AnEmpiricalStudyontheInfluenceofPhonicsonPrimarySchoolPronunciationTeachingbyLanguageTransferTheoryvi題目：AnEmpiricalStudyontheInfluenceofPhonicsonPrimarySchoolPronunciationTeachingbyLanguageTransferTheory語言遷移理論實(shí)證研究自然拼讀法在小學(xué)語音教學(xué)中影響。

AbstractWiththedeepeningofreformandopeningupandtheimpactofglobalization,Englishisbecomingmoreandmoreimportant.Inprimaryschool,pupilshascertainadvantagesinlearningpronunciationbecausetheyaregoodatimitating,andacceptingnewthingsquickly.Althoughstudentsbegintostudypronunciationatthebesttime,theactuallearningeffectofEnglishpronunciationisnotsatisfactory.ThereasonisthatprimaryschoolstudentslacktheintegrityofphonologicalknowledgeandpaylessattentiontophonologicalteachingwhentheyareincontactwiththelanguageofEnglish,sotheydonotuseamethodtomakepupilsacceptthepronunciationofpronunciationeasily.Asaresult,somestudentscansimplyfollowthewordswithoutknowingthepronunciation.Therefore,fromtheperspectiveoflanguagetransfertheory,thisthesistriestoanalyzetherelationshipbetweenPhonicsandChinesephoneticalphabet.TosolvetheproblemofhowtousetheexistingphoneticknowledgeofprimaryschoolstudentstotransfertoEnglishphoneticlearningwhilereducingtheinfluenceofnegativetransfer,andtoestablishaconnectionbetweentheChinesephoneticalphabetandPhonicsmethod.UsingPhonicsmethodtolearnEnglishphoneticpronunciationtoimproveprimaryschoolstudents'interestinEnglishpronunciation.Thepresentthesisconsistsofthreeparts:theintroduction,thebodyandtheconclusion.TheintroductionintroducestheresearchbackgroundofPhonicsandprimaryschoolphoneticteaching,andanalyzesthesignificanceofthisstudy.ChaptersTwo,Three,FourandFiveformthebodyofthethesis.ChapterTwosummarizestheresearchresultsofPhonicsathomeandabroad.ChapterThreeintroducesthetheoreticalframeworkoflanguagetransfer,Phonicsandphonologicalawareness.ChapterFourmainlyusethepositiveandnegativetransferinlanguagetransfertheorytostudyPhonics,soastoimprovetheinterestinEnglishpronunciation.ChapterFiveanalysistheexperimentaldata.ChapterSixdoesdutyforaconclusion.ItsummarizestheinfluenceofPhonicsonprimaryschoolphoneticlearningandpointsoutthedeficiencyofthisthesis.ManyresearchershavetriedtofocusonthefeasibilityofPhonicsmethod,whichprovestheeffectofPhonicsonEnglishlearners.ThisthesisanalyzestheinfluenceofPhonicsonphonologicalteachingfromtheperspectiveoflanguagetransfertheory.Keywords:LanguageTransfer,Phonics,EnglishPronunciationTeaching

摘要隨著改革開放的不斷深入和全球化影響不斷加深，英語的學(xué)習(xí)越來越重要。在小學(xué)階段，小學(xué)生善于模仿，接受新事物快在學(xué)習(xí)語音方面有著一定的優(yōu)勢。盡管學(xué)生在最佳時(shí)期就開始了語音學(xué)習(xí)，但是目前的英語語音實(shí)際學(xué)習(xí)的效果卻并不理想。究其原因，小學(xué)生在初步接觸英語這門語言時(shí)，對語音知識內(nèi)容缺乏完整性掌握。學(xué)校對語音方面的教學(xué)也不夠重視，沒有用一種讓小學(xué)生容易接受了解語音的發(fā)音的方法。導(dǎo)致部分學(xué)生只能簡單跟讀并不知道單詞的發(fā)音。因此本文從語言遷移理論這一角度出發(fā)嘗試分析自然拼讀法與漢語拼音之間的聯(lián)系，解決如何運(yùn)用小學(xué)生現(xiàn)有的拼音知識正遷移到英語語音學(xué)習(xí)中同時(shí)減少負(fù)遷移的影響的問題，建立起漢語拼音與自然拼讀法的聯(lián)系，利用自然拼讀法學(xué)習(xí)英語語音發(fā)音從而提高小學(xué)生英語語音學(xué)習(xí)興趣。本文由三部分組成：引言，正文和結(jié)論。引言包括兩個(gè)部分，介紹自然拼讀法和小學(xué)語音教學(xué)現(xiàn)狀的研究背景，分析本文研究意義。三，四，五，六章為正文。第二章綜述國內(nèi)外對自然拼讀法的研究成果。第三章介紹語言遷移，自然拼讀法和語音意識的理論框架。第四章主要用實(shí)證研究分析運(yùn)用語言遷移理論中的正負(fù)遷移的作用學(xué)習(xí)自然拼讀法，從而提高對英語語音的興趣。第五章是實(shí)驗(yàn)的數(shù)據(jù)討論分析。第六章是總結(jié)部分，總結(jié)出自然拼讀法對小學(xué)語音學(xué)習(xí)的影響提出本文不足之處。有眾多的研究學(xué)者嘗試對自然拼讀著重于自然拼讀法的可行性，證明自然拼讀法對英語學(xué)習(xí)者的作用。本文主要從語言遷移理論角度論證分析自然拼讀法在語音教學(xué)中的影響。關(guān)鍵字：語言遷移理論，自然拼讀法，英語語音教學(xué)

