自然拼讀法在少兒英語語音教學中的應用研究 AStudyofApplicationofPhonicsintheTeachingofEnglishPronunciationforYoungLearnersAbstract:Englishpronunciationandspellingskillsarethebasisforlearningvocabulary.Atpresent,mostoftheEnglishphoneticsteachingadoptstheInternationalPhoneticAlphabetteachingmethodinChina.Themethodrequiresstudentstomemorizeanewsetofsymbols.Thisisabigchallengeforchildren.Meanwhile,thesesymbolsdonotformadirectcorrespondencewiththeletters.ThisisalsoagreatobstacletoEnglishspelling.Atpresent,phonicsisapopularEnglishphoneticsteachingmethodintheworld.Itcombineslettersandsoundsonebyoneandformasystematicalpronunciationrules.Aftersystematicallypracticingtherules,younglearnersfinallyachievetheabilitytoreadandspell.ThismethodhelpsthestudentstoconstructtheEnglishpronunciationsystemandenablechildrentoacquireknowledgeeasilyandefficiently.ThisthesisfocusesontheapplicationofphonicsinEnglishphoneticsteachingforyounglearners.Thepurposeistomaketeachersfullyunderstandtheadvantagesofphonicsandapplypracticalteaching.Teachersteachmoreefficientlyandyounglearnerslearnmoreeasilybyusingphonics.Keywords:phonics;pronunciation;EnglishteachingContentsTOC\o"1-3"\h\u1.Introduction IntroductionPronunciationistheskinoflanguageandplaysansignificantpartinlanguagesystem.Therefore,howtoteachpronunciationeffectivelyisamatterthatmanyscholarshavebeenstudying.BackgroundofResearchAsglobalizationisinevitableandaccelerating,Englishbecomesmoreandmorenecessary.ThenumberofpeoplelearningEnglishisgrowingrapidly,especiallyyounglearners.Englishlessonsareofferedfromthethirdgradeinmostregionsofourcountry.EnglishpronunciationmustbeaprioritywhenpeoplelearnEnglish.EnglishCurriculumStandardforCompulsoryEducationpointsoutthatphoneticsteachingisoneoftheimportantpartsoflanguageteaching.Standardpronunciationandintonationwillsetupagoodfoundationfororalcommunication(義務教育英語課程程標,2011,45).FluentspokenEnglishisinseparablefromstandardpronunciation.Therefore,itisvitalforyounglearnerstomasterpronunciation.Therequirementsofphoneticsknowledgearedescribedindetailinthecurriculumstandard.Inthesecond-levelstandard,studentsneedtounderstandthesimplespellingrules.Andinthefifth-levelstandard,studentsarerequiredtobebasicallycorrect,naturalandfluentinpronunciationandintonation.Englishlearningofprimaryschoolismostlydoneatschool.Duetotheshortclasstimeandlargeclasscapacity,theschoolcannotstrengthenthephoneticalphabettraining.Studentshavelesstimetostudyphoneticsymbols.Finally,phoneticteachingcannotmeettheteachingrequirementsofpronunciationinthecurriculumstandard.Therefore,itisnecessarytofindaneffectivephoneticteachingmethodtosolvethisproblem.Thismethodshouldnotonlymeettherequirementsofthecurriculumstandard,butalsoimproveteachingefficiency.Atpresent,phonics,theinternationalpopularphoneticteachingmethod,cansolvethisproblemverywell.Intheteachingofphonics,studentsjustneedtolearnpronunciationsoflettersandcombinationsofletters(高,2005).Thatistosay,studentsonlyneedtorememberEnglishletters.Theydon'thavetostudyasetofpronunciationsymbols.Toalargeextent,phonicsreduceslearningburdenofstudentandhelpsstudentsmastertherulesofpronunciationmoreeasily.Thismethodisanefficientmethod,whichisworthpopularizinginphoneticsteaching.ResearchBasisAbroadandatHomeTherearemanyresearchesonphonicsabroadandathome.Scholarsatdifferentlevelshavedoneresearchesonphonicsfromcontent,formandeffect.Throughtheseresearches,wehaveabasicunderstandingofphonics.ResearchBasisAbroadPhonicswasoriginatedinabout1700.Itrequiredstudentstomemorizetherulesofpronunciationandspelloutnewwords.Atfirst,phonicswasusedtomakeiteasierformorepeopletoreadreligiousbooksandfacilitatethespreadofreligion(何,2007).Inthe1890s,phonicswasappliedtoreadingteachinginAmerica.Thismethodhelpsstudentsreadarticlesandexpandtheirvocabulary.Subsequently,alargenumberofresearchesonphonicswerecomeoutinthefieldofeducation.However,thephonicsmethodwasneglectedbecausethewholelanguageteachingmethodplayedadominantroleinthefieldofeducation.Untilthe1990s,NorthAmericancountrieslaunchededucationalreforms.Theydemandedtostrengthenstudents'literacy.Sofar,phonicshasbecomethefocusofattention.Phonicsistakenpeopleseriously.Othernative-speakingcountriessuchasEnglish,AustraliaandNewZealand,usephonicstoimprovethelanguageabilityoflearners.Adams,MpointedoutthatphonicscanhelplearnersunderstandtherelationshipbetweenEnglishspellingandpronunciationrules.Itcanalsoteachyounglearnerstorecognizewordsthroughlettersandcombinationsoflettersanddevelopyounglearners’abilitytoreadarticlesautonomously(Adams,M,1990).In1997,theNationalReadingResearchGroupoftheUnitedStatescollectedanumberofteachingstudiesonphonics.Theresultsshowedthatphonicscanimprovestudents'Englishpronunciationandspellingabilitymoreeffectivelythantraditionalteaching(賴,2017,8).Brand(2004,citedfromAtika,2019)saidthatphonicsisoneoftheinstructionsthatcanhelpstudentstounderstandthesoundoftheletterinreadingandspelling.Baldstatedthatphonicsisthesystematicteachingofthesoundsconveyedbylettersandgroupsofletters.Itincludedteachingchildrentocombineandblendthesetoreadorwritewords(2007,citedfromAtika,2019).Tosumup,phonicsisusedinmanyaspectsofEnglishteaching.Itcombinespronunciationswithspellingofwordsandimprovesspellingskills.AnditpromotesstudentstoformphonologicalawarenessanddevelopsEnglishcomprehensiveability.ButthesubjectsofthesestudiesarenativeEnglishlearnersratherthannon-nativeEnglishlearners.Therefore,itisnotclearwhetherphonicsissuitableforlearnersofusingEnglishasasecondorforeignlanguage.ResearchBasisatHomeEnglishisregardedasaforeignlanguageratherthannativelanguageinourcountry.Andteachingmethodsareupdatedslowly.Therefore,theresearchofphonicsisalsobackward.In2000,phonicswasthefirstusedinEnglishteachinginHongKongandTaiwan.Subsequently,ZhangJianzhong,ProfessorofSouthChinaNormalUniversity,researchedonphonicsindetail.In2003,hepublishedabookontheintroductiontodirectpinyinEnglish(章,2003).Thisbookintroducesthecontentsystemofphonicscarefully,whichestablishesthefoundationforthedevelopmentofphonicsinChina.Afterthat,otherscholarsalsobegantostudythephonicsmethod.Annie'sflowerspublishedabook——TheEnlightenmentofCannotBeMissed.Theauthor'sdaughterwastaughtearlychildhoodEnglishinNorthAmericawhilestudyinginCanada.Theauthorunderstoodphonicsfully.Later,theauthorpublishedthebookthroughfirst-handlearningmaterialsinCanadaandgainedexperiencesfromforeignteachers.Thisbookfullyshowsthatphonicshasagreatroleinimprovingchildren'sEnglishcomprehensiveability,especiallyinpronunciationandwordspelling(安妮鮮花,2011).YuZhenpublishedthemasterthesisAnapplicationStudyofPhonicsinEnglishPhonologyandVocabularyTeachinginPrimarySchool.Throughalotofresearches,theauthorconcludedthatphonicsisaeffectivewaytoimprovetheabilityofEnglishwordpronunciationandspelling.Inaddition,phonicscanpromotelanguageproficiencydevelopment,especiallycomparedwiththetraditionalteachingmethod(余,2014).ChenBenhongpublishedthemasterpaperAStudyonthePracticeofPhonicsinEnglishVocabularyTeachingforthePrimarySchoolStudents.Hepointedoutthatphonicsisamorescientificandeffectivelearningmethod.Thismethodcanimprovestudents'awarenessofEnglish,masteraccuratepronunciationofwordsandprepareforthecomprehensiveuseofvocabularyandEnglishlearning(陳,2015).WangMiaopublishedapassageApplicationofPhonicsinPrimaryEnglishTeachinginJiangxiEducationComprehensiveEdition.TheauthorbelievesthatthespellingandwritingofwordsareobstaclestolearningEnglish,whichwillaffectstudents'interestinlearningEnglishandrestraintheirenthusiasmandself-confidence.Usingphonicsmethodcanstimulatestudents'languageabilityandimprovetheirlearningefficiency(王,2019).Tosumup,phonicsmethodismainlyusedforyounglearnersinChina.Themainresearchdirectionistheadvantageandfunctionofphonics.ForChinesestudents,mostofEnglishknowledgeisacquiredinclass,andstudentsarelackofEnglishlanguageenvironmenttopracticeinthedailylife.Therefore,howtousephonicsefficientlyinChineseenvironmentisworthexploring.PurposeofResearchWehavelearnedEnglishinChineseenvironment.Thisisadisadvantageoflearningaforeignlanguage.Studentslackopportunitiesandplatformstouseforeignlanguagesbecausetheydon’thavealanguageenvironment(公,田,2018).Jimson,aBritishlinguist,saysthatnomatterwhatlanguageapersonlearns,learnerneedstomastermorethan50％ofthelanguage'sgrammarand1％ofitsvocabularybutmustmaster100％ofthepronunciation.ItcanbeseenthatpronunciationplaysasignificantpartinEnglishlearning.Therefore,itisnecessarytostudyEnglishphoneticsteaching.Sofar,agreatmanyteachersadopttheInternationalPhoneticAlphabetmethodtoteachpronunciationinChina.Theteachingofphoneticalphabetcanreachtheevaluationstandardofyounglearners’curriculum.But48phoneticsymbolswillincreasetheburdenoflearningEnglish.Inaddition,studentsaredemandedtospellandmemorizemorewordsbycurriculumstandardsasthegraderises.Thestudentsdidnotsystematicallylearntheruleofpronunciationandspellingknowledge.Theymemorizewordsbycopyingthemrepeatedly.ThemechanicalapproachhasgraduallydeprivedstudentsofinterestinlearningEnglish.Onthecontrary,phonicsfullyshowsitsadvantages.Thismethodisaone-to-onerelationshipbetweenlettersandsounds.Younglearnersmasterthemethodandenabletopronounceandspellwords.Thiswillbekillingtwobirdswithonestone.Therefore,thepurposeofthethesismakesmoreteachersrealizethesuperiorityofphoneticandapplyittophoneticteaching.ThiswillbuildagoodfoundationforyounglearnerstolearnEnglishinthefuture.BasicConceptsofPhonicsPhonicshasbeenappliedtoEnglishteachingsincethe1890sandithasexceeded100yearsold.Manyexpertshavedonealotofresearchesonitandeachexpectgivesitdifferentdefinitions.Sowhatisphonics?2.1NotionofPhonicsHannapointedoutthatphonicsisamethodforteachingEnglishspeakerstoreadandwritethelanguage.Speakerscouldconnectthesoundswiththelettersorgroupsofletters(Hanna,2012).InMerriam-Webster’sAdvancedLearner’sEnglish-ChineseDictionary,phonicsisamethodofteachingreadingandspellingbaseduponthestudyofhowsoundsarerelatedtoordinaryspelling(Gerard,2006).MargaretM.Bishopthoughtthatphonicsisthetermwhichdescribesthiscombinedteachingoflettersoundsandbasisspellingrulesattheverybeginningofschool(Margaret,1986).Tosumuptheabovepointofviews,thisthesisbelievesthatphonicsisakindofEnglishteachingmethodwhichcorrespondstheEnglishpronunciationwiththeletterorthelettercombination.Asaresult,learnershaveanabilitytoreadandwritebythemselves.TheoreticalPrinciplePhonicsisascientificteachingmethod.Wecanusethefollowingtheorytounderstanditindepth.ConstructivistLearningTheoryConstructivismisderivedfrompedagogy.Itsmainpurposeistounderstandhowteachingactivitiesmotivateyounglearners'autonomouslearningandhowteacherworksasasupporterintheteachingprocess.Constructivismholdsthatlearningisaprocessinwhichstudentsconstructtheirownknowledge(曾,李,2015,142).Studentsdonotpassivelyreceiveinformation.Incontrast,studentscanactivelyconstructthemeaningofknowledge.Theconstructioncannotbereplacedbyothers.Therefore,learningisnotsimplydeliveredtothestudentsbyteachers.Atpresent,younglearnersdependonteacherstolearnnewwords.Theyjustpassivelyimitateandmemorizethepronunciation.ThismechanicalpracticewillpreventthemfrombuildingasystemofEnglishpronunciation.LearningthepronunciationofwordsinamechanicalwaywillgraduallyleadtolossofinterestinlearningEnglish.Inthelongrun,studentscan’thaveasenseofachievementinEnglishclass.Tosomeextent,theteachingmethodisnotfeasible.Onthecontrary,phonicsisnottoteachtheyounglearners’pronunciationdirectly,buttoletlearnersmasterpronunciationsofeachletterfirstly.Itcanhelplearnersestablishthecorrespondencebetweentheletterandthepronunciation.Afterlearnersunderstandtherulesofpronunciation,TheycanconstructthesystemofEnglishpronunciation.Whenlearnersmemorynewwords,theydependonthissystemtoactivelyacquirewordpronunciation.Inthisprocess,childrendonotneedtousephoneticsymbols,norneedteacherstoteach.TheycanconstructthesystemofEnglishpronunciation.CognitiveDiscoveryLearningTheoryBruner,theAmericancontemporaryfamouscognitiveeducationpsychologist,believesthattheessenceoflearningisnotpassiveformationofcognitivestructure.Inotherwords,learnerstaketheinitiativetoacquireknowledgeandactivelyconstructaknowledgesystembylinkingthenewlyacquiredknowledgewiththeexistingcognitivestructure(ibid).Theprincipleofphonicsisfromeasytodifficultandfromletterphonemetowholespelling.Aphonemeisreplacedbyoneletter.Lettersareoldknowledgeandphonemesarenewknowledge.Learnerscanmasteranewknowledgebyreviewingoldknowledgeanddiscoveringnewones.AccordingtotheAnalectsofConfucius,learningfromthepastandknowingthenewcanserveasateacher.Thisincisiveexperiencenotonlyrevealstheinternalrelationbetweenthenewandtheoldknowledge,butalsoclarifiestheimportanceofusingtheexistingknowledgeasabridgetolearnthenewknowledge.Thisgreatlyreducestheinputofnewknowledgeinclassandtheburdenoflearning.Learnersmastertherulesofpronunciationandcombinewiththeirownpastexperience.Throughthisway,teachersneedn’ttoteachword-by-wordpronunciation.Learnersareabletotaketheinitiativetospellwords,whichmakesthemfindsenseofachievementandimprovestheirinterestinlearningEnglish.TransferofLearningTransferoflearning,agenerallyacceptedconcept,meanstheeffectofonelearningonanother.Abook,ModernCognitiveLearningPsychology,iseditedbyZhuangLiansheng.Inthisbook,hedefineslearningtransferastheabilityofstudentstoapplyknowledgeandskillsacquiredinonesituationtoanother(ibid).Transferoflearningisdividedintopositivetransferandnegativetransfer.Positivetransferisthatakindoflearningpromotesanotherkindoflearning.Negativetransferreferstotheeffectofonekindoflearningonanother(國家教師資格考試·教育知識與能力·中學,2018,172).Inthetheoryofsecondlanguagelearning,oneofphenomenonsislanguagetransfer.Thelearnersalwaysunconsciouslyapplytheknowledgeofthenativelanguagetoanotherlanguages.AlthoughEnglishbelongstotheIndo-EuropeanlanguagefamilyandChinesebelongstoSino-Tibetanlanguagefamily,theyhavesimilarpointsbetweenthem.WeknowthatthevowelsandconsonantsofChinesephoneticalphabetcorrespondtothevowelsandconsonantsofEnglish.Forexample,theplosives,[p],[b],[t],[d],[k],[g]intheconsonantcancorrespondtothep,b,t,d,k,ginthephoneticalphabet.ThePinyinofChinesecanalsorelatethesyllablesofEnglish.InitialsandvowelsoronlyvowelsformthePinyinofaChinesecharacter.ThesyllablesinEnglisharecomposedofconsonantsplusvowelsoronlyvowels.TherearegreatsimilaritiesbetweenEnglishandChinese.IntheChineseclass,learnershavemasteredtheChinesephoneticandspellingmethods.Therefore,phonicstakesadvantageofthepositivetransferinphoneticsteaching.ThisgreatlyreducesthedifficultyoflearningphonicssothatlearnerscaneasilymasterthecorrectEnglishpronunciation.Atthesametime,thegroupsoflettersorlettersrelatepronunciation.Learnerscanpronounceandspellwordsaccordingtotheirwords.Researchhasshownthatphonicscontains80%ofthevocabulary.Thatistosay,wehavemasteredphonicsandmemorized80%ofthewords.Therefore,theadvantagesofphonicsaremoreobvious.Thiswillbeofgreathelptothefuturestudy.AnalysisoftheApplicationofPhonicsinChinaPhoneticsisthethresholdandcornerstoneoflanguagelearning.Learninganylanguagebeginswithlearningthephonetics.Englishasaforeignlanguageshouldbemoreso.However,thereisnotanoptimisticsituationinphoneticsteachinganditexistsinalotofproblems.Thecurrentsituationofphoneticsteachingforyounglearnersisanalyzedinthisthesis.NationalEnglishCurriculumofCompulsoryEducationexplainsthatpronunciationLevel2requiresstudentstoread26letterscorrectlyandunderstandthesimplespellingrules(ibid).PronunciationLevel5requiresstudentstousethebasiccorrectpronunciationandintonationintheirdailylifeandtospelloutwordsaccordingtopronunciationrulesandphoneticsymbols(ibid).ProfessorHuzhuanglin,anexpertinEnglisheducation,pointsoutthatphoneticsisthematerialbasisoflanguage.Englishphoneticsteachingisthestartingpointofthewholeteachingdevelopmentandthefirstlevelofteachingandalwaysaffectsotherteachinginthefuture(胡,2017,251).Thatistosay,pronunciationplaysanimportantroleinEnglishlearning.PhoneticabilityenormouslyaffectstheprogressofotherEnglishabilities.However,younglearners'pronunciationisatalowlevel.Andtheirpronunciationabilityfailstomeettherequirementsofthecurriculumstandardinpracticalteaching.Thismayhindertheimprovementofotherabilities.Atthesametime,younglearnerswillloseinterestinlearningEnglish.Therefore,itisvitaltofindcurrentproblemsinyounglearners'Englishphoneticsteaching.ProblemsofPhoneticsTeachingforYoungLearnersByconsultingrelevantmaterials,someproblemsarefoundinpracticalphoneticsteaching.WeakPhonologicalAwarenessinYoungLearnersPhonologicalawarenessisakindofabilitythatcandetect,recognizeandmanipulatewords(Oakhill,Kyle,2000,citedfrom直,2019).Atthelowergradeofprimaryschool,teachersusepicturestohelpstudentsrememberthepronunciationofwordsinordertoconformthecognitivecharacteristicsofyounglearners.Thisenablesstudentstobuildcorrespondencesbetweenthepronunciationofwordsandpictures.Withtheriseofgradeandthedevelopmentofyounglearners'cognition,theyneedtospellandmemorizewordsbythemselves.Tocopewiththischange,theystudytheInternationalPhoneticAlphabet.Thisrequiresthemtomemorizeanextrasetofpronunciationsymbols,whichundoubtedlyincreasestheburdenoflearning.Besides,atthebeginningofstudy,younglearnersmaymixphoneticsymbolsupletters.Thatistosay,eventhoughstudentslearnthephoneticalphabet,theycannotmatchuppronunciationwiththespelling.Inthelongrun,studentsstillcannotrecognizewordsaccordingtotheirpronunciation.Finally,thestudentshavenophoneticconsciousnessorweakphoneticconsciousness.IgnoranceofPhoneticsTeachingbyTeachersWangZhengranpulishedanarticle,AStudyonthePresentSituationandCountermeasuresofEnglishPhoneticsTeachinginSeniorPrimarySchool.Hemadeasurveytotheteacherinthearticle.Thesurveyshowedthatonly5.89%ofteacherspaymoreattentiontoEnglishteachinginpractice(王,2017).Althoughteachersconsenttotheimportanceofphonetics,thefocusofteachingisstillvocabulary,grammarandpassageinpracticalteaching.Furtherresearchshowsthat29.41%ofteachersspendlessthan10minutesinthephoneticssection(ibid).Throughthesetwodata,wecanlearnthatphoneticteachinghasbeenmarginalized.Phoneticteachingisgraduallyneglectedbyteachers.SimpleTeachingMethodInphonicsteaching,teachersmostlyusethecombinationoflisteningandreadingandthemethodofpracticingrepeatedly.Theteacherreadalphabetandthestudentsfollowed.Thisprocessisjustarepetitiveexercise,notarealcommunicativeprocess.Thewholeclassiscenteredintheteacher'sexplanations,andthestudentsarepassivelyreceivedandatamarginalposition.Studentsareatthelackofinteractivelanguagesituation.Notonlyphoneticknowledgecannotdevelop,thinkingabilityhasnotdeveloped.Accordingtothesurvey,onlyasmallnumberofteachersusethemethodofhandgestureandthemethodofsingingandknitting.Halfoftheteacherschoosethefungamemethod,butitisrarelyusedinpracticalteaching(王,2019).Teachersexplainedthattheywerereluctanttoadoptinteractiveteachingmethods.Itcanbeseenthatteachersadoptasingleteachingmethod.ReasonsfortheProblemofPhoneticTeachingAtpresent,manyproblemsarefoundinEnglishphoneticsteachingofyounglearners.Therearemanyreasonsfortheseproblems.WeakEnglishpronunciationconsciousnessinthewholesocietyPhoneticsteachinghaslostitskeypositioninteachingduetotheintensecriticismofstructuralismandbehaviorismin1960s.Thetimeofphoneticsteachinghasbeengreatlyreduced.What’sworse,thereisnotimetoteachphonetics(蘇,2014).Inthe1970s,communicativeteachingmethodgraduallyemerged.Peoplegenerallyacceptedthatcomprehensiblepronunciationisthebasiccomponentoflanguagecommunication(孫,2009).However,neitherdoesthemethodimprovetheteachingstatusofphonetics,nordoesthemethodputforwardtheacceptedteachingstrategyofphonetics.Untilnow,manyteachingmethodshavebeenunabletoaccuratelyteachsounds.Asaresult,teachershavevaguerecognitionofphoneticsandweakphonologicalawareness.LimitedEnglishClassTimeThecurriculumstandardstipulatesthatEnglishclasshoursshouldbearrangedasfaraspossibletosticktotheprincipleofshort-timehighfrequency.Andtherearethreeorfourteachingactivitiesaweek.Weeklyclasshoursmustnotbelessthan80to90minutes(ibid).Only80to90minutesofstudytimeaweekisfarfromenoughforforeignlanguagelearners.Moreover,learnersdonothaveagoodlanguageenvironment.Inordertocopewiththeexamination,teachersalsofocusonvocabulary,grammaranddiscourseandreducethetimeofphoneticlearning.TheEnglishclasstimeislimitedandusedinotheraspectsofteaching.ThisundoubtedlymakesEnglishphoneticsteachingworse.RestrictionofTraditionalTeachingConceptsTeachingconceptsinfluencethedirectionofteaching.MostteachersareawareoftheimportanceofphoneticsinEnglishteaching.TheyteachstudentsphoneticsknowledgebyusingtheInternationalPhoneticAlphabet.TheInternationalPhoneticAlphabetareverypopularinphoneticteachingandChinaisnoexception.AlmosteveryonehaslearnedtheInternationalPhoneticAlphabetinclass.Althoughithasbeenusedforalongtime,teachershaveneglectedaquestionthatthemethodisnotsuitableforyounglearners.Rememberingextra48soundsisanenormouschallengebecauseyounglearnersisatalowerstageofcognitive.However,teacherssticktotraditionalideasandstillusethismethod.PhonicshasbeenintroducedinChinafor20years.Butscopeofapplicationseemsnotobjective，onlyexistsinsomeextracurricularEnglishtutoringinstitutions.Fewteachersusephonicsatschool.UnreasonableEvaluationMethodInpracticalteaching,parentsandschoolsusewrittentestscorestojudgestudents.Theythinkthatthehigherthescoreis,themoresecuretheknowledgeis.Therefore,thequalityofstudentsisentirelydeterminedbythehighandlowtestscores.Inthelongrun,wewillshortenstudents'phonologicalawarenessandweakentheirEnglishlanguagecommunicationability.SolutionsInvirtueoftheproblemsinEnglishphoneticsteaching,thefollowingsolutionsaregivenhere.CultivationofStudents'PhonologicalAwarenessThephonicsmethodintheteachingprocesshassufficientEnglishinput.Mostofmaterialsarerelativelysimpleandeasyforyounglearnerstounderstand,suchaschildren'ssongsorshortrhythmicpoems.Therearemanypronunciationrulesinthesematerials.Younglearnerscantakeadvantageofstrongmemorytomasterthepronunciationofletters.Thereisanurseryrhymes.RainRainGoAway.Rainraingoaway,Comeagainsomeotheraway,LittleJohnnywantstoplay,Rainraingoaway(張,王,2017).Throughthememoryofthissong,younglearnerscanmemorize"ay"pronunciation.Thepronunciationof"ay"is[e?].Studentsmanipulatewordsandcultivatephoneticawareness.Inteaching,teachersshouldalsoadoptdiversemethodstoenhancetheinterestofclass.Interestistheprimarymotivationforlearning.Inafun-filledatmosphere,studentswillparticipatemoreactivelyinclassandlearnmoreeffectively.Althoughphonicscanhelpstudentsimprovetheirphonologicalawareness,teachersneedtomakesurethatstudentsmakefulluseofrulestorecognizeandmanipulatewords.EmphasisofTeachersTrainingTheteacheristheleaderofthestudents.AteachermusthaveagoodknowledgeofEnglish.Inthephoneticsteaching,teachersneedtohaveprofessionalphoneticsknowledgeandteachingability.Inaddition,teachersshouldlearnaboutothermethodsofphoneticsteaching.Eachschoolalsooffersphonologicalteachingtrainingforteacherregularly.Itisnotonlynecessarytoimprovethephoneticsknowledgeofteachers,butalsotoupdatethephoneticsteachingmethods.PhonicswasintroducedinChinain2000.Uptonow,itisnotwidelyspreadandusedyet.Inthelightofthissituation,schoolscanorganizeteacherstostudytogetherandwatchsomevideosaboutphonicsteaching.Meanwhile,teachersshouldbesenttotakepartintrainingabo