| 前言 | 第1-10页 |
| 中文摘要 | 第10-11页 |
| Abstract | 第11-13页 |
| Chapter One Introduction | 第13-17页 |
| 1．1 Major problems concerning students' pronunciation in high schools and possible reasons | 第13-14页 |
| 1．2 Issues to be discussed in this essay | 第14-15页 |
| 1．3 Organization of this essay | 第15-17页 |
| Chapter Two Empirical Study | 第17-29页 |
| 2．1 Survey of existing writings on English phonetics, phonology and pronunciation | 第17页 |
| 2．2 Results of my observation | 第17-19页 |
| 2．3 Methodology | 第19-27页 |
| 2．3．1 Subjects | 第19页 |
| 2．3．2 Instruments | 第19-24页 |
| 2．3．3 Result and analysis | 第24-27页 |
| 2．4 Experiment | 第27-29页 |
| 2．4．1 Subjects | 第27页 |
| 2．4．2 Instruments | 第27页 |
| 2．4．3 Approaches | 第27-28页 |
| 2．4．4 Result and analysis | 第28-29页 |
| Chapter Three Literature Review | 第29-45页 |
| 3．1 Nature of English strong and weak forms | 第29-31页 |
| 3．2 Phonetic distinctions between strong and weak forms | 第31-34页 |
| 3．3 Use of strong and weak forms | 第34-37页 |
| 3．4 Need to learn strong and weak forms | 第37-45页 |
| 3．4．1 The learning of strong and weak forms helps to understand the rhythm of English | 第37-38页 |
| 3．4．2 A good command of English strong and weak forms helps to avoid misunderstandings in the listening and speaking process | 第38-39页 |
| 3．4．3 Interactions between English weak forms and other phonetic phenomena | 第39-45页 |
| Chapter Four Teaching Strong and Weak Forms to Students at School | 第45-55页 |
| 4．1 Getting started | 第45-46页 |
| 4．2 Materials for practice | 第46-53页 |
| 4．3 Methods of teaching (for the above drills) | 第53-54页 |
| 4．4 Time allotment | 第54页 |
| 4．5 Follow-up exercises | 第54-55页 |
| Chapter Five Conclusion | 第55-57页 |
| 5．1 Major findings of this study | 第55-56页 |
| 5．2 Implications of this study | 第56页 |
| 5．3 Recommendations for further research | 第56-57页 |
| References | 第57-58页 |
