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CHAPTER FIVECONCLUSIONS AND IMPLICATIONS........ 34
A Summary of the Study ........34
Implications........ 35
Limitations........   36
Suggestions for further study........ 37

CHAPTER FIVECONCLUSIONS AND IMPLICATIONS

A Summary of the Study
 In the process of English pronunciation learning，college students in the Englisheducation program use English PLS at a medium frequency. That is, most of themsometimes use PLS. Among the six categories of English PLS, they use affectivestrategies the most frequently, while use memory strategies the least frequently. Therelatively frequent use of affective strategies may be due to the anxiety and stressresulting from their poor foundation. The other four categories can be arranged indescending order as compensation strategies, social strategies，cognitive strategies andmetacognitive strategies. This demonstrates that when meeting a phonetic problem，thesubjects prefer asking others or guessing intelligently to practicing, analyzing，reasoning,summarizing and memorizing. The most frequently used items are Item 48，Item 12 andItem 27. The frequent use of these three items also reveals that the students usually askothers for help, pay special attention to the accuracy of their pronunciation, and guesspronunciation according to pronunciation rules.
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Conclusion

For further studies on English PLS, some suggestions can be given:First，the number of the subjects can be enlarged. The number of the subjects in thepresent study is 148. More convincing research result might be got from a larger sample.What's more, instead of choosing the subjects from one college, students in the Englisheducation program from different colleges can be selected.Second, more research methods need to be employed to yield more informative dataabout students' PLS use. A structured questionnaire has some inevitable disadvantages.Therefore, in future studies，more methods for investigating PLS, such as classroom orout-of-class observation, diaries, verbal report, interview can be used.Third，teaching experiments can be conducted to further confirm the findings of thepresent study. For example, two similar classes can be selected at the beginning of a term.One of them receives training on English PLS, especially on social strategies andcognitive strategies，while the other does not. At the end of the term, their Englishpronunciation learning achievement can be assessed and compared to see the effect of thePLS training.
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Reference (omitted)

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