英语专业学生语音学习策略研究
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摘要
本文运用学习策略理论,通过实证研究,探究英语专业学生常用的英语语音学习策略,学习策略和语音水平的相关性以及语音水平不同的学生在使用策略上的差异性,藉此提出对英语语音教学的建议。本文共分为六章。
第一章简要介绍了本项研究的意义和目的。语音学习对掌握一门语言非常重要,但迄今为止,从学习策略的角度研究语音教学的实证研究数量不多,因此本项研究对英语教学具有一定的实践意义。
第二章回顾了国内外学者对学习策略和语音教学的研究。关于学习策略的研究可以分为四个方面:(1)对善学语言者的研究;(2)影响策略使用因素的研究;(3)策略使用与二语成绩的相关性研究;(4)策略培训研究。关于语音教学的研究主要集中在教学方法和影响教学效果的因素两方面。文献回顾表明把学习策略和语音教学结合起来进行英语语音学习策略研究很有价值。
第三章主要阐述了学习策略的定义及分类框架。一直以来,研究者对于策略的定义及分类分歧多多。本项研究认为,为有效学习而采取的任何措施都可以定义为策略。同时,本项研究采用Oxford的学习策略分类框架,将语音学习策略分为元认知策略、认知策略、记忆策略、补偿策略、社交策略和情感策略六大类。
第四章介绍了本项研究的研究方法,包括研究问题、研究对象、调查工具、数据的收集和分析。本项研究试图回答以下问题:(1)英语专业学生常用哪些英语语音学习策略?(2)这些语音学习策略和他们的英语语音水平是否具有相关性?(3)英语语音水平不同的学生在使用语音策略上是否有差异?为方便取样,来自安徽师范大学2005级英语专业四个自然班的111名
The present thesis is concerned with English majors’pronunciation learning strategies. Through empirical study, it presents some learning strategies, which are frequently employed by English majors to improve their English pronunciation. It also focuses on the correlation between strategy use and English pronunciation achievement, and the variation in strategy use between high achievers and low achievers. This thesis contains six chapters.
Chapter One briefly introduces the significance and purpose of the present study. Pronunciation is very important for any language learner, yet studies on pronunciation teaching and learning from the perspective of language learning strategies are rare. Therefore, the present study is of practical value in language teaching and learning. Chapter Two is a retrospection of the researches on language learning strategies and pronunciation teaching and learning. In the former area, researchers usually focus on four topics: (1) the“good language learner”studies; (2) studies about various factors affecting strategy use; (3) correlational studies between strategy use and language proficiency; and (4) strategy training in second language learning. In the latter area, researchers show their main interest in different approaches to pronunciation instruction and factors that underlie the effective teaching and learning of pronunciation. Literature review indicates that pronunciation learning strategies are worth investigating.
Chapter Three presents the theoretical considerations for the study. Despite the disputes on the definition and classification of language learning strategies, this thesis defines the language learning strategy as any action that contributes to language learning. Besides, this study adopts Oxford’s framework of learning strategies and puts pronunciation learning strategies into six general categories—metacognitive strategies, cognitive strategies, memory strategies, compensation strategies, social strategies and affective strategies.
Chapter Four explains the methodology of the present study. The research
第一章简要介绍了本项研究的意义和目的。语音学习对掌握一门语言非常重要,但迄今为止,从学习策略的角度研究语音教学的实证研究数量不多,因此本项研究对英语教学具有一定的实践意义。
第二章回顾了国内外学者对学习策略和语音教学的研究。关于学习策略的研究可以分为四个方面:(1)对善学语言者的研究;(2)影响策略使用因素的研究;(3)策略使用与二语成绩的相关性研究;(4)策略培训研究。关于语音教学的研究主要集中在教学方法和影响教学效果的因素两方面。文献回顾表明把学习策略和语音教学结合起来进行英语语音学习策略研究很有价值。
第三章主要阐述了学习策略的定义及分类框架。一直以来,研究者对于策略的定义及分类分歧多多。本项研究认为,为有效学习而采取的任何措施都可以定义为策略。同时,本项研究采用Oxford的学习策略分类框架,将语音学习策略分为元认知策略、认知策略、记忆策略、补偿策略、社交策略和情感策略六大类。
第四章介绍了本项研究的研究方法,包括研究问题、研究对象、调查工具、数据的收集和分析。本项研究试图回答以下问题:(1)英语专业学生常用哪些英语语音学习策略?(2)这些语音学习策略和他们的英语语音水平是否具有相关性?(3)英语语音水平不同的学生在使用语音策略上是否有差异?为方便取样,来自安徽师范大学2005级英语专业四个自然班的111名
The present thesis is concerned with English majors’pronunciation learning strategies. Through empirical study, it presents some learning strategies, which are frequently employed by English majors to improve their English pronunciation. It also focuses on the correlation between strategy use and English pronunciation achievement, and the variation in strategy use between high achievers and low achievers. This thesis contains six chapters.
Chapter One briefly introduces the significance and purpose of the present study. Pronunciation is very important for any language learner, yet studies on pronunciation teaching and learning from the perspective of language learning strategies are rare. Therefore, the present study is of practical value in language teaching and learning. Chapter Two is a retrospection of the researches on language learning strategies and pronunciation teaching and learning. In the former area, researchers usually focus on four topics: (1) the“good language learner”studies; (2) studies about various factors affecting strategy use; (3) correlational studies between strategy use and language proficiency; and (4) strategy training in second language learning. In the latter area, researchers show their main interest in different approaches to pronunciation instruction and factors that underlie the effective teaching and learning of pronunciation. Literature review indicates that pronunciation learning strategies are worth investigating.
Chapter Three presents the theoretical considerations for the study. Despite the disputes on the definition and classification of language learning strategies, this thesis defines the language learning strategy as any action that contributes to language learning. Besides, this study adopts Oxford’s framework of learning strategies and puts pronunciation learning strategies into six general categories—metacognitive strategies, cognitive strategies, memory strategies, compensation strategies, social strategies and affective strategies.
Chapter Four explains the methodology of the present study. The research
引文
Abraham, R. and R. Vann. “Strategies of two language learners: a case study” in Wenden and Rubin (eds.) 1987.
Asher, J.J. Learning another language through actions: The complete teachers’ guidebook. Los Gatos, CA: Sky Oaks Productions, 1977.
Bialystok, E. “The role of conscious strategies in second language proficiency.” Modern Language Journal 65 (1981): 24-35.
Bloomfield, L. Language. New York: Holt, 1933.
Broselow, E. “An investigation of transfer in second language phonology.” Interlanguage phonology: The acquisition of a second language sound system. Ed. G. Ioup and S. H. Weinberger. New York: Newbury House, 1987. 261-78.
Brown, H. A Practical Guide to Language Learning. New York: McGraw Hill, 1989.
Carroll, J. B. “The prediction of success in intensive foreign language training.” Training, research, and education. Ed. R. Glaser. Pittsburgh: University of Pittsburgh Press, 1962. 87-136.
---. “Twenty-five years of research on foreign language aptitude.” Individual differences and universals in language learning aptitude. Ed. K. C. Diller. Rowley, MA: Newbury House, 1981. 83-118.
Celce-Murcia,M., D. Brinton and J. Goodwin. Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge: Cambridge University Press, 1996.
Chamot, A., J. O’Malley, L. Kupper and M. Impink-Hernandez. A Study of Learning Strategies in Foreign Language Instruction: First Year Report. Rosslyn, Va.: Interstate Research Associates, 1987.
Chamot, A., L. Kupper, and M. Impink-Hernandez. A Study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study. McLean, Va.: Interstate Research Associates, 1988.
Chomsky, N. Syntactic structure. The Hague: Mouton, 1957.
---. Aspects of the theory of syntax. Cambridge, MA: MIT Press, 1965.
Cohen, A. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press, 2000.
