探索起始年齡和課堂學習時間對中國學生英語語音技能的影響——重慶個案研究.pdf

1、重慶大學碩士學位論文探索起始年齡和課堂學習時間對中國學生英語語音技能的影響——重慶個案研究姓名：楊洪蘭申請學位級別：碩士專業(yè)：外國語言學及應(yīng)用語言學指導教師：李紅2010-05MA Dissertation of Chongqing University ABSTRACT II ABSTRACT Many researchers at home and abroad have become more and more interest

2、ed in effects of onset age and classroom learning time on English pronunciation of second language learners. In China, English teaching with three classes per week has been introduced in primary schools in urban and rura

3、l areas in recent years, but there is no clear evidence to support the position “the earlier the better”, especially in urban areas. Therefore, the present study aims to explore effects of onset age on English pronunciat

4、ion skills for Chinese English foreign language learners with two types of classroom learning time in a formal setting in Chongqing urban areas. This current study included 100 subjects selected mainly by questionnaires

5、and interview. The subjects were divided into four groups (N=25 in each group) according to their onset age (primary Grade 3 and junior Grade 1) and classroom learning time (570 hours and 930 hours). A reading aloud task

6、 on English pronunciation skills including vowels and consonants, elision and assimilation, liaison, pause and rhythm, intonation, word stress and word stress in sentences based on lexical class was administrated to the

7、subjects. Two-way analysis of variance (ANOVA) of SPSS 16.0 was performed and the results showed that onset age effect on English pronunciation skills was not found, while classroom learning time effect was found, moreov

8、er, there exists an interaction between effects of onset age and classroom learning time. Independent samples t- test was employed to investigate classroom learning time effect for the groups with same onset age and age

9、effect for the groups with same classroom learning time. The results showed that onset age effect was not found among the learners no matter with learning time of 570 or 930 hours, whereas classroom learning time effect

10、was found among the early learners, and the early learners with longer learning time (930 hours) performed better than the early learners with shorter learning time (570 hours). For the late learners who started to learn

11、 English in junior Grade 1, classroom learning time effect was only found in learning single word stress, vowels and consonants, and the late learners with longer learning time (930 hours) performed better than the late

12、learners with shorter learning time (570 hours) in learning single word stress, vowels and consonants. To sum up, onset age effect on English pronunciation skills was not found for Chinese foreign language learners in Ch