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中国学生英语短语重音习得研究的开题报告Title:TheAcquisitionofEnglishStressPatternsbyChineseLearnersIntroduction:Englishstresspatternsplayacrucialroleinintelligibilityandcommunication.However,ChineselearnersofEnglishoftenstrugglewithstressplacementduetothesignificantdifferencesinstresspatternsbetweenthetwolanguages.Therefore,thisresearchaimstoinvestigatethefactorsthatinfluenceChineselearners'acquisitionofEnglishstresspatterns.ResearchQuestions:1.WhatarethemostcommonstresserrorsmadebyChineselearnersofEnglish?2.Howdolearners'L1stresspatternsimpacttheiracquisitionofEnglishstresspatterns?3.Whatroledoesexplicitinstructionplayinimprovinglearners'accuracyinstressplacement?4.Howcanteacherseffectivelyincorporatestressinstructionintotheirlanguagelessons?LiteratureReview:PreviousresearchhasshownthatChineselearnersofEnglishoftenmakeerrorsinstressplacement,particularlywithregardtowordstressandsentencestress.TheseerrorsmaybeattributedtothedifferencesinstresspatternsbetweenChineseandEnglish,asChineseisatonallanguagewhileEnglishisastress-timedlanguage.Additionally,studieshavefoundthatlearners'L1stresspatternscanimpacttheiracquisitionofEnglishstresspatterns,andthatexplicitinstructioncanimprovelearners'accuracyinstressplacement.Methodology:Thisresearchwillutilizebothqualitativeandquantitativemethods.Thedatawillbecollectedthroughastressplacementtest,aquestionnaire,andclassroomobservations.ThestressplacementtestwillbeusedtoidentifythemostcommonstresserrorsmadebyChineselearnersofEnglish.Thequestionnairewillbeadministeredtoinvestigatelearners'attitudestowardsstressinstructionandtheirperceivedeffectivenessofdifferentteachingmethods.Classroomobservationswillhelpidentifyeffectiveteachingstrategiesandpractices.ExpectedResults:ItisexpectedthatChineselearnersofEnglishwillmakeerrorsinstressplacement,particularlywithregardtowordstressandsentencestress.Learners'L1stresspatternsarealsoexpectedtoimpacttheiracquisitionofEnglishstresspatterns,andexplicitinstructionisexpectedtoimprovelearners'accuracyinstres
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