ContentsAcknowledgements iAbstract ii摘要 ivI.Introduction 11.1BackgroundoftheResearch 11.2SignificanceoftheStudy 1II.LiteratureReview 3III.TheoreticalFramework 53.1LanguageTransfer 53.2Phonics 53.3PhonologicalAwareness 7IV.ExperimentalResearch 94.1ResearchPurposeandQuestion 94.2ResearchSubjects 94.3ResearchMethod 104.4Procedure 104.4.1DistinguishtherelationshipbetweenChineseandEnglishlettersandlettercombinations,phonemes,syllables 114.4.2Asinglelettercorrespondstoasinglepronunciation 134.4.3PositivetransferonPhonics 144.4.4ASingleLetterCorrespondstoMultiplePronunciation 144.4.5NegativetransferonPhonics 15V.ExperimentalDataAnalysis 165.1DataCollection 165.2Resultanalysis 215.2.1Phonicscanimprovepupils'phoneticbylanguagetransfer 215.2.2Phonicshelpstoimprovetheinitiativeofpupilsinphoneticlearning 21VI.Conclusion 23References 25I.IntroductionThesignificanceandbackgroundoftheresearchwillbereflectedinthischapter.Itwillbepresenteddetailedlyinthischapter.1.1 ResearchBackgroundInprimaryschool,itisthebesttimetolearnEnglishpronunciation.Pronunciationisthebasisofprimaryschoolstudents'Englishlearning.Agoodphoneticisconducivetothestudents'freeexpression,anditisalsohelpfultotheaccumulationofvocabulary,theimprovementoflisteningandreadingability,andsoon.ItisalsonecessaryforstudentstouseEnglishintheirdailylifeasabasisformorestandardizedpronunciation.ChinesestudentslackthelearningenvironmentofEnglish-speakingcountrieswhenlearningEnglishphonetics.Onlybylearningintheclassroomtoacquirerelevantknowledgeandskills,sotheteachingmethodofpronunciationisveryimportantforpupilstomasterEnglishpronunciation.Inrecentyears,Phonicshasbeenmoreandmorewidelyacceptanceinourcountry.However,pupilsareatastagewheretheyarelearningChinesephoneticpronunciationwhilelearningEnglishpronunciation,whichisinfluencedbytheirmothertongue,andtheconceptandmasteryofEnglishpronunciationarerathervague.Phoneticshasvitalroleinvocabularymemory,listeningimprovement,strengthenoralandreadingabilityandalsoitisthebasisoflanguagelearning.1.2SignificanceoftheStudyFromtheperspectiveoflanguagetransfer,thisthesisanalyzesthecharacteristicsofPhonicsinprimaryschoolstudents'EnglishphoneticlearningandtheinfluenceofChinesePinyinonEnglishphoneticlearning.BasedonthetheoryoflanguagetransferandPhonologicalAwarenessthisthesisanalyzesthepositiveinfluenceandhindranceofChinesephoneticonEnglishphoneticlearning,andcomplementsandenrichestheapplicationofPhonicsmethodinEnglishteachinginprimaryschoolsinChina.What’smore,underthepressureofexamination-oriented,mostteachersdevotemostoftheirenergytotheteachingofphrases,sentencepatterns,discourseandgrammar,whileignoringtheteachingofpronunciation,whichhasacertainimpactonthecultivationofstudents'phonologicalawareness.ThispapersumsuptheinfluenceofChinesephoneticonEnglishphoneticlearningbyconsideringtheproblemsexistinginstudents'phoneticlearning.ThispaperprobesintotheapplicationofPhonicsmethodinprimaryschoolphoneticclassroom,andputsforwardsomefeasiblesuggestions.

