Abstract:This research used the theory of learning strategies, and adopted the method of distributing questionnaires to had a survey on the usual pronunciation learning strategies, the correlation between the pronunciation learning strategies and pronunciation achievement, and the differences in strategies’ choice between high-score group and low-score group of eighty-two first-year English majors in Honghe University. This research aims to know about how the first-year English majors in Honghe University do in the English pronunciation learning process, and give some suggestions based on their actual situation.

　　　The results of this study are as follows: 1. Learning strategies used by English majors in English pronunciation learning process, but the use frequency is not high; 2. There are significant correlations between pronunciation learning strategies and pronunciation achievement; 3. There are some differences in the choice of pronunciation learning strategies between high-score group and low-score group. 

　　　Therefore, teachers should pay attention to develop students’ consciousness of learning strategies, strengthen training of learning strategies, improve students’ ability to use learning strategies, and teachers should encourage students to use the pronunciation more positive learning strategies which are helpful to learn pronunciation, and try to avoid using those negative strategies.

Key words: pronunciation learning; learning strategies; pronunciation learning strategies

摘要:本研究运用学习策略理论，采用发放问卷的方式，对红河学院英语专业的82名大一新生经常使用的语音学习策略，语音策略和语音成绩之间的相关性以及语音水平不同的学生在语音学习策略选择上的差异性进行了调查研究。研究旨在了解红河学院英语专业一年级学生怎样学习英语语音，并根据他们的实际情况给出一些建议。

　　　研究结果显示：1、 英语专业的学生在语音学习的过程中使用了语音学习策略，但是使用的频率并不高； 2、 语音学习策略的使用和语音成绩之间有着显著的相关性。3、语音水平不同的学生在语音学习策略的选择上存在着显著的差异。 

　　　因此， 教师在英语语音教学中要注重培养学生的策略意识，增强策略训练，提高学生使用学习策略的能力， 要鼓励学生在语音学习过程中应该多使用和语音成绩呈正相关的学习策略，并提醒学生尽量避免使用和语音成绩呈负相关的学习策略。

关键词：语音学习；学习策略；语音学习策略