A Correlative Study Between Pronunciation Anxiety And Pronunciation Learning Strategy In Senior High Student

The National English Curriculum Standard(2017)explicitly indicates that discourse is made up of pronunciation,vocabulary,grammar,which play a key role in the understanding and building of a discourse.So pronunciation teaching is important during secondary school.Advocating automatic study,modern second language acquisition has focused on learners.Pronunciation learning strategy can help students form the habit and competence of autonomous pronunciation studying.However,anxiety,as an element of emotion,affects the language learning strategy.In reality,the present domestic study on correlation between pronunciation anxiety and pronunciation learning strategy is insufficient.In order to strengthen senior students' pronunciation learning consciousness and improve pronunciation level,The correlation between pronunciation anxiety and pronunciation learning strategy will be explored.With the help of pronunciation learning strategy scale and pronunciation anxiety scale,180 students of grade two are chosen in a key secondary school in Leping of Jiangxi province as the subjects.This study aims to investigate the following question:1.What is the level of students` pronunciation anxiety and pronunciation learning strategies?2.Is there significant difference between the high and low level pronunciation anxiety group in pronunciation learning strategies? If so,what is the difference? 3.What is the correlation between pronunciation anxiety and pronunciation learning strategy?The results show that: 1.The pronunciation anxiety of senior high school students is overall at a middle level(M=3.056),and senior high school students are relatively weak in using pronunciation learning strategy(M=2.865).Sorted from high to down,the overall using frequency of pronunciation learning strategies can rank: compensation strategy(M=3.312),memory strategy(M=3.225),metacognitive strategy(M=3.201),affective strategy(M=3.191),social strategy(M=2.593),cognitive strategy(M=2.477);2.There is a significant difference in different levels of pronunciation anxiety of senior students(p=0.000<0.05);3.There is a significant positive correlation between the level of pronunciation anxiety and pronunciation learning strategy(r=0.0.494),and from the angle of dimension,the level of pronunciation anxiety has a significant positive correlation with memory,cognitive,and affective strategy(r=0.424,0.511,0.576).Finally,some correspondent suggestions are put forward for pronunciation learning,such as individualized strategy training programs,the building of English pronunciation emotion and so on.