II.LiteratureReviewThePhonicsMethodwasoriginallyintroducedintheUnitedStatestoenablemostpeopletoreadandrecitereligiousbooks.Abroad,ThePhonicsMethodhasgreatdevelopmentafterthe20thcentury.In1971,StanfordUniversityusedcomputertoanalyze17009Englishwordsand84%oftheletterscorrespondedtoitslanguagewhichprovedthefeasibilityofPhonicsteaching.Inthe1890s,ThePhonicsMethodwasappliedtolanguageteachingandreadingteachinginEnglish-speakingcountries.Beforethat,teachersmainlyusedwholemethod（全詞法）thatit’sreadingwordstoletstudentslearnwords.In1967,JeanChallmentionedinhisworkLearningtoReadthatthePhonicsmethodcanhelpchildrentorecognizewordsandcompletereadingtasksmorethanthewholemethod.InWhyJonnyCan'tRead,RudolfFleschregardsPhonicsastheonlywaytoteachEnglish,betterthanthetraditionalreadingmethod.Studiesinthe1960-70salsoprovedthatPhonicsismoreeffectivethanwholemethod.(高揚(yáng),2017)In1984,theNationalInstituteofEducationcompletedareportonthestatusofreadingteachingresearchandteachingpractices.ThePhonicsnotonlyimproveschildren'sabilitytorecognizewords,butalsoteachesstudentshowtopronouncelettersorcombinationsoflettersandcombinephonemestoreadwords.ThepurposeofPhonicsistohelpbeginnerstoworkouttherelationshipbetweenspellingandpronunciationrulesandteachthemtorecognizewordsdirectlyfromlettersandlettercombinations.ThroughthePhonics,studentslearnhowtoassociateletterswithpronunciation,anddeveloptheabilitytoreadtextindependently.（Adams，1990）In1997,theNationalReadingResearchGroupfoundthatthePhonicswasmoreeffectivethanthenon-systematicornon-spellingmethodinimprovingstudents'abilityofEnglishwordrecognition,reading,spellingandreadingcomprehension.Inaword,althoughdifferentscholarsdescribethePhonicsdifferently,theyhavereachedaconsensusonhowtomasterletter-soundcorrespondencesofthePhonics.Atthesametime,italsoacknowledgedtheimportantroleofPhonicsmethodinEnglishteaching.Indomestic,ThePhonicswasintroducedintoChinaintheearly1990's.InprimaryEnglishteaching,thestudyofpronunciationisparticularlyimportant.However,asstudentsinthelowergrades,theyhavenotgraspedthespellingrulesverywell.Withtheriseofgrade,thevocabularygraduallybecomeslargerandaretherequirementsofwriting,readingandotheraspectsisraised.Manystudentsareinaquandary.AlthoughtherearemarkthephoneticsymbolsinthevocabularylistofPeople'sEducationPress,accordingtothecompulsoryeducationcurriculumstandard,thereisnoformalstudyofthephoneticalphabetintheelementaryschoolstage.Inthenewcentury,researcherZhangAiQing(張艾青)beganexperimentingwiththePhonics.Statisticsshowthatstudentscanusethismethodtoaccumulatealotofwords.Afteracceptthemodel,theabilityofstudentstoreadaloudhasbeengreatlyimproved.In2013,HouJiahui（侯嘉慧）inhismaster'sthesisthoughthatThePhonicsshouldbeusedtocultivatestudents'phoneticabilitysothatstudentscouldmasterphoneticrulesandstrengthenstheirabilityinrightspellingoutandspellingregularwordstoenhancetheirEnglishreadingskills.In2015XuJing(許婧)collectedalargeamountofdatainhismaster'sthesistoverifywhetherPhonicscanimprovestudents'phoneticawarenessandabilityofcorrectlyspellingwordsandimprovestudents'interestinlearningEnglishinprimaryschoolEnglishspellingteaching.TheconclusionshowthatThePhonicsiseffectiveinEnglishspellingteachinginprimaryschool.In2017,LiuMengxia(劉夢霞),ForeignLanguagesCollegeofHuaNormalUniversity,concludedthatPhonicscaneffectivelyimprovestudents'abilitytospelloutEnglish,memorizevocabularyandreadaloud.AthomeandabroadthestudyofPhonicsfocusesonthefeasibilityofPhonicsmethodwhichprovestheeffectofPhonicsonEnglishlearners.However,thestudyofhowtosetupalphabetcombinationsandhowtopronounceEnglishbeginnersisscarce.TheinnovationofthispaperistousethetheoryoflanguagetransfertoanalyzethePhonicsandhowtousetheexistingknowledgeofphoneticinprimaryschoolstudentstotransfertoEnglishphoneticlearningandtoreducetheinfluenceofnegativetransferatthesametime.

