基于微变化方法的初中学生英语语调个案研究英语语言文学专业论文.docxVIP

i i Acknowledgements It is a pleasure for me to be able to express my appreciation here. I am deeply grateful to my supervisor Liu Chenyan, without whose encouragement and assistance I can’t complete this thesis. Her professional advice and instructions guide me through every step of finishing this thesis. I am also impressed by her inspiring enlightenment and rigorous attitudes towards scholarship. Especially, in the later step, she gave critical review and correcting to my thesis. I would like to give my thanks to other professors in my department for their assistance in my material collecting. The great acknowledgements should also be extended to scholars whose articles and words I have quoted and referred to. Their ideas give me guidance in my essay composing. Finally, I sincerely thank my friends who have offered me useful suggestions and help me collect materials. Of course, I have to thank my parents who gave me understanding and support, I believe that I would go further in my life. i ii Abstract In the pronunciation and intonation system, Chinese belongs to tone language while English belongs to intonation language. Due to the difference between English and Chinese, Chinese students cannot accurately convey the information when they communicate with native English speakers because of improper use of the intonation. According to Piaget’s cognitive development theory, junior middle school students are in the early formal operational stage, in which they have relatively correct self-understanding for abstract concepts or assumptions. Moreover, during this period, the knowledge that they have learned is not stable so a great space for cognitive development is provided. While some cognitions of college students or adults have become fossilized, which is not conducive to be corrected or improved. Although junior middle school students have studied or had access to English before, most of their cognitions on English are limited with correct pronunciations and memo