An Empirical Study On The Relationships Among English Pronunciation Errors And Affective Factors Of Middle School Students

The research explores the relationships between middle school students’ English pronunciation errors and affective factors.The research adopts the theoretical perspectives of Humanistic Psychology,Psychology of Emotion,and The Affective Filter Hypothesis.In order to answer the research questions,the research uses questionnaires and pronunciation test.The participants of this study were 98 students from middle school in Tianjin,and the study measures students’ English pronunciation errors from five aspects: Pronunciation score,mispronunciation,lack of pronunciation,increased pronunciation,accent shift.The emotional factors are studied from the three dimensions of anxiety,self-confidence and learning responsibility.This research aims to explore the following three questions: 1.How about middle school students’ English pronunciation and anxiety,self-confidence,and learning responsibility? 2.Are the English pronunciation errors of middle school students significantly related to affective factors? 3.Are there significant differences in the levels of anxiety,self-confidence,and learning responsibilities of middle school students’ English pronunciation errors? The results of the study found that middle school students have a moderate pronunciation level,and they have moderate anxiety,strong self-confidence,and a moderate level of learning responsibility.The pronunciation errors of middle school students are significantly related to anxiety,self-confidence,and learning responsibility.In addition,there are significant differences in the English pronunciation errors of middle school students at different levels of anxiety and self-confidence,and there are no significant differences in the English pronunciation errors of middle school students at different levels of learning responsibility.It can be seen that the relationship between English pronunciation errors and affective factors is inseparable,and researchers cannot ignore the impact of affective factors on middle school students’ pronunciation learning.This study suggests that educators should correctly understand the anxiety,self-confidence and learning responsibility of middle school students,pay attention to pronunciation teaching,and pay full attention to the emotional world of students.