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
摘要：本文是关于小学语音教学的重要作用的实证研究，旨在调查语音学习能否促进小学生在基础英语学习阶段的学习。实验证明：教授语音能够促进初学者英语知识的学习，并能增强学生对听说的重视。
关键词：语音教学，小学，英语学习效果
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.