Cohen, A. and E. Aphek. “Retention of second language vocabulary over time: investigating the role of mnemonic associations.” System 8 (1980): 221-35.
Curran, D. A. Counseling-Learning in second language learning. East Dubuque, IL: Counseling-Learning Publications, 1976.
Ellis, R. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press, 1999.
Fillmore, C., D. Kempler and W. Wang (eds.). Individual Differences in Language Ability and Language Behavior. New York: Academic Press, 1979.
F?rch, C. and G. Kasper (eds.). Introspection in Second Language Research. Clevedon, Avon: Multilingual Matters, 1987.
Garden, R.C. and Lambert, W.E. Attitude and Motivation in Second Language Learning. Massachusetts: Newbury House, 1972.
Gattegno, C. Teaching foreign languages in schools: The Silent Way. New York: Educational Solutions, 1972.
---. The common sense of teaching foreign languages. New York: Educational Solutions, 1976.
Gimson, A. C. An Introduction to the Pronunciation of English. London: Edward Arnold, 1970.
Gillette, B. “Two successful language learners: an introspective report” in F?rch and Kasper (eds.) 1987.
Hinofotis, F. and Bailey, K.M. “American undergraduates’ reactions to the communication skills of foreign teaching assistants.” On TESOL ’80. Ed.J.C. Fisher, M.A. Clarke and J. Schachter. Alexandria, VA: TESOL, 1980. 120-35.
Howatt, A.P. R. A history of English language teaching. Oxford: Oxford University Press, 1984.
Huang, X. and M. Van Naerssen. “Learning strategies for oral communication.” Applied Linguistics 8. 3 (1985): 287-307.
Kelly, L. G. 25 centuries of language teaching. Rowley, MA: Newbury House, 1969.
Krashen, S.D. Principles & Practice in Second Language Acquisition. Oxford: Pergamoon Press, 1982.
Krashen, S.D. and Terrell, T.D. The Natural Approach. Hayward, CA: Alemany Press, 1983.
Lennon, P. “Introspection and intentionality in advanced second-language acqusition.” Language Learning 39 (1989): 375-95.
Lukmani, Y. “Motivation to learn and learning proficiency.” Language Learning 22 (1972): 261-273.
Morley, J. “The pronunciation component in teaching English to speakers of other languages.” TESOL Quarterly 25. 3 (1991): 481-520.
Naiman, N., M. Fr?hlich, H.Stern. and A. Todesco. The Good Language Learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education, 1978.
Neisser, U. Cognitive psychology. New York: Appleton-Century-Crofts, 1967.
O’Malley, J. and A. Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.
O’Malley, J., A. Chamot, G. Stewner-Manzanaraes, L. Kupper, and R. Russo. “Learning strategies used by beginning and intermediate ESL students.” Language Learning 35 (1985a): 21-46.
O’Malley, J., A. Chamot, G. Stewner-Manzanaraes, R. Russo, and. L. Kupper. “Learning strategy applications with students of English as a second language.” TESOL Quarterly 19 (1985b): 285-96.
Oxford, R. “Use of language learning strategies: a synthesis of studies with implications for teacher training.” System 17 (1989): 235-47.
---. Language Learning Strategies: What Every Teacher Should Know. Rowley, Mass.: Newbury House, 1990.
Peterson, S. “Pronunciation learning strategies: a first look.” Unpublished PhD thesis, Ohio State University, 1997
Pickett, G. The Foreign Language Learning Process. London: The British Council, 1978.
Politzer, R. and M. McGroarty. “An exploratory study of learning behaviors and their relationship to gains in linguistics and communicative competence.” TESOL Quarterly 19 (1985): 103-23.
Reiss, M. “Helping the unsuccessful language learner.” Canadian Modern Language Review 39 (1983): 257-66.
---. “The good language learner: another look.” Canadian Modern LanguageReview 41 (1985): 511-23.
Rogers, C.R. Client-centered therapy: Its current practice, implications and theory. Boston: Houghton Mifflin, 1951.
