英语论文网

Hypothesis Tw.......... 37-38
        3.2.3 Hypothesis Three.......... 38
        3.2.4 Hypothesis Four.......... 38-39
        3.2.5 Hypothesis Five.......... 39
    3.3 Summary.......... 39-41
Chapter Four Causes and Teaching Strategies.......... 41-60
    4.1 Common Pronunciation Problems ..........41-43
        4.1.1 Errors in Vowels ..........41-42
        4.1.2 Errors with Consonants.......... 42
        4.1.3 Errors with Words in Connected Speech.......... 42-43
        4.1.4 Errors with stress.......... 43
        4.1.5 Errors with intonation ..........43
    4.2 Causes of English Majors' Pronunciation Problems ..........43-47
    4.3 Suggestions for Teaching Strategies.......... 47-59
4.4 Summary.......... 59-60

Conclusion

To summarize the points made so far，this thesis helps English pronunciation teachersto master the status quo of college English major's phonological systems, set up standardsfor English pronunciations, classify college English majors' phonological errors,systematically analyze causes of their pronunciation errors and put forward solvingstrategies of English pronunciation teaching accordingly. By grasping the core of collegeEnglish majors' pronunciation errors, the thesis tries to solve some teaching problemsrevealed by students' errors, therefore offers a number of suggestions for Englishpronunciation teaching and training.
This study invites forty-two freshmen of Handan College (a provincial comprehensivecollege in Hebei Province) as subjects to accomplish questionnaire and an English phonetictest for data collection. Through careful calculating and analysis of the data collected inquestionnaires and the phonetic test, it is discovered that the subjects' Englishpronunciation is affected more or less by their hometowns' accents; there is no significantrelationship between the time taken to practice English pronunciation and Englishpronunciation proficiency; English pronunciation levels of secondary school Englishteachers really affect the subjects' English pronunciation proficiency; no relationship isfound between time taken to practice English pronunciation and the subjects' Englishpronunciation proficiency; limited knowledge of English phonetics barely helps thesubjects' to improve their English pronunciation. In addition，it shows that the subjectshave a number of errors in their English pronunciation, including both segmental andsupra-segmental parts. The subjects are comparatively good at reading words. It means thatthey can identify and manage syllables well (76 %). Their performance is not so satisfyingwhen they do recognizing and reading of phonemes (60%). The results are barelysatisfactory when the subjects pronounce English stress in words and sentences (53%),words in speech flows (57%), intonation (63%)，and paragraph reading (61%). And theirworst performance turns to be topic speaking (43%). Generally speaking, the subjects'performance of syllable and intonation is better than their performance of stress and本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。