A Study On English Phonetics Learning Strategies In Rural Primary Schools In Northern Guangxi

The purpose of this study is to explore the differences in phonetic learning strategies between the high-score group and the low-score group,as well as the factors affecting the use of effective phonetics learning strategies,so as to find out the problems existing in English phonetic learning in rural primary schools in Northern Guangxi.Based on the investigation and analysis of the students' overall pronunciation level,the use of pronunciation learning strategies,and the differences in the use of pronunciation learning strategies between the high-score group and the low-score group(students with different pronunciation levels in English),a questionnaire was designed.Taking the senior students of Zheqiao Primary School as the research subject,the questionnaire and interview were used to conduct the survey.The data obtained were analyzed by SPSS 20.0.The findings are concluded as follows: students have difficulties in pronouncing some vowels and consonants for they do not exist in Mandarin Chinese,which causes that they cannot find a proper pronouncing position when they pronounce these sounds,leading to inaccuracy when trying to pronounce that.What's more,except affective strategies,there is a significant difference of the other five strategies between the high-score group and the low-score group,including memory strategies,cognitive strategies,compensation strategies,metacognitive strategies and social strategies.Moreover,this study found that the subjects' use of compensation strategies,social strategies and metacognitive strategies in English pronunciation learning is of mediumlevel.In addition,by comparing the results of the above analysis module,we can see that students' use of affective strategies is significantly higher than expected.From the independent sample t-test,we can see that except for emotion strategies,the other five strategies of the high-score group and the low-score group,including memory strategies,cognitive strategies,compensation strategies,metacognitive strategies and social strategies,have significant differences.We can draw the following conclusions from the interview results: First,the mother tongue influences the pronunciation learning strategies of students.The second influencing factor is personality.Learning motivation and self-discipline are also factors that influence the use of learning strategies.According to the mean value from high to low,the six types of pronunciation learning strategies are affective strategies,cognitive strategies,metacognitive strategies,compensation strategies,social strategies and memory strategies.The subjects' use of memory strategies needs to be further improved.In terms of cognitive strategies,participants were more cautious than expected in learning imitation skills,self-supervised learning,promoting phonetic memory,accurate pronunciation and word pronunciation.In order to solve the problems of pronunciation difficulties and pronunciation strategies of primary schools students in Northern Guangxi,teachers should carry out explicit teaching and training on speech and speech learning strategies,and guide students to conduct phonetic learning outside the limited classroom time;and they should correctly guide and standardize the memory strategies used by students in the process of speech learning,and to reduce the negative effect of the transfer of mother tongue.