A Survey On English Supra-segmental Learning Characteristics And Common Errors In Junior High School Students

Speech sound,as the material foundation of language,is not only the essence of language,but also the basis of language teaching.However,the pronunciation teaching in our country has not been paid due attention for a long time,and in the actual pronunciation teaching,the features of supra-segmental are often neglected.At present,researchers mainly focus on the research about the factors that hinder or promote the study of pronunciation acquisition and the process of acquisition.There are few studies on error analysis and learning characteristics of supra-segmental phonemes,and there are few specific examples and corresponding teaching strategies studies.This study selects 55 nineth graders of a school of a prefecture-level city in Hunan province as research subjects to participate in questionnaires and pronunciation tests.The study mainly focuses on the three distinct aspects of the supra-segmental features of the students,namely stress,linking and intonation.The purpose of the questionnaires is to know the current situation of learning and teaching in supra-segmental phonemes of the students.This study focuses on the following two questions:1.What are the learning characteristics of junior high school students in supra-segmental phonemes?2.What are the common errors of junior high school students in supra-segmental phonemes?The results of the study are as follows:1.The students are familiar with the concepts of supra-segmental features,but they lack awareness of its importance.2.Compared with cognitive strategies,metacognitive strategies,compensation strategies,and memory strategies,students take emotional and social strategies to learn supra-segmental phonemes at a higher frequency.At the same time,they are most appreciative of the promotion of supra-segmental learning by game teaching and listening to the tapes.3.The students spend relatively less time on supra-segmental learning every day.4.The students barely pay attention to the phenomenon of linking during reading.They have different levels of stress,and they tend to read sentences in a falling tone.Based on the above findings,the author further puts forward specific classroom teaching strategies,which are aimed at clarifying the direction of teachers' teaching,so as to improve the English pronunciation of middle school students.