III.TheoreticalFrameworkInthispart,wewillintroducethetheoriesinvolvedinthisstudy,andprovidereaderswithaprofoundunderstandingoflanguagetransfertheory,Phonicsandphonologicalawareness.3.1LanguageTransferOdlin,awell-knownlinguistintheUnitedStates,believesthatthetransferiscausedbythesimilarityanddifferencebetweenthepreviouslanguagesandthelanguagesbeinglearned.Inotherwords,transfermaybetheeffectofanylanguageknowledgeonlearninganewlanguage.Languagetransferincludesinfluencesonlanguagelearning,suchassemantics,grammar,andpronunciation.Languagetransferalsoincludesthinkingpatterns,culturaltraditions,socialhistoryandotherfactorsoutsidethelanguage.Thesecondlanguagetransfertheoryresearchersfurtherexplainthelanguagetransferbyanalyzingthedataofthenativelanguagestructureinthetargetlanguage,andfindthattherearetwotypesoftransfer,positivetransferandnegativetransfer.Specifically,thetransfercausedbythesimilaritiesbetweenthemothertongueandthetargetlanguageiscalled"positivetransfer".Thenativelanguagehabitisaccuratelyappliedtothetargetlanguage.Whenlearnersusetheknowledgeoftheirmothertongueinappropriatelyinthetargetlanguage,itcauses"negativetransfer".LanguagetransfercannotonlypromoteEnglishlearning,butalsocausedifficultiesandmistakes.Intheprocessofsecondlanguagelearning,bothpositiveandnegativetransferexistandaffectourlearning.Therefore,teachersshouldavoidnegativetransferwhileusingpositiveeffects.3.2PhonicsPhonicsisthebasicteachingmethodofreadingteachinginkindergartensandprimaryschoolsinEnglish-speakingcountries.ItisalsoateachingmethodforbeginnerswhotakeEnglishasasecondlanguageoraforeignlanguagetolearnpronunciationrulesandspellingskillsthatFirstappearedinthe1890sandprosperityinthe1990s.Themethodallowsstudentstolearnthephonemebyusing26lettersasaseparatephonemeoraphonemerepresentedbyacombinationofletters,sothatstudentscanmastertheabilitytopronouncewords.PhonicscanestablishtwoconceptsoflettersforstudentsthatLetterNameandLetterSound.LetterNameisthenameoftheletteritselfatthesametime,theletterAcorrespondstoasound,suchas/inthewordcat.Thecoreistoestablishaone-to-onecorrespondencebetweenthelettersorcombinationsofEnglishlettersandtheirpronunciation,sothatstudentscanlearntopronouncewordsbythepronunciationofletters.(梁月婷,2012)Fromtheperspectiveofpronunciation,Phonicsmethodimproveslearners'abilitytolistenanddistinguishsounds,sothatstudentscanacquirethecorrespondingrelationshipbetweenthephonemeandthephonemetheyrepresentsoastoraisethestudents'phonologicalawarenessandmasterthespellingoflettersandalphabetcombinations.Theanalysisofthestructureofnewwordscanbeself-spelling.3.3PhonologicalAwarenessPhonologicalawarenessreferstotheabilityofindividualstorecognizeandrecognizethephonologicalunitsofalanguage,suchasphoneticunits,phoneme,onsetandrimeandsyllable,whichcanbeproperlyidentified,processed,andcombined.Theknowledgeandabilitytoanalyze.Specifically,itincludessegmentingandblending.Phonemeisaveryabstractlanguageunit,thesmallestphoneticunitinspeech.Studieshaveshownthatchildrenattheageofsixexhibitshockinglanguagemasteryanduse.Forthem,languageisatoolforcommunication.Whenlearningalanguage,theyshouldlearnmoreabstractaspectsofthelanguage,especiallythesoundofaword,anditspositioninthevocabulary.Throughvariouslisteningdiscriminationexercises,thelearnercangainaclearawarenessofthestructureofthepronunciationoftheword.Thiskindofconsciousnesscanmakeprimaryschoolstudentsrealize:1.Wordsaremadeupofdifferentsounds.2.Wecanbreakawordintothesoundthatmakesit,andcombinethesoundintotheword.3.Allthe26lettersinEnglishhavetheirownsound.Whenpupilslearnthatwordsarecomposedofdifferentsoundsinaparticularorder,andthateachsoundhasitsownwayofexpression,theyacquirewhatresearcherscalltheabstractconceptof"phonologicalawareness".