Rubin, J. “Learner strategies: theoretical assumptions, research history and typology” in Wenden and Rubin (eds.) 1987.
---. “Study of cognitive processes in second language learning.” Applied Linguistics 11 (1981): 117-31.
---. “What the ‘good language learner’ can teach us.” TESOL Quarterly 9 (1975): 41-51. Schumann, J.H. “Affective factors and the problem of age in second language acquisition.” Language Learning 25. 2 (1975): 209-35.
Scovel, L. “Foreign accent: Lanaguage acquisition and cerebral dominance.” Language Learning 19 (1969): 245-54.
---. A time to speak: a psycholinguistic inquiry into the critical period for human speech. New York: Newbury House, 1988.
Snow, M.A. and Shapira, R. “The role of social-psychological factors in second language learning.” Beyond basics: Issues and research in TESOL. Ed. M. Celce-Murcia. Rowley, MA: Newbury House, 1985. 3-15.
Stern, H. “What can we learn from the good language learner?” Canadian Modern Language Review 31 (1975): 304-18.
Stevick, E. Memory, meaning and method: Some psychological perspectives on language learning. Rowley, MA: Newbury House, 1976.
Weinstein, C. and R, Mayer. “The teaching of learning strategies” in Wittrock ed.) 1986.
Wenden, A. Learner Strategies for Learner Autonomy. New York: Prentice Hall, 1991.
---. “Literature review: the process of intervention.” Language Learning 33 (1983): 103-21.
Wenden, A. and J. Rubin (eds.). Learner Strategies in Language L earning. Englewood Cliffs, N.J.: Prentice Hall, 1987.
Wen Qiufang and R. K. Johnson. “L2 learner variables and English achievement: A study of tertiary-level English majors in China.” Applied Linguistics 18.1 (1997)27-48.
Wittrock, M. (ed.). Handbook of Research on Teaching. (3rd Ed.). New York: Macmillan, 1986.
Wong-Fillmore, L. “The second time around: cognitive and social strategies in second language acquisition.” Unpublished PhD thesis, Stanford University, 1976.
---. “Individual differences in second language acquisition” in Fillmore et al. (eds.)1979.
王桂珍. 《英语语音语调教程》. 北京: 高等教育出版社,2005
文秋芳. “英语成功者与不成功者在学习方法上的差异.” 《外语教学与研究》1995 (3): 61-66.
文秋芳. “传统与非传统学习方法与英语成绩的关系.” 《现代外语》1996 (1): 37-43.
文秋芳. 《应用语言学研究方法与论文写作》. 北京: 外语教学与研究出版社, 2001.
文秋芳, 王海啸. “大学生英语学习观念与策略的分析.” 《解放军外国语学院学报》1996 (4): 61-66.
文秋芳, 王立非. “外语学习策略系统运行的各种因素评述.” 《外语与外语教学》2004 (9): 28-32.
文秋芳, 王海啸. “学习者因素与大学英语四级考试成绩的关系.” 《外语教学与研究》1996 (4): 33-39.
吴一安, 刘润清, Jeffery, P. “中国英语本科素质调查报告.” 《外语教学与研究》 1993 (1): 31-38.
Asher, J.J. Learning another language through actions: The complete teachers’ guidebook. Los Gatos, CA: Sky Oaks Productions, 1977.
Bialystok, E. “The role of conscious strategies in second language proficiency.” Modern Language Journal 65 (1981): 24-35.
Bloomfield, L. Language. New York: Holt, 1933.
Broselow, E. “An investigation of transfer in second language phonology.” Interlanguage phonology: The acquisition of a second language sound system. Ed. G. Ioup and S. H. Weinberger. New York: Newbury House, 1987. 261-78.
Brown, H. A Practical Guide to Language Learning. New York: McGraw Hill, 1989.
Carroll, J. B. “The prediction of success in intensive foreign language training.” Training, research, and education. Ed. R. Glaser. Pittsburgh: University of Pittsburgh Press, 1962. 87-136.
