An Experimental Study Of The Phonetic Learning Strategies Based On The Cognitive Theory In Junior Middle School

Speech sound is the material shell of language as well as the carrier of oral communication. The phonetic teaching as an integral part of English teaching plays an important role in English in junior middle school. In the key period of language acquisition, a good mastering of the knowledge of English phonetics is very important for the students in enriching their vocabulary and improving their listening ability and cross-cultural communication competence. However, the writer found the status of phonetic learning is not valued as importantly as reading, writing and vocabulary learning in the rural area. The modern society emphasizes the cultivation of students’ communicative ability and self-regulated ability. The interesting and effective phonetic learning strategies not only help the students master the certain knowledge of phonetics and learn English automatically, but also stimulate the learning interests of and the motivations of the students. Cognitive theory argues the best way of learning is discovery-learning which is based on the motivation from inside of students themselves. Cognitive learning puts emphasis on the process and exploration of learning, the students can become the real masters of the study through the discovery of knowledge. To make the students become the explorers of knowledge requires the mastery of learning strategies. This thesis is based on cognitive theory, trying to cultivate the students’ phonetic learning strategy on the basis of serious analysis on the current problems of English phonetic learning, the age characteristic, the interest and the cognitive structure of junior middle school students. Through the phonetic learning strategy training, the students will learn to study English independently and build a schemata knowledge system, thereby improve the students’oral communication level and lay a solid foundation for their lifelong development.Literature review method, questionnaire method and experimentation are adopted in this paper. This paper tries to prove that the application of phonetic learning strategies can improve the effect of learning phonetics. This paper is divided into six chapters. Chapter one is the background and the significance of this study. Chapter two presents the process of English phonetic teaching and the research at home and abroad on English phonetic learning strategy. Chapter three involves the cognitive theory and the enlightenment from the theory. Chapter four includes the current status survey of the phonetic learning in Shangcai, the causal analysis of survey and the specific design of the phonetic learning strategy on the basis of cognitive theory. Chapter five concerns two specific teaching cases in junior middle school and the experimental analysis. Chapter six is a conclusion, it points out the limitations of the study and prospect for future research.