An Empirical Study On Three-in-one Phonetic Teaching Method In English Teaching At Primary School

In recent years,there are an increasing number of people start to learn English owing to daily communication.At the same time,more and more people begin to realize the importance of English pronunciation considered as one of fundamental elements of English language,which has a direct influence on the true intention of speaker's expression and mutual understanding in English learning.English pronunciation is fundamental to the English learning.Meanwhile,Pronunciation that is the first threshold of the English learning is related to the development of students' comprehensive ability of English learning.Therefore,the teaching of English pