Study On Pronunciation Problems Of Rural Junior Middle School English Teachers

The college entrance examination in English has always focused on the students’ vocabulary and grammar since English was formally established position in the entrance exam under the background that the students who get the highest marks are the learning heroes. The most excellent English learners are those who can get high points because they have memorized English vocabulary clearly and master the grammar items. Although later listening part appeared in the exam all over China, but the proportion constituted only one fifth of the total score. Oral exam so far has never been mentioned in the stage, let alone implemented. For teachers who just need a short-term effectiveness-helping the students to get high scores, the best way to achieve the goal is to teach nothing but what will appear in the exams. Naturally, the improvement of reading and writing abilities is the core of teaching. Listening and speaking abilities especially cultivating the students’ speaking ability are not important enough to acquire the teachers’ adequate attention. To outstanding English teachers, English phonetic items can be diluted or even ignored as long as they can teach students to get the highest exam scores and everything else is unimportant. But this kind of teaching orientation and conception is obviously inconsistent with the ultimate goal of teaching and learning English. The overall quality of rural junior middle school English teachers is far worse than the urban teachers. After the rural children enter college, their poor pronunciation impresses the university teachers. There is no doubt that the cause of the problem should be rural students’English learning environment is poor because of their English teachers’ low qualities.The pronunciation problem cannot be ignored by English teachers, especially the ones in rural junior middle schools. In2013the Ministry of Education raises the reformation of the English college entrance exam. The examination will be socialized and can be taken more than once a year. Under such a background, listening and speaking skills will inevitably become the focus in the future. Therefore, it is necessary for the rural junior middle school English teachers who are relatively weak in English pronunciation to fully understand their own pronunciation problems, face these issues bravely and continue to make great efforts to overcome them.Literature research and data analysis from teachers in English at home and abroad proves that pronunciation teaching has always been intentionally avoided even completely ignored by English teachers. Because teachers are not fully aware of the importance of pronunciation teaching, naturally, they will not care about their own pronunciation quality. In addition, there are differences between Chinese and English on the pronunciation system. English teachers’ pronunciation is poor especially the ones in rural junior middle schools in China where English is used as a foreign language. While good pronunciation ability is essential to English teachers in elementary and junior middle schools, which determines the success and failure of the learners’ English learning directly. In order to understand the rural junior middle school English teachers’ pronunciation status, the author concentrates on all the English teachers in Yaoji Junior Middle School, Huangpi by using the questionnaire, classroom observation table and the class recording to obtain the first-hand information. The author points out that English teachers in rural junior middle schools need to pay close attention to eight kinds of pronunciation problems based on the information and try to explore the reasons for the problems and propose the strategies to solve them in order to evoke the attention to English phonetics from more English teachers and education departments and help rural junior middle school English teachers to build up confidence to change their pronunciation and work hard to practice English pronunciation, improve their English pronunciation quality, finally create a more natural and authentic environment and atmosphere for students to learn English, to stimulate positive English learning energy of students and to force students to learn English more effectively and efficiently.