈显著正相关而“基本语调”未显示与听力水平显著相关。原因是听力材料本身就包含连读、不完全爆破以及语调这类语音项目。根据研究结果得到的教学启示如下：英语教师应当更加重视英语语音教学,同时努力提高自我的语音水平。另外,英语教师应当根据不同水平学生的特点采取恰当的教学方法进行语音教学,而学生自己也要加强语音训练提高语音水平。
[Abstract]:The purpose of this study is to investigate the English pronunciation level of senior high school students. The specific problem to be solved in this paper is: (1) what is the overall level of English pronunciation of senior high school students in the aspects of continuous reading, incomplete blasting and basic intonation? (2) are there significant differences between the high and low phonetic level in connection, incomplete blasting and basic intonation? If so, what is the difference? What is the relationship between the English pronunciation level and the English listening level in the aspects of continuous reading, incomplete blasting and basic intonation? The present study adopts two methods: quantitative and qualitative. The quantitative study is mainly an English phonetic test paper. On November 23, 2015, Fifty senior high school students from eastern China took part in the test. The results were analyzed using the independent sample T test and Pearson correlation coefficient in EXCEL and SPSS 16.0 software, respectively. The quantitative data is intended to reveal the true situation of high school students' English phonetic proficiency. Then, in order to explore the reasons behind the quantitative results, the author also conducts a qualitative study. The qualitative study is an unstructured interview. The subjects were 13 out of 50 subjects. The interviews were conducted in Chinese. The researchers recorded the whole interview process and then transferred the results to English for analysis. The main findings of the study were as follows: first, high school students were in continuous reading. The English phonetic level of incomplete blasting and basic intonation is generally not up to standard. Its "incomplete blasting" and "basic intonation" are both relatively low, and the more serious are the lower levels of "incomplete blasting" and "basic intonation" / "basic intonation" / "basic intonation" / "basic intonation" / "basic intonation". Among the more specific phonetic items, the correct rate of "lowering tone" was the highest, reaching 93.67%, followed by "blasting tone". However, the correct rate of vowel vowels is the lowest among all the test items, and the second lowest is "R", only 14.33.The data show that English pronunciation in senior high school is not given much attention. There are significant differences between high and low phonetic level in connection, incomplete blasting and basic intonation. Those with high phonetic proficiency were significantly better than those with low phonetic levels in "continuous reading" / "incomplete blasting" and "incomplete blasting" and in all subprojects of both, especially in the case of "incomplete blasting", The reason for this result is that the high level of speech use a variety of phonetic learning strategies more frequently, while the low level of speech tends to use single. A phonetic learning strategy. Third, High school students are reading together. The English phonetic level of incomplete blasting and basic intonation is positively correlated with their English listening level and reaches a significant level. For specific phonetic items, "continuous reading" and "incomplete blasting" are positively correlated with the students' listening level. Significant positive correlation and "basic intonation" did not show significant correlation with listening level. According to the results of the study, English teachers should pay more attention to the teaching of English pronunciation and strive to improve their own pronunciation level. English teachers should adopt appropriate teaching methods according to the characteristics of students at different levels, and the students themselves should strengthen phonological training to improve their phonetic level.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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