Research On English Phonetic Problems For Junior High School

Junior high school is a key period for students to lay a solid foundation for English pronunciation, which plays a vital role in their English study. However, influenced by the baton of senior high school entrance examination, teachers always do not take English pronunciation teaching seriously, teachers’ phonetic accomplishment and teaching ability have direct influence on students’ phonetic consciousness and level, which causes many problems in students’ and teachers’ phonetic.In 2011, The National Department of Education proclaims the new “English Curriculum Standard for Common Junior High School”, it specifically sets second and fifth level goal of phonetic knowledge, it presents letters, spelling rules, stress, liaison, rhythm, pause and intonation etc. As requested, at the end of junior high school, students should know the meaning of phonetic in language learning, have the standard pronunciation and intonation, understand and express different intentions and attitudes, and also should be proficient at spelling words. We should have clear understanding on existing phonetic problems including to what extent the junior middle school students master the goal and whether teachers’ teaching reaches these goals, so as to guide the teaching work better.This paper takes two school’s grade two teachers and students in Lu County of Sichuan as research objects, explores solving the problems which exist in English phonetics in junior high school. Quantitative and qualitative methods are taken in this study. The quantitative research includes questionnaires and pronunciation tests for students and teachers respectively. The qualitative research is the teachers’ interview and classroom observation. Firstly, By data,notes and record, this paper analyses the problem existing in teachers’ and students’ English phonetic comprehensively. Secondly, this paper explores the causes of phonetic problems, combing the actual situation of students’ and teacher’s phonetic problems and putting forward the corresponding countermeasures to phonetic problems for junior high school. Finally, this paper concludes that on the basis of paying much more attention to the English pronunciation teaching in junior high school, we should try to solve the existing phonetic problems so as to improve the teaching effect.