| Pronunciation plays a vital part in second language and foreign language learning. More and more researchers have realized the importance of pronunciation, which results in considerable researches in pronunciation learning at home and abroad. However, there are only a few of studies of pronunciation from the perspective of learning strategies.The present study is conducted to investigate the overall situations of English majors (three-year-program) in the use of pronunciation learning strategies. It attempts to find out the answers to the following questions:(1) What is the overall use of English pronunciation learning strategies employed by English majors (three-year-program)?(2) Is there any correlation between English pronunciation learning strategies and English pronunciation learning achievement?(3) What kind of English pronunciation learning strategies has predictive power over English pronunciation learning achievement?(4) How different is the use of English pronunciation learning strategies employed by high achievers and low achievers?Based on the existing literature, the thesis summarizes the related theories of language learning strategies and researches on pronunciation learning strategies. A questionnaire, which is self-designed based on the framework of Oxford (1990) and Peterson (2000), and a pronunciation test are used on 132 first year English majors of three-year-program from Guangxi Normal University for Nationalities. All the data are analyzed with SPSS 13.0 (Statistical Packages for Social Science). Through the descriptive analysis, correlation analysis, multiple regression analysis and independent-sample t-test, the following results are obtained:(1) The subjects use pronunciation learning strategies at the medium level. The use of all these six groups of strategies can be shown in the descending order as"affective strategies > social strategies > cognitive strategies > metacognitive strategies>compensation strategies>memory strategies".(2) Except compensation strategies, other strategies have positive and significant correlation with pronunciation learning achievement.(3) The overall predictive power of pronunciation learning strategies over pronunciation learning achievement accounts for 21.9%. Cognitive strategies play a positively and strong predictive role on pronunciation learning achievement while compensation strategies have significantly and negatively predictive power over pronunciation learning strategies.(4) Differences do exist in using pronunciation learning strategies between high achievers and low achievers.There are great differences in the use of cognitive strategies, compensation strategies and affective strategies. The findings of the present study suggest some implications to the teachers for their pronunciation teaching of English majors of three-year-program. Teachers should expand their knowledge of pronunciation learning strategies, change their roles, cultivate students'awareness of using pronunciation learning strategies, and train students to use pronunciation learning strategies appropriately to make their pronunciation learning more effective and efficient. |
