Abstract: This thesis is a empirical study, whose object is to investigate the importance of teaching pronunciation in primary schools, that is, whether pronunciation plays a positive role for the students in elementary stage when they learn English. The study finds phonetic teaching activities do promote the learning of basic English. And when phonetic teaching is subsequently provided, young learners do improve their attention to listening and speaking.
Key words:teaching pronunciation, primary schools, English learing effect
With the full-scale launch of primary English-teaching scheme, several problems have come out practically. The excessive one is found in the teaching of pronunciation. The common problems are listed out as following: some primary students cannot read when they meet the new words. Thus, they do not have enough ability to independently say or spell the words. With the increasing vocabulary quantity and deepening content, it exerts great pressure on senior-grade students to learn the language. The lack of essential phonetic knowledge leads to great difficulty in good mastery of English. For instance, some students even use Chinese characters to mark the pronunciation. As a consequence, there is a heavy Chinese tone in their speaking, which consequentially destroys students’ self-confidence in learning English. Some can only read after their teacher, failing to grasp the phonic rule. These students are often obstructed by memorizing English words, thus becoming less active in English learning.