溧阳光华中学英语语音教学现状调查研究_英语论文.doc

Abstract: For many years, English pronunciation teaching has been ignored in most of the schools in China. This study aims to investigate the current situation of English pronunciation in Liyang Guanghua Secondary School. In this paper, the author samples 180 students in three grades as the subjects of the experiment. Based on the result of students’ questionnaires, the author makes a detailed analysis of the current situation of English pronunciation teaching in Guanghua Secondary School. The results show that the students don’t have much interests towards English pronunciation learning and they care little about pronunciation learning. Further more, the results reflect teachers’ methods of teaching English pronunciation: teachers in this school attach little importance to pronunciation teaching. The paper tries to sum up the advantages and disadvantages of pronunciation teaching in this school and offers some help to improve the current situation of pronunciation teaching.

Key words: pronunciation teaching; questionnaire; current situation; attitude

CONTENTS

Abstract

摘要

1．Introduction  1

2．The pronunciation teaching in junior high school 1

2.1 The content of English pronunciation teaching

2.2 The requirements of new national curriculum standard for pronunciation teaching in junior high school

3．A mini survey to the current situation of English pronunciation teaching in Liyang Guanghua Secondary School2

3.1 Theoretical basis

3.2 Method: Questionnaire

3.3 Target: Students

3.4 Content

4．Result analysis5

4.1 An analysis of students’ feedback

4.1.1 Student feedback

  4.1.2 The situation of pronunciation study of students

4.2 An analysis of the situation of pronunciation learning 

  4.2.1 Students’ pronunciation knowledge and skills

4.2.2 Students’ emotional attitude to pronunciation teaching

  4.2.3 Students’ recognition of the importance of pronunciation learning

  4.2.4 Students’ current learning situation

  4.3 An analysis of the situation of pronunciation teaching

  4.3.1 Teachers’ comprehensive quality and pronunciation attainments

  4.3.2 Teachers’ teaching methods and strategies

5．Suggestions to students and teachers 9

6．Conclusion .10

Bibliography.

Acknowledgments