An Experiment Of Phonetic Learning Strategies Training For High School Students

With the exploration of high-quality teaching methods,learning strategy has become one of the most valuable topics in teaching research.However,the the research in relation to English phonetic learning strategy only accounts for a small part of teaching research.Moreover,the existing researches mainly focus on the macro-learning strategy of English,whose research methods are relatively simple.At present,there is a lack of domestic research on the phonetic learning strategy in senior high school.In consequence,these objective factors restrict the acquisition and development of senior high school students’ phonetic learning strategy to some extent.This research aims to address the following questions:1.What are the internal factors influencing the English phonetic learning strategies?2.What are the external factors influencing English phonetic learning strategies?3.What is the improvement of students’ pronunciation level after the experimental training of phonetic learning strategies?In order to explore the factors affecting the phonetic learning strategies of senior high school students and the effects of phonetic practice teaching,100 senior one school students are taken as the research objects,based on the current situation of phonetic teaching in senior high school students and the relevant theoretical research of phonetic learning strategies.The research instruments are questionnaire survey,semi-structure interview and experimental teaching.Therefore,the micro-research of high school students’ phonetic learning strategies is carried out.The findings are that:1.Students’ lack of learning motivation,awareness of autonomous learning,and understanding of phonological learning strategies are the important internal factors leading to the lack of phonological learning strategies.2.The lack of attention from teachers,the single teaching method,and the lack of teachers’ own phonetic literacy are the important external factors that lead to the lack of students’ phonetic learning strategies.3.In the use of the phonetic learning strategies,the efficiency of the six strategies increased by an average of 20.45%.Secondly,in the effect of using the phonetic learning strategy,the experimental group was 36.5 times that of the original group.Finally,according to the characteristics and interests of students,task-based teaching was mainly adopted.In the process of completing the task of pronunciation of words and sentences,students continuously strengthened the use of the memory strategy and generated procedural knowledge to deepen their pronunciation acquisition.In the teaching process,teachers required students to conduct self-supervision and evaluation of their own phonetic learning,which greatly strengthened the use of meta-cognitive strategies.In the comprehensive,standardized and regular learning of phonetic knowledge,students strengthened the cognitive strategy through continuous analysis and practice of phonetic knowledge.Interesting teaching is an auxiliary teaching method adopted by teachers,such as encouraging students to use interesting dubbing and fluent English and other intelligent applications.Moreover,it was obvious that students had less anxiety and more interest during the process of using such applications,so the affective strategy was effectively regulated.In addition,students were encouraged to use the social strategy by organizing classroom interactions among students.In view of this experimental study,the author puts forward corresponding suggestions for high school students’ phonetic learning according to the experiment results: diversified teaching methods,personalized strategy training programs,English phonetic environment construction and online interesting phonetic learning.It is hoped to enlighten and promote the micro research of phonetics teaching in the future.