IV.MethodologyThisresearchmainlyadoptstheexperimentalresearchmethod.Firstly,theresearchhypothesestobeverifiedinthisthesisaredetermined,thentheresearchobject,researchtools,researchprocessandoperationmethodsareintroduced.Finally,thedataclassificationiscollectedandanalyzedstatistically.4.1ResearchquestionAccordingtothetheoreticalbasisofPhonics,thisthesisexploresthelearningofprimaryschoolstudents'pronunciationinChinesebackgroundthroughteachingexperimentsandverifiesthefeasibilityandconcreteeffectofPhonicsmethodteachinginprimaryschoolstudents'Englishpronunciationteaching.PupilsinthelowergradeswhohavejustcomeintocontactwithEnglishareboundtobeinterferedwithbytheirmothertongue.Therefore,theauthordesignsthefollowingresearchquestions：PhonicsmethodcanimprovePrimarySchoolstudents'phoneticLearningbylanguagetransfer.PhonicsmethodcanimprovePrimarySchoolstudents'inventedspellingabilitybylanguagetransfer.4.2ResearchSubjectsThesubjectsofthisstudyarePhonicsclass,anextracurricularguidanceinstitutionforJingweneducationinShaoguanCity,GuangdongProvince.Thetotalnumberofstudentsis20,12boysand8girls.StudentsinthisclassareenrolledinprimaryschoolsinWujiangDistrict,ShaoguanCity,andareweakinpronunciationandreadingandwriting.ThepurposeofthisstudywastoinvestigatethechangesofphonologicalawarenessandinventedspellingabilitybeforeandafterPhonicslearning.ThefirstclassofPhonicswasusedastheexperimentalclassandthesecondclassofPhonicswasthecontrolclass.4.3ResearchInstrumentsThisresearchmainlyusestheresearchtoolisthetesting.Thetestisdividedintopre-testandpost-test.Students'Englishphoneticslearningincludesphonologicalawareness,spellingabilityandsoon.Therefore,thepre-testandpost-testusedinthisstudyincludephonologicalawarenesstestandspellingabilitytestrespectively.Thetestpurposes,contents,measurementmethodsandscoringmethodsofthetesttoolsaredescribedbelow.4.3.1Phonologicalawarenesstest(refertoAppendix3,Appendix4)Inordertoteststudents'phonologicalawareness,individualoraltestsareused.Thetestisdividedintofivemajorquestions.Thefirstoneistotestthestudents'abilitytorecognizethepronunciationofSamevowelletterinwordsandtorecognizeandreadthelearnedwords.Thesecondquestionistoletthestudentsjudgethepronunciationsofthefirstletterandreadoutthecorrectpronunciationofthewords.Thethirdquestionistojudgetheendingsofwords.Thefourthquestionisthepronunciationoflettersandcombinationsofletters.Scoringmethod:eachmajorproblemhas5sub-questions,atotalof20sub-questions;eachsub-question4points,atotalof100points.4.3.2Inventedspellingabilitytest(refertoAppendix5,Appendix6)Inordertoavoidtheinterferenceofthestudents'understandingofwords,wechoosetotestthemwithwordsthatthestudentshavenotlearned.Thetestincludedconsonants,shortvowels,longvowelsandvowels.Atotalof20questions,5pointseach,atotalof100points.Individualoraltestsarealsoused.4.3.3SPSSSPSS(StatisticalProductandServiceSolutions)isadataanalysistoolandoneofthethreemostpopularstatisticalanalysissoftwareintheworld.ItsmainfeaturesuseWindowswindowmodetoshowavarietyoffunctionaloptionstoprocessavarietyofstatisticalanalysismethodsmodular.Inthisthesis,Independent-SamplesTTestandPaired-SamplesTTestaremainlyused.Independent-SamplesTTestistotestwhetherthereisasignificantdifferenceinthemeanvalueoftwounconnectedpopulationsamples.Inthisthesis,wetestwhetherthereisadifferencebetweentheexperimentalclassandthecontrolclassbeforeandafterusinglanguagetransfertheorytolearnPhonicsMethod.Paired-SamplesTTestwasusedtotestwhethertherewasasignificantdifferencebetweenthemeanvaluesoftwoassociatednormalpopulations.Inthisthesis,itistotestwhetherthetwoclasseshavereachedsignificantdifferenceinthepre-testandpost-test.4.4ProcedureThisstudyisanexperimentalteachingstudy.AsateacherinthePhonicsclass,Iusethepositiveandnegativetransferfunctionoflanguagetransfertheorytocontrastteaching,andprovethatPhonicsmethodcanenhancethephonologicalawarenessofprimaryschoolstudentsunderthelanguagetransfertheory.AndImprovethespellingabilityoftheprimaryschoolstudents.Theresearchprocessisasfollows:Beforetheexperiment:Selectionofresearchobjectsanddeterminationofexperimentalgroupandthecontrolgroup.Thepre-testwascarriedoutintheexperimentalclassandthecontrolclassrespectively.Experimental:Theexperimentalclasscarriesonthenaturalspellingteachingwiththelanguagetransfertheory,thecontrolclasscarriesonthenaturalspellingmethodwithoutthelanguagetransfertheory,onlycarriesontheroutineteaching.ComparingthesimilaritiesanddifferencesbetweenChinesephoneticalphabetandEnglishalphabet,andthePhonicsmethodofpositiveandnegativetransferisusedtoteachPhonics.TakingthephoneticvocabularywhichneedstobegraspedintheEnglishteachingmaterialofprimaryschool(thebeginningofthethirdgrade)asanexample,thisthesisanalyzestheeffectofpositiveandnegativetransferinChinesephoneticandEnglishpronunciation.Atpresent,theEnglishtextbookisofficiallysetupinthethirdgradeofprimaryschoolandthechildrenoftherightagehavebeenlearningChinesephoneticalphabetsystematicallysincetheyenteredtheprimaryschool.Aftertwoyearsofstudyandrepeatedpractice,bythetimeofthethirdgrade,Pupilshavebeenabletoaccuratelymasterthephonetic,shapeandspellingrules.IfEnglishteacherscanmakegooduseofthestudents'advantagesinlearningChinesephoneticcharactersandmakepositivecomparisonsaccordingtothesituation,itwillbehelpfulforthestudentstomasterEnglishpronunciationandalphabeticalstandardwriting.Intermsofpronunciation,studentsareeasilyaffectedbythepronunciationofChinesephonetic.Forexample,manystudentsoftheEnglishletterA[ei]areusedtoreading=a,thephonemeoftheletterTinthevocabularyis[t]andstudentsareusedtothepronunciationofthealphabet[t?].Thisphenomenonisanegativetransferofstudentstoformobstaclestolearning.Aftertheexperiment:Theexperimentalclassandthecontrolclasswerepost-testandcollecteddate.Finally,theauthoranalyzethedataanddrawaconclusion.4.4.1DistinguishtherelationshipbetweenChineseandEnglishlettersandlettercombinations,phonemes,syllablesInChinesephoneticsyllablesaregenerallycomposedofconsonants,vowelsandtones.Generallyspeaking,thepronunciationofaChinesecharacteriscomposedof1-4phonemes,andphonemesarethesmalleststructuralunitsinpronunciation.Theinitialsarethebeginningofasyllable,with23initials:bpmfdtnlgkhjqxzhchshrzcsyw.Atotalof24vowelsaredividedinto6singlevowel(aoeiuü),8compoundvowel(aieiuiaoouiuieüe),1specialvowel(er),5anteriornasalvowel(aneninunün),4posteriornasalvowel(angengingong).InEnglish