An Empirical Study On The Phonetic Literacy Of English Teachers In Primary Schools In Fujian Province

English phonetic teaching is regarded as an important part in English language learning,and it plays a more and more important role in English teaching.However,at present,English phonetic teaching is still neglected by many people.Thus,English teacher’s phonetic literacy hasn’t received enough focus.This research makes an empirical study on the phonetic literacy of English teachers in primary schools in Fujian Province,according to the questionnaire,acoustic analysis and interview.This research mainly focuses on the four aspects.Firstly,how does the English phonetic self-concept of the teachers in primary schools in Fujian Province influence the phonetic level? Secondly,how about the actual phonetic level of the teachers in primary schools in Fujian Province?Thirdly,what’s the effect of the short-term English training? Fourthly,how could the English teachers improve their phonetic literacy?According to the scores of pre-test and post-test from the questionnaire,the author analyzes the English phonetic awareness,English phonetic knowledge,English phonetic skills and English phonetic teaching of the teachers in primary schools in Fujian Province.The result of the analysis shows that the short-term English phonetic training improves the English phonetic self-concept of the English teachers.Then,the author analyzes the reading corpora of the English teachers in primary schools in Fujian Province by Praat.According to the reading corpora of the pre-test,the author compares the pronunciation of vowels and consonants between English teachers and English native speakers.And it shows that there are some problems in their pronunciation of vowels,for example,the horizontal of the tongue position and the height of the tongue position.It also shows that there are some problems in their pronunciation of consonants,for example,the degree of the friction and the degree of blasting.According to the comparison of the reading corpora between the English teachers and English native speakers in the pre-test and the post-test,most of the pronunciations improve a lot.However,because of the limited time,some pronunciations still haven’t improved obviously.On the basis of research findings,the author puts forward some suggestions on the pronunciation of English teachers and the English phonetic teaching.First languagemigration is a negative migration.English teachers can compare the differences of pronunciation between the English teachers and English native speakers,and conclude the fallible points.In addition,for the lacking of the phonetic knowledge,the schools should organize the English phonetic training at regular intervals.English teachers should also pay attention to the phonetic teaching,for example,combining the mechanical practice and meaningful use and combining imitation and understanding.What’s more,the teacher can learn some basic knowledge of the Praat to visualize the speech,so the students can compare the differences directly.This research makes an empirical study on the phonetic literacy of English teachers in primary schools in Fujian Province,and puts forward some suggestions on improving the English teachers’ pronunciation and phonetic teaching,hopefully providing effective reference for future English teaching and learning.