本文是一篇初中英语教学论文，笔者认为贫困地区初中英语教师超段语音的特点是：在重音方面有三个错误的特点：位置错误、习惯重音和时长趋同。语调有两个错误特征：核心位置错误和语调群混乱。在停顿方面，有两个错误的特征：错误的位置在停顿中，而停顿是冗长的。
Chapter One Introduction
1.1 Research Background
In recent years, the education department of our country has been paying moreattention to English teaching at the primary stage. Compulsory Education EnglishCurriculum Standards published in 2011 put forward the pronunciation requirementsfor English learners in junior high schools as follows：（1）Understand the meaning ofspeech in language learning.（2）Be correct, natural, and fluent in pronunciation indaily communication. （ 3 ） According to stress and intonation ， understand thecommunication purpose and attitude of different speakers. (4) The content ofpronunciation teaching is pronunciation, stress, pause, intonation, and rhythm.Therefore, the supra-segment phonetics teaching in junior high school should focus onsemantics and context and the combination of intonation and speech flow①. It isimpossible to achieve the teaching goal by only achieving the accuracy of a singletone. For a long time, the pronunciation level of teachers in poverty areas is far fromthat in developed areas. So this research focuses on the supra-segment phoneme andconducts an acoustic experiment of the pronunciation features of the supra-segmentphoneme of junior high school English teachers in poverty areas.
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1.2 Purpose and Significance of Study
1.2.1 Purpose of the Research
Supra-segmental features, as a significant part of phonological features, rarelyoccur in English teaching in Chinese schools. It is undeniable that most of the EFLlearners, including English teaching participants themselves, are rarely exposed toexpert training on supra-segmental features or English intonation. This researchprovides a way of self-understanding and self-improvement for junior high schoolEnglish teachers in poverty areas to help them discover their phonetic problems.
After speech training and error analysis, we hope to improve their supra-segmentphonetic appearance and promote the professional development of junior high school English teachers in this area.
1.2.2 Significance of the Research
1.2.2.1 Theoretical significance
This research belongs to the basic research of English phonetics, usingexperimental phonetics to study and summarize the pronunciation of thesupra-segmental phonemes of junior high school English teachers in poverty areas,which provides a specific theoretical basis for the research of linguistics and Englishphonetics. And it also attempts to apply the existing related achievements of erroranalysis to solve new problems. This research can enriched the theory of erroranalysis and the practice of error analysis by domestic and foreign researchers.
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Chapter Two Literature Review
2.1 Definition of Key Terms
2.1.1 Supra-Segmental Phonemes
Foreign scholar Pike first proposed the two concepts of "segmental" and"supra-segmental" in 1942, and the term "super-segment feature" entered theacademic field of vision②. On this basis, the related concepts of super-segmentfeatures are increasing, and it also provides an effective framework for everyone tounderstand and learn phonetic knowledge. Speech flow is a language expressionprocess composed of words, phrases, and sentences. There are phonetic units ofdifferent sizes in speech flow, and these units are distributed in order. These unitsoccupy a specific period of time, so they are called segments. The smallest segment inthe speech stream is the segmental phoneme. At the same time, the more significantsegments connected before and after often have features and components that theoriginal segments did not have. This more significant surpasses the original smallersegment combination, which is called a supra-segmental phoneme in phonetics.
2.1.2 Supra-Segmental Features
In daily communication, segments and supra-segments generally appear togetherat the same time. Segments are generally used to express linguistic structure,