,phonemesarealsothesmallestphoneticunitsinEnglishpronunciation.Therearevowelphonemes,consonantsandsemitowelphonemes,whichcorrespondtothecombinationofvowelsorconsonants.InEnglishthereisnotonebuttherearesyllables,stresssyllable,unstressedsyllable,opensyllable,closedsyllable,etc.InthePhonicsmethod,thepronunciationandcombinationof26lettersaremainlydiscussed.Table4.1ThepictureisthecomparisonbetweenEnglishalphabetandChinesePinyinThesimilaritiesanddifferencesbetweentheEnglishalphabetandtheChinesephoneticalphabetareobviousbythechart1.InthecourseofPhonicslearning,primaryschoolstudentsfirstlearnedtheknowledgeofChinesealphabetbeforelearningtheEnglishalphabet,sothelearningofEnglishalphabetpronunciationandwritingformhasapositiveandnegativetransfereffect.TeachersshouldguidepupilstofindoutthedifferencesandsimilaritiesbetweenEnglishalphabetandPinyininordertolearnEnglishmoreeffectively.4.4.2AsinglelettercorrespondstoasinglepronunciationThefirststepinlearningPhonicsistolearnthepronunciationof26letters.InPhonics,asinglelettercorrespondstoasinglepronunciation.Table4.2AlphabetCorrespondingpronunciationExamplewordsAlphabetCorrespondingpronunciationExamplewordsBb/b/bagbookPp/p/penappleDd/d/deskdogRr/r/redrunFf/f/fourfiveTt/t/tenitHh/h/hathandVv/v/eveningveryJj/d?/jacketjobWw/w/wewellKk/k/keybikeYy/j/youyesMm/m/morningmeZz/z/zooNn/n/nosenoBalladsareinteresting,rhythmicandcatchy.Byusingthestrategyofballadteachingandselectingorcreatingballadsaccordingtotheabovetabletohelpstudentsconsolidatethespellingmethodtheycaneasilymasterthecorrespondingrelationshipbetweenthesesoundsandshapes.Forexample：Bsays/b/Bsays/b/BagBag/b//b//b/

Dsays/d/Dsays/d/DogDog/d//d//d/

4.4.3PositivetransferonPhonicsThereare26lettersinEnglishand25inChinesephoneticalphabet.ExceptforV,thespellingmethodandalphabeticalorderofChinesephoneticalphabetarethesameasthoseofEnglishalphabet.Therefore,itisveryeasyforChinesestudentstorememberandwriteEnglishletters.EnglishvowelsaresimilartoChinesephoneticvowels,whileEnglishconsonantsaresimilartoChinesephoneticinitials.ManyEnglishphoneticsymbolscanfindconsonantsorvowelswithsimilarsoundsinChinesephonetic.TheEnglishvowelphonemes[I:],[u:]and[a:]correspondtotheapproximatesoundsi,uandainChinese.TheyareallstrongvowelsthatEnglishdiphthong[ei],[ai],[ao],[ou]andChinesecomplexvowelei,ai,ao,ouandtherearemanysimilaritiesinpronunciation.Sotherearegenerallynoobstaclestousingthepositivetransferfunctiontopronouncethesesounds.ThemajorityofChineseconsonantsaredividedintoclearconsonantsthatareaspiratedandnotaspirated,suchasb,p,f,d,t,g,k,g,h,s.Ifthevowelsbehindthepronunciationoftheseconsonantsareremoved,theyaresimilartothoseinEnglishconsonants[b],[p],[f],andtheEnglishconsonants,suchas[b],[p],[f],andsoon.[d],[t],[g],[k],[h],[s]aresimilar,andmostoftheseconsonantsinEnglishareclearandmuddy.TheturbidconsonantsofChineseconsonantsincludenasalsoundsm,n,lateralsoundsl,andtongue-curlingsoundsr.Englishconsonantsalsohavenasalsounds[m],[n],lateralsounds[l]andretroflex[r]etc.ThepositivetransferoflanguagewillenablethelearnertopronouncecorrectlythenasalconsonantinEnglish.EffectiveuseofChinesePinyinReadingrulestolearnEnglishPronunciation.Chinesestudentscanlearn