| Abstract | 第5-6页 |
| 摘要 | 第7-15页 |
| Chapter 1 Introduction | 第15-21页 |
| 1.1 Research Background | 第15-17页 |
| 1.1.1 Theoretical Background | 第15-16页 |
| 1.1.2 Practical Background | 第16页 |
| 1.1.3 The Necessity of this Research | 第16-17页 |
| 1.2 Research Objectives | 第17-18页 |
| 1.3 Research Value | 第18-20页 |
| 1.3.1 Theoretical Value | 第18-19页 |
| 1.3.2 Practical value | 第19-20页 |
| 1.4 Outline of the Research | 第20-21页 |
| Chapter 2 Literature Review | 第21-36页 |
| 2.1 Studies on English Prosody | 第21-23页 |
| 2.2 Studies on Fundamental Components of English Prosody | 第23-30页 |
| 2.2.1 Stress | 第23-24页 |
| 2.2.2 Rhythm | 第24-27页 |
| 2.2.3 Intonation | 第27-29页 |
| 2.3.4 The Relationship Among Three Fundamental Components | 第29-30页 |
| 2.3 Studies on the Teaching of English Prosody | 第30-31页 |
| 2.3.1 Issues on the Teaching of English Prosody | 第30-31页 |
| 2.3.2 Findings and Techniques of How to Teach English Prosody | 第31页 |
| 2.4 Theories Related to English Prosody | 第31-33页 |
| 2.4.1 Autosegmental Phonology | 第31-32页 |
| 2.4.2 Metrical Phonology | 第32-33页 |
| 2.4.3 Autosegmental-Metrical Theory | 第33页 |
| 2.4.4 Three Systems in Intonation | 第33页 |
| 2.5 Essential Points Drawn from Literature Review | 第33-35页 |
| 2.6 Insufficiency of the Previous Studies on English Prosody | 第35-36页 |
| Chapter 3 Research Design and Methodology | 第36-42页 |
| 3.1 Research Questions | 第36-37页 |
| 3.2 Participants | 第37-39页 |
| 3.2.1 The Chinese EFL University Students | 第37-38页 |
| 3.2.2 The University Students in USA | 第38-39页 |
| 3.3 Materials for Research | 第39页 |
| 3.4 Data Analysis Software | 第39-40页 |
| 3.5 Ways to Measure Fundamental Prosodic Features of English | 第40-42页 |
| 3.5.1 Stage of Collecting Data | 第40页 |
| 3.5.2 Stage of Processing and Analyzing Data | 第40-41页 |
| 3.5.3 Stage of Evaluating the Results | 第41-42页 |
| Chapter 4 Results and Discussion | 第42-81页 |
| 4.1 Analysis on Stress | 第42-51页 |
| 4.1.1 Stress Quantity | 第42-44页 |
| 4.1.2 Stress Quality | 第44-49页 |
| 4.1.2.1 American Female University Students | 第44-45页 |
| 4.1.2.2 Chinese Female University Students | 第45-46页 |
| 4.1.2.3 American Male University Students | 第46-47页 |
| 4.1.2.4 Chinese Male University Students | 第47-48页 |
| 4.1.2.5 Summary of differences on quality of stress | 第48-49页 |
| 4.1.3 Number of Stress | 第49-51页 |
| 4.2 Analysis on Rhythm | 第51-55页 |
| 4.2.1 Essential Prerequisites of Calculation for Rhythm | 第51-52页 |
| 4.2.2 Report on Rhythm Calculation Indices of Two Groups of Participants | 第52-55页 |
| 4.3 Analysis on Intonation | 第55-81页 |
| 4.3.1 Tonality Difference | 第55-57页 |
| 4.3.1.1 Relative Clauses | 第55-56页 |
| 4.3.1.2 Noun Clauses | 第56-57页 |
| 4.3.2 Tonicity Difference | 第57-59页 |
| 4.3.3 Tone Difference | 第59-81页 |
| 4.3.3.1 Synthesized Intonation Contours for Comparison | 第59-76页 |
| 4.3.3.2 Comparison of Intonation Application | 第76-79页 |
| 4.3.3.3 General Rules of Choices of Intonation Contours based on Sentence Types | 第79-81页 |
| Chapter 5 Pedagogical Implications | 第81-93页 |
| 5.1 Strategies for Teaching English Prosody | 第81-85页 |
| 5.1.1 Using Desirable Auxiliary Tools | 第81-83页 |
| 5.1.1.1 Visualization of Prosodic Features Based on Pictures | 第81-82页 |
| 5.1.1.2 Prosody Materials | 第82-83页 |
| 5.1.1.3 Audio Files or Videos | 第83页 |
| 5.1.2 Arousing Students Awareness of Different Sound Systems | 第83-84页 |
| 5.1.3 Using Computer-Assisted Phonetic Software | 第84页 |
| 5.1.4 Showing Students Comparisons with Intonation and without Musicality | 第84页 |
| 5.1.5 Having Theoretical Training | 第84-85页 |
| 5.1.6 Practicing Speaking as Much as Possible | 第85页 |
| 5.2 Prosodic Realizations in EFL Classrooms | 第85-93页 |
| 5.2.1 Using Teen Movies in the Language Classroom | 第85-86页 |
| 5.2.2 The Procedures of Teaching English Prosody | 第86-88页 |
| 5.2.3 Constructing A Set of Lessons | 第88-93页 |
| Chapter 6 Conclusion | 第93-98页 |
| 6.1 Major Findings | 第93-94页 |
| 6.1.1 Distinct Features of Chinese EFL learners’ Stress | 第93页 |
| 6.1.2 Distinct Features of Chinese EFL learners’ Rhythm | 第93-94页 |
| 6.1.3 Distinct Features of Chinese EFL learners’ Intonation | 第94页 |
| 6.2 Implications | 第94-95页 |
| 6.3 Limitations | 第95页 |
| 6.4 Further Considerations | 第95-96页 |
| 6.5 Summary | 第96-98页 |
| Bibliography | 第98-102页 |
| Appendix I Reading Material for Participants | 第102-103页 |
| Appendix II Stressed Syllables Accented by both Chinese and American University Students | 第103-105页 |
| Appendix III Mean Values of Duration of Vowel in Stressed Syllables (Unit: Second) | 第105-107页 |
| Appendix IV Pitch Values of Stressed Syllables of American Female University Students (Unit: Hz) | 第107-109页 |
| Appendix V Pitch Values of Stressed Syllables of Chinese Female University Students (Unit: Hz) | 第109-111页 |
| Appendix VI Pitch Values of Stressed Syllables of American Male University Students (Unit: Hz) | 第111-113页 |
| Appendix VII Pitch Values of Stressed Syllables of Chinese Male University Students(Unit: Hz) | 第113-115页 |
| Appendix VIII Praat Script for Rhythm Metric (Designed for CSJ Corpus) by Tyoon | 第115-131页 |
| 攻读学位期间取得的研究成果 | 第131-132页 |
| Acknowledgements | 第132页 |
