An Analysis Of Students’ Pronunciation Errors And Teaching Countermeasures In Middle School

It is very important for students in middle school to learn English pronunciation and pronunciation is also of great significance for English learning.However,being influenced by the requirements for the entrance examination for senior high school,middle school teachers spend less time teaching pronunciation.The author,in studying the teaching process,found that some students have difficulties in pronouncing words in English.Therefore,it is necessary to study English pronunciation in middle school as the foundation for improving their speaking skills.Firstly,the author chooses Grade 7 students in middle school as the research subjects to study their current acquisition of English pronunciation.Secondly,the author uses questionnaire,interview,and pronunciation tests as the research tools in order to make conclusions about the students’ pronunciation problems in their learning process.Finally,the author classifies and summarizes the common pronunciation errors of 112 subjects of the two classes studied based on the Interlanguage Theory,Error Analysis,and Krashen’s Input Hypothesis.In view of data collection and analysis,Praat Microsoft is used as a key tool for phonetic analysis and annotation in the study.The author mainly analyzes the subjects’ pronunciation based on the sound of intensity,pitch,and duration so as to students can recognize their pronunciation problems on the spectrogram by comparing themselves to the pronunciation of a native speaker.The research results show that the subjects’ pronunciation errors are mainly reflected in two areas,that is,the errors of the segmental phonemes and the errors of the suprasegmental phonemes.In the study,segmental errors are chiefly reflected in vowels and consonants;and suprasegmental errors are discussed from the perspectives of word stress,the length of vowels in words,as well as the intonation of sentences.The common pronunciation errors are listed as follows: 1)vowels and consonants,such as /?/,/θ/,and /e/,which are typical pronunciation errors in the pronunciation test;2)59.80% of students have difficulties in mastering the stress of polysyllabic words;3)nearly half of students have problems with the long and short vowels of /(?)/ and /(?)/ in words;4)from the overall pronunciation test,most of the subjects have a good command of sentence intonation.According to the pronunciation problems reflected in the study,the reasons of students’ pronunciation errors and teaching countermeasures are summarized by the author.The teaching countermeasures are given in chapter 5 in detail,including reducing the negative transfer of L1,developing learner’s input,creating learning models,and applying visualized feedback.At the end of the paper,the author delineates the limitations of the research,and at the same time puts forward some prospects for future research.