初中生英语词重音习得及教学对策研究

发布时间：2023-10-15 16:21

　　根据英语课程标准要求,初中生需要熟练掌握英语交流的能力,因此口语在英语学习中越来越重要。然而很多学生的英语发音存在许多问题,其中部分原因是没有掌握英语的发音特征。以往的学者针对中国学生英语的音位研究较多,而针对初中学生的英语韵律习得特别是词重音习得情况研究较少。本文以偏误分析理论为指导,探讨初中学生单词词重音习得过程中的偏误,找到学生英语单词词重音产生的偏误的原因,并提出能够克服偏误的教学策略。本研究采用随机抽样调查的方式随机选择了40名初中生作为受试对象,采用定性与定量相结合的研究方法,考察了初中生单词重音的习得情况,并对其产生的偏误进行分析。本文主要解决以下三个问题:1.初中学生英语词重音习得时产生了哪些偏误?2.初中学生英语词重音习得产生偏误的原因是什么?3.哪些教学对策可以克服词重音的偏误?研究结果表明,初中学生词重音的习得率较低,学生之间的差异性较大。在习得的过程中,多音节词的错误率高于双音节词,形容词和名词的错误率高于其他词性的单词。此外,学生对于复合词和功能性重音转移的单词的重音掌握程度较低。学生词重音产生偏误主要受到汉语负迁移的影响。此外,教师和学生不重视词重音的教学和...

【文章页数】：59 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
1 Introduction
    1.1 Research Background of the Present Study
    1.2 Research Purpose and Significance of the Present Study
    1.3 Outline of the Thesis
2 Literature Review
    2.1 Word Stress Rules
        2.1.1 Nuclear Stress Rule
        2.1.2 Alternating Stress Rule
        2.1.3 Compound Stress Rule
        2.1.4 Functional Stress Shift
        2.1.5 Summary
    2.2 Error Analysis Theory
    2.3 The Mother Tongue Transfer Theory
    2.4 Previous Studies on English Stress Acquisition
        2.4.1 Previous Studies on English Stress Acquisition Abroad
        2.4.2 Previous Studies on English Stress Acquisition at Home
3 Research Methodology
    3.1 Research Questions
    3.2 Subjects of the Study
    3.3 Instruments of the Study
        3.3.2 Questionnaire
        3.3.3 SPSS 23.0 and Excel
    3.4 Research Materials of the Study
    3.5 Procedure of the Study
4 Data Analysis and Discussion
    4.1 The Current Situation of Word Stress Acquisition
        4.1.1 General Analysis of Reading Test and Paper Test on Students’ Errors
        4.1.2 Stress Errors of Disyllabic Words and Polysyllabic Words
        4.1.3 Stress Errors of Words in Different Part of Speech
        4.1.4 Stress Errors of Compound Words
        4.1.5 Stress Errors of Words with Functional Stress Shift
    4.2 Analysis on the Error Causes
        4.2.1 Negative Transfer of Chinese Language to English Word Stress Acquisition
        4.2.2 Students’ Language Awareness of English Word Stress
        4.2.3 Teachers’ Language Awareness of English word stress
    4.3 Suggestions for English Learners and Teachers
        4.3.1 Raise the Language Awareness of Students and Teachers
        4.3.2 Special Teaching Methods Suggested
        4.3.3 Summary
5 Conclusion
    5.1 Major Findings
    5.2 Limitation of the Study
    5.3 Suggestions for Future Research
References
Appendix A Material for Reading Test and Paper Test
Appendix B Material for Questionnaire
Acknowledgements



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