---. “Twenty-five years of research on foreign language aptitude.” Individual differences and universals in language learning aptitude. Ed. K. C. Diller. Rowley, MA: Newbury House, 1981. 83-118.
Celce-Murcia,M., D. Brinton and J. Goodwin. Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge: Cambridge University Press, 1996.
Chamot, A., J. O’Malley, L. Kupper and M. Impink-Hernandez. A Study of Learning Strategies in Foreign Language Instruction: First Year Report. Rosslyn, Va.: Interstate Research Associates, 1987.
Chamot, A., L. Kupper, and M. Impink-Hernandez. A Study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study. McLean, Va.: Interstate Research Associates, 1988.
Chomsky, N. Syntactic structure. The Hague: Mouton, 1957.
---. Aspects of the theory of syntax. Cambridge, MA: MIT Press, 1965.
Cohen, A. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press, 2000.
Cohen, A. and E. Aphek. “Retention of second language vocabulary over time: investigating the role of mnemonic associations.” System 8 (1980): 221-35.
Curran, D. A. Counseling-Learning in second language learning. East Dubuque, IL: Counseling-Learning Publications, 1976.
Ellis, R. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press, 1999.
Fillmore, C., D. Kempler and W. Wang (eds.). Individual Differences in Language Ability and Language Behavior. New York: Academic Press, 1979.
F?rch, C. and G. Kasper (eds.). Introspection in Second Language Research. Clevedon, Avon: Multilingual Matters, 1987.
Garden, R.C. and Lambert, W.E. Attitude and Motivation in Second Language Learning. Massachusetts: Newbury House, 1972.
Gattegno, C. Teaching foreign languages in schools: The Silent Way. New York: Educational Solutions, 1972.
---. The common sense of teaching foreign languages. New York: Educational Solutions, 1976.
Gimson, A. C. An Introduction to the Pronunciation of English. London: Edward Arnold, 1970.
Gillette, B. “Two successful language learners: an introspective report” in F?rch and Kasper (eds.) 1987.
Hinofotis, F. and Bailey, K.M. “American undergraduates’ reactions to the communication skills of foreign teaching assistants.” On TESOL ’80. Ed.J.C. Fisher, M.A. Clarke and J. Schachter. Alexandria, VA: TESOL, 1980. 120-35.
Howatt, A.P. R. A history of English language teaching. Oxford: Oxford University Press, 1984.
Huang, X. and M. Van Naerssen. “Learning strategies for oral communication.” Applied Linguistics 8. 3 (1985): 287-307.
Kelly, L. G. 25 centuries of language teaching. Rowley, MA: Newbury House, 1969.
Krashen, S.D. Principles & Practice in Second Language Acquisition. Oxford: Pergamoon Press, 1982.
Krashen, S.D. and Terrell, T.D. The Natural Approach. Hayward, CA: Alemany Press, 1983.
Lennon, P. “Introspection and intentionality in advanced second-language acqusition.” Language Learning 39 (1989): 375-95.
Lukmani, Y. “Motivation to learn and learning proficiency.” Language Learning 22 (1972): 261-273.
Morley, J. “The pronunciation component in teaching English to speakers of other languages.” TESOL Quarterly 25. 3 (1991): 481-520.
Naiman, N., M. Fr?hlich, H.Stern. and A. Todesco. The Good Language Learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education, 1978.
Neisser, U. Cognitive psychology. New York: Appleton-Century-Crofts, 1967.
O’Malley, J. and A. Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.
O’Malley, J., A. Chamot, G. Stewner-Manzanaraes, L. Kupper, and R. Russo. “Learning strategies used by beginning and intermediate ESL students.” Language Learning 35 (1985a): 21-46.
O’Malley, J., A. Chamot, G. Stewner-Manzanaraes, R. Russo, and. L. Kupper. “Learning strategy applications with students of English as a second language.” TESOL Quarterly 19 (1985b): 285-96.
Oxford, R. “Use of language learning strategies: a synthesis of studies with implications for teacher training.” System 17 (1989): 235-47.
