非英语专业学生英语语音学习策略研究

A Study of Non-English Majors' Pronunciation Learning Strategies

英语语音学习策略指学习者为提高英语语音学习成效而采取的技巧、方法或者刻意的行为或行动。本文对地方本科院校非英语专业学生的整体语音水平、语音学习策略的使用情况、语音学习策略和语音成绩之间的相关性以及高分组和低分组(英语语音水平不同的学生)在语音学习策略使用上的差异进行了调查与分析。研究结果表明:非英语专业学生整体语音水平较低;使用最多的是情感策略,最少的是记忆策略,但从总体上看,语音学习策略的使用频率不高,策略意识不强;认知策略、记忆策略、情感策略、元认知策略、社交策略与语音成绩呈显著正相关,而补偿策略与语音成绩呈显著负相关;高分组除不使用补偿策略外,其他五类语音学习策略的使用频率都较高。而低分组除经常使用补偿策略外,几乎不太使用其他五类语音学习策略。两者在六类策略的使用上均存在显著差异。

Pronunciation Learning Strategies are techniques, approaches or deliberate actions that students take in order to facilitate pronunciation learning. This paper investigates non-English majors＇ overall pronunciation proficiency and the fre- quency with which they use pronunciation learning strategies. It focuses on the correlations between strategy use and English pronunciation achievements, and the differences in the use of pronunciation learning strategies between high achievers and low achievers. The findings suggest that non-English majors are relatively weak in pronunciation, who prefer affective strat- egies to other strategies, while memory strategies are least used. However, by and large, they do not frequently use pronun- ciation learning strategies, and they are not strongly aware of strategy use. The study shows cognitive strategies, memory strategies, affective strategies, metacognitive strategies and social strategies are all closely correlated with the students＇ pronunciation learning achievements, but the correlation between compensation strategies and pronunciation learning a- chievements is negative. The study shows high achievers frequently use five groups of pronunciation learning strategies ex- cept for compensation strategy, which is the only one low achievers often use, and significant differences exist in the use of all of the six groups of strategies.