文摘
英文文摘
Acknowledgements
Lists of Figures and Tables
Chapter 1 Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 The Scope of Pronunciation Teaching
2.1.1 Segmental Features
2.1.2 Suprasegmental Features
2.2 Factors that Affect Pronunciation Learning
2.3 Pronunciation Error Analysis
2.3.1 Types of Pronunciation Error
2.3.2 Tentative Explanation for Students' Phonological Errors
2.4 The Influence of Different Language Teaching Schools on Pronunciation
2.5 Two Approaches to Pronunciation Teaching
2.6 Research into Pronunciation Teaching in China
2.6.1 The Role of Pronunciation Teaching in China
2.6.2 The Objectives of Pronunciation Teaching in China
2.6.3 Previous Studies on Pronunciation Teaching
Chapter 3 Theoretical Basis
3.1 Definition of Communicative Approach
3.2 Principles of Designing Communicative Activities
3.2.1 Maximizing Participation by Assigning Roles to Each Participant
3.2.2 Information Gap as a Goal for Interaction
3.2.3 Promoting Long Turns
3.2.4 Meaning Negotiation for Generating More Input
3.2.5 The Cultural Dimension
3.3 Commonly Used Activities in CLT
Chapter 4 Research Design
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Assisted Tools
4.3.2 Language Tests
4.3.3 Variables
4.4 Experiment Procedures
Chapter 5 Results and Discussion
5.1 Findings from the Results of Pronunciation Test
5.1.1 Results of Pre-test
5.1.2 Results of Post-test
5.2 Acoustic Analysis of Vowels in the Two Tests
5.2.1 The Referenced Standard Pronunciation
5.2.2 Comparison of the Formant Data in both Stages
Chapter 6 Conclusions
6.1 Findings
6.2 Implication
6.3 Limitation
Bibliography
Appendix 1 English Vowels and Consonants
Appendix Ⅱ English Pronunciation Test
答辩委员会审查意见表
