A Study on Correlations between the College EFL Learners' Phonetic Level and Their Listening Comprehension: A Case Study of Arts & Sciences College, Yangtze University
Notice bibliographique
Résumé
Phonetics and phonology, especially pronunciation, are the basis of listening and speaking, and the reformed CET4 and CET6 in China further emphasize the importance of listening ability. Thus it is truly necessary to figure out if there is any relationship between the phonetics and listening abilities. Phonetics is among the compulsory courses at the basic stage of English teaching for English majors, whereas the non-English majors don’t take this subject. You can imagine their pronunciation. Many college English teachers have found that phonetic problems have affected the students’ English learning to a great extent. Students have been largely hindered and discouraged from pursuing accurate pronunciation and intonation. Some even have lost confidence in English learning, especially for the course of listening. In order to find out some measures to solve these problems, the writer conduct the present study on 160 sophomores who are non-English majors at Art & Science College, Yangtze University. The aims of the thesis are to investigate their pronunciation and basic phonetic knowledge. In the aspect of pronunciation, it aims to survey that the students’ pronunciation is accurate or not. The basic phonetic knowledge refers to intonation, stress, weak form and strong form of words, incomplete plosives, liaison, assimilation and so on. Two tests are self-designed based on the materials and existing researches in this area. One test paper is phonetic test, the other is dictation test. After all the necessary statistics are collected, the SPSS is used to analyze the scores to figure out if there is correlation between students’ phonetic level and their listening abilities and then get results. The results of the analyses show that there is correlation between the participants’ phonetic level and their listening ability, and their listening ability is closely related to their comprehensive English level. What’s more, the participants have similar mistakes and weaknesses in the phonetics, which may instruct teachers and students to some extent. Firstly, the participants are poor in distinguishing the minimum pairs of English sounds. Secondly, the participants’ are poor in the skills of reading phrases, or we can say they lack the basic knowledge of liaison, incomplete plosives, assimilation, and etc. Thirdly, although the participants have done a good job in reading sentences in the phonetic test, they have great difficulties in dictating sentences, especially long sentences. At last, based on the research results, the present study gives some suggestions of improving students’ phonetic level and listening ability. The thesis also states its limitations and expectations for improvement.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».