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1.1 Background of the research 4
1.2 Significance and purpose of the research 4
1.3 Organization of the research 5
2. Literature review 5
2.1 English Pronunciation 5
2.1.1 Significance of Pronunciation 5
2.1.2 Difficulties of Pronunciation 6
2.1.3. Strategies of Learning Pronunciation 7
2.2 Music 7
2.2.1. Music and brain 7
2.2.2 Music and emotion 8
2.2.3. Music and Language 8
2.2.4 Music and English pronunciation 9
2.3. Musical Intelligence 10
2.3.1 Multiple intelligence 10
2.3 .2 Musical intelligence 10
2.3.3 Musical intelligence and language learning 11
2.3.4Musical intelligence and English pronunciation learning 11
2.4 Summary 12
3. Research Methodology 12
3.1 Research questions 12
3.2 Participants 12
3.3 Instruments 13
3.3.1 Musical intelligence questionnaire 13
3.3.2 Tests 13
3.3 Data processing instrument 14
3.4 Research Procedure 14
4. Results and Discussion 15
4.1 Results and discussion of the Musical intelligence Questionnaire 15
4.2 Results and discussion of the productive EFL phonological skills test 15
4.3 Results and discussion of the Receptive EFL phonological skills test 16
5. Conclusion 17
5.1 Major findings 17
5.2 Pedagogical Implications 18
5.3 Limitations and future expectation 18
References 20
1. Introduction
1.1 Background of the research
English ,as a global language ,has attracted majority of Chinese people ‘s attention.And in their mind , mastering the English language can create more opportunities for career and social life especially for college students. Learning English demand students have a fluent oral ability in real communication. However, after many years of traditional language English teaching methods, many Chinese students still have poor spoken English, experiencing problems with communicating in English because of difficulties with pronunciation and accent (Wang 2007). The traditional approaches are ineffective for improving English pronunciation.There is no doubt that all students are required to have a certain phonological competence in the target language. So students should systematically exercise their oral proficiency .This involves a knowledge of and skill in the reception as well as production (phonemes) of the target language.
In addition ,music has been widely and deeply use in language teaching , but music’s usual purpose is to teach grammar, reading, vocabulary, and writing rather than to teach pronunciation skills(Sposet 2008). In addition, The theory of Multiple Intelligence has been applied to language teaching since 1970s. And Gender has said that the musical intelligence has a close relationship with linguistic intelligence. Some researchers had proved that musical intelligence have a deep influence on listening and speaking ability. Relatively few studies have investigated the influence of musical intelligence on English pronunciation. Therefore, there need a further study to investigate the influence of musical intelligence on English pronunciation. It is a great fruit of the application of musical intelligence to the history of language study.