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1、English Phonetic Teaching in Primary SchoolForbeginninglearners，accumulatingmassivewordsisthebasisoflearningEnglishwell.However，studentsusuallymemorizewordswithoutknowingtheruleofpronunciation，whichmakestheirvocabularylearningtime-consumingandineffective，thushinderingtheirimprovementinEnglish.Phonic
2、sisamethodthatshowsthepronunciationrulesof26lettersandtheirmonograms，andlinkspronunciationofletterswithlettersthemselves.ItaimstohelpstudentsmasterpronunciationrulesandacquiretheabilitytoreadEnglishwordsatthefirstsightofthem，andspellEnglishwordswhenfirsthearingthem.Itwouldbebettertomakeforeignlangua
3、gelearningunconsciouslikemothertonguesacquisition.Nowadays，Englishteachingfocustoomuchongrammar，translation，phrasesandfixedsentencepatterns，whichdoesntfollowtheruleoflanguageacquisition，resultingthephenomenaofdumbEnglish，translationEnglish，studentsareweakinapplyingEnglish.However，phonicssolvesthisby
4、correspondingarticulationofvocabularieswithconcretethingsandcontexts.Forexample，whenteachshortvowelsofletterA，theteachercancombineTPRwithphonics，teachitwithachant：/?/?/?/makegesturesatthesametime，Aisforantfingersspringonthearm，performasanant.ThisconcretecontextmaydevelopstudentshabittospeakEnglishat
5、thesightofthiscontext，studentscanimprovetheirEnglishthinkingabilitythroughthis.PhonicstakesadvantageofPinyinandthestudyofPinyinlaysagoodfoundationforphonicsstudy；andphonicsisbasedonchildrensmassiveperceptionofEnglish，whichconformstothesequenceoflanguageacquisition.Phonicsfollowstheruleofpronunciatio
6、n，andfromtheperspectiveofspeechsounds，itdivides48phonemesintolettersandmonograms.Becauseoftheconsistenceofphoneme-typeinphonogramsandwords，studentsareabletospellandtransliteratewordsdirectlywiththehelpofphonograms.PhonicsfillsintheblanksthatmayberesultedfromtheabsenceofIPA，andbecomesanewmethodoflear
7、ningEnglish.Duringthisprocessofstudy，studentsfindthatwiththehelpofphonics，theycanmemorizewordsinamuchshortertimeandgetgreatemotionalexperience，whichmayimprovetheirconfidence.Theyfindthatrecitingwordsandusingthemcanbeveryeasy，thissenseofachievementcouldencouragethemtostudyharder.Althoughtherestillexi
8、stsomeproblemsinEnglishphoneticteaching，wehavesomestrategiestodealwiththem.Suchaslistenmoretodeveloplanguagesenseanddevelopstudentsphonemicawarenessentirely，improvethecomprehensionandmemorizationofthecorrespondingrelationshipandrules，andfacilitatesemanticunderstandingthroughsituationalteachingandpic
9、turebookreading.Withthereformofcollegeentranceexamination，Englishhasoccupiedanincreasinglyimportantpositionconcerningstudentsfuture.Besides，weareingreatneedoflearningEnglishwellincurrentsituation.onlybythiscanweconnectChinawiththeworld.However，duetolackofeffectiveEnglishteachingmethods，Chinesestuden
10、tsareweakinspeaking，listeningandspelling，andformthephenomenaofdumbEnglish，grammarEnglishandtranslationEnglish.BecauseEnglishwordsarephonographies，phonicscanbeabridgethatlinkssoundsandfiguresandhelpsstudentsdeveloptheabilityofspellingwordatthefirstsightofit，sothatmemorizingwordsarenotthatdifficult.Be
11、causephonicsfitsstudentsfeaturesandtheruleofstudentsstudyinwesterncountries，itishighlyadvocatedandwidelyappliedthere.However，phonicsisstillunfamiliartomanystudentsinChinasincethatithasnotbeenpopularizedinChinesepublicschoolsandtherearefewresearchesaboutit.Thisstudyputforwardsomeguidingprinciplestoso
12、lvetheproblemsthatmayhappen，whicharedefinedpersonallyas：listenmoretodeveloplanguagesenseanddevelopstudentsphonemicawarenessentirely，improvethecomprehensionandmemorizationofthecorrespondingrelationshipandrules，andfacilitatesemanticunderstandingthroughsituationalteachingandpicturebookreading，inordertooffersomereferencesforpracticalphoneticteaching.【作者簡介】张娜，陕西师范大学。
