| 摘要 | 第5-6页 |
| Abstract | 第6页 |
| Chapter One Introduction | 第9-11页 |
| 1.1 Background of the Study | 第9页 |
| 1.2 Purpose and Significance of the Study | 第9-10页 |
| 1.3 Structure of the Thesis | 第10-11页 |
| Chapter Two Literature Review | 第11-21页 |
| 2.1 The Related Contents of Pronunciation | 第11-13页 |
| 2.1.1 Pronunciation Knowledge Involved in English Teaching ofJuniormiddle schools | 第11页 |
| 2.1.2 The Definition of Pronunciation Quality | 第11-12页 |
| 2.1.3 The Definition of Phonological Awareness | 第12-13页 |
| 2.1.4 The Relationship of Pronunciation Quality and Phonological Awareness | 第13页 |
| 2.2 Theoretical Foundations | 第13-15页 |
| 2.2.1 Transfer Theory | 第13-14页 |
| 2.2.2 Constructivism Theory | 第14-15页 |
| 2.3 Researches on Pronunciation of English Teachers at Home and Abroad | 第15-21页 |
| 2.3.1 Researches on Pronunciation of English Teachers at Home | 第15-18页 |
| 2.3.2 Researches on Pronunciation of English Teachers Abroad | 第18-21页 |
| Chapter Three Methodology of the Research | 第21-25页 |
| 3.1 Research Questions | 第21页 |
| 3.2 Research Methods | 第21页 |
| 3.3 Participants | 第21-22页 |
| 3.4 Instruments | 第22-24页 |
| 3.4.1 Observation and Video Recording | 第22-23页 |
| 3.4.2 Questionnaire | 第23页 |
| 3.4.3 Interview | 第23-24页 |
| 3.5 Data Collection | 第24-25页 |
| Chapter Four Data Analysis and Findings | 第25-52页 |
| 4.1 Background of the Two Groups' English Teachers | 第25-27页 |
| 4.2 Major Findings | 第27-32页 |
| 4.2.1 Having a Fossilized Pronunciation | 第28页 |
| 4.2.2 Lacking of the Knowledge of Pronunciation | 第28-30页 |
| 4.2.3 Neglecting Pronunciation Teaching Activity | 第30-31页 |
| 4.2.4 Thinking Highly of Their Pronunciation Quality | 第31-32页 |
| 4.3 Pronunciation Problems Existing in Ruraljunior middle school EnglishTeachers | 第32-40页 |
| 4.3.1 Substitution | 第32-33页 |
| 4.3.2 Adding | 第33-34页 |
| 4.3.3 Stress | 第34-35页 |
| 4.3.4 Deletion | 第35-36页 |
| 4.3.5 Weak Form | 第36-37页 |
| 4.3.6 Complete and Incomplete Plosion | 第37-38页 |
| 4.3.7 Intonation | 第38-39页 |
| 4.3.8 Liaison | 第39-40页 |
| 4.4 Discussion on Possible Reasons for the Above Problems | 第40-49页 |
| 4.4.1 Teachers' Subjective Reasons | 第40-46页 |
| 4.4.2 Lacking of the Theoretical Knowledge of Pronunciation | 第46页 |
| 4.4.3 Interlingual Negative Transfer | 第46-48页 |
| 4.4.4 Social and School Environment | 第48-49页 |
| 4.5 Countermeasures for the Problems | 第49-52页 |
| 4.5.1 Adjusting English Teachers' Attitudes | 第49-50页 |
| 4.5.2 Strengthening the Theoretical Knowledge of Pronunciation | 第50页 |
| 4.5.3 Overcoming Interlingual Negative Transfer | 第50-51页 |
| 4.5.4 Applying English Pronunciation Proficiency Test system | 第51-52页 |
| Chapter Five Conclusion | 第52-54页 |
| 5.1 Research results | 第52-53页 |
| 5.2 Limitations and Suggestions | 第53-54页 |
| References | 第54-56页 |
| Appendix Ⅰ Classroom observation | 第56-57页 |
| Appendix Ⅱ Questionnaire | 第57-60页 |
| Appendix Ⅲ Interview | 第60-61页 |
| Acknowledgements | 第61页 |