---. Language Learning Strategies: What Every Teacher Should Know. Rowley, Mass.: Newbury House, 1990.
Peterson, S. “Pronunciation learning strategies: a first look.” Unpublished PhD thesis, Ohio State University, 1997
Pickett, G. The Foreign Language Learning Process. London: The British Council, 1978.
Politzer, R. and M. McGroarty. “An exploratory study of learning behaviors and their relationship to gains in linguistics and communicative competence.” TESOL Quarterly 19 (1985): 103-23.
Reiss, M. “Helping the unsuccessful language learner.” Canadian Modern Language Review 39 (1983): 257-66.
---. “The good language learner: another look.” Canadian Modern LanguageReview 41 (1985): 511-23.
Rogers, C.R. Client-centered therapy: Its current practice, implications and theory. Boston: Houghton Mifflin, 1951.
Rubin, J. “Learner strategies: theoretical assumptions, research history and typology” in Wenden and Rubin (eds.) 1987.
---. “Study of cognitive processes in second language learning.” Applied Linguistics 11 (1981): 117-31.
---. “What the ‘good language learner’ can teach us.” TESOL Quarterly 9 (1975): 41-51. Schumann, J.H. “Affective factors and the problem of age in second language acquisition.” Language Learning 25. 2 (1975): 209-35.
Scovel, L. “Foreign accent: Lanaguage acquisition and cerebral dominance.” Language Learning 19 (1969): 245-54.
---. A time to speak: a psycholinguistic inquiry into the critical period for human speech. New York: Newbury House, 1988.
Snow, M.A. and Shapira, R. “The role of social-psychological factors in second language learning.” Beyond basics: Issues and research in TESOL. Ed. M. Celce-Murcia. Rowley, MA: Newbury House, 1985. 3-15.
Stern, H. “What can we learn from the good language learner?” Canadian Modern Language Review 31 (1975): 304-18.
Stevick, E. Memory, meaning and method: Some psychological perspectives on language learning. Rowley, MA: Newbury House, 1976.
Weinstein, C. and R, Mayer. “The teaching of learning strategies” in Wittrock ed.) 1986.
Wenden, A. Learner Strategies for Learner Autonomy. New York: Prentice Hall, 1991.
---. “Literature review: the process of intervention.” Language Learning 33 (1983): 103-21.
Wenden, A. and J. Rubin (eds.). Learner Strategies in Language L earning. Englewood Cliffs, N.J.: Prentice Hall, 1987.
Wen Qiufang and R. K. Johnson. “L2 learner variables and English achievement: A study of tertiary-level English majors in China.” Applied Linguistics 18.1 (1997)27-48.
Wittrock, M. (ed.). Handbook of Research on Teaching. (3rd Ed.). New York: Macmillan, 1986.
Wong-Fillmore, L. “The second time around: cognitive and social strategies in second language acquisition.” Unpublished PhD thesis, Stanford University, 1976.
---. “Individual differences in second language acquisition” in Fillmore et al. (eds.)1979.
王桂珍. 《英语语音语调教程》. 北京: 高等教育出版社,2005
文秋芳. “英语成功者与不成功者在学习方法上的差异.” 《外语教学与研究》1995 (3): 61-66.
文秋芳. “传统与非传统学习方法与英语成绩的关系.” 《现代外语》1996 (1): 37-43.
文秋芳. 《应用语言学研究方法与论文写作》. 北京: 外语教学与研究出版社, 2001.
文秋芳, 王海啸. “大学生英语学习观念与策略的分析.” 《解放军外国语学院学报》1996 (4): 61-66.
文秋芳, 王立非. “外语学习策略系统运行的各种因素评述.” 《外语与外语教学》2004 (9): 28-32.
文秋芳, 王海啸. “学习者因素与大学英语四级考试成绩的关系.” 《外语教学与研究》1996 (4): 33-39.
吴一安, 刘润清, Jeffery, P. “中国英语本科素质调查报告.” 《外语教学与研究》 1993 (1): 31-38.