A Study On Correcting The Micro - Variation Of Qingzhou High School Students / R /, / L /

Phonetics learning is an important aspect of foreign language learning, and is also a weakpoint in China’s senior high school English education. Not being able to distinguish thepronunciation of consonant r and l is a common phenomenon among students from Shandongdialect areas. To find a solution by analyzing the cause of this phenomenon, this paper selected6students with such distinguishing difficulties, and made them exposed to high-frequency inputand output in the framework of micro-genetic approaches, with the assistance of speech analysissoftware, in order to explore the five dimensions of frequency effects.The paper is divided into five chapters: the first chapter introduces the research backgroundand three questions presented by this paper. The second chapter reviews the history and currentresearch of frequency, language transfer theory and micro-genetic approaches, and summarizessome basic concepts and theories in these three fields. The third chapter presents us with a “two-group and four-stage” research design, and sets a framework for this research. The fourth chapteris about the longitudinal and cross-sectional contrastive analysis of data collected. The fifthchapter is the conclusion of the role of frequency in phonetic correction in terms of five micro-genetic dimensions.The paper reveals that frequency effect is not just the source of change, and the intervention oftimely pronunciation instruction may remarkably accelerate the process of correction. Thebreadth of change sometimes is out of our expectation and need to be controlled. The rate ofchange of frequent input and output is satisfactory and suitable for current high school Englishphonetic teaching. The path of change is traceable and generally follows the path of “experience-explore-imitate-consolidate-maintain”. Each participating students in this research has achievedremarkable progress, but different path and resource will cause apparent difference of variability.The research finally concludes that there’s a negative co-relation between textual complexityand correction effects, and the intervention of teachers’ instruction will significantly facilitatecorrection process. High-frequency input and output is still an effective approach and highlyrelevant in current senior high school English phonetic education, and is worthy of applicationand generalization in Qingzhou dialect zone.