The Correlation Research On The Lack Of Middle School Students’English Phonetics Teaching And Their Listening Comprehension Barriers

According to the current middle school English Curriculum, students should be given impeccable English phonetics teaching which includes vowels, consonants, sound-linking and intonations so as to improve their overall pronunciation and intonation. However, as a result of the exam-oriented education, effective phonetic teaching activities are seldom carried out in middle schools or primary schools. Teachers find phonetics teaching time-consuming and it cannot improve students’ English skills in a short period. This point of view directly leads to students’inabilities to communicate with foreigners, although they are good at reading and writing. Thus, the paper focuses on the correlation study of lack of phonetics teaching results in the listening comprehension obstacles among middle school students.This thesis consists of five chapters:Chapter One, the introductory part, elaborates the current situation of teaching listening and phonetics. Chapter Two defines the term "comprehension", reviews and summarizes the relevant literature at home and abroad. It also classifies the phonetic elements which affect listening. Chapter Three conducts a survey about the current situation of phonetics teaching. It also includes a pretest and a posttest about what phonetic elements affect listening comprehension. Chapter Four revolves around the topic of "phonetics teaching." The reasons for students’pronunciation problems, the requirements of English phonetics teaching and the ways of enhancing it are also involved in this chapter. Chapter Five concludes the paper by pointing out the limitations of the research and suggests further study on this topic so as to enhance the efficiency of English phonetics learning and improvement of listening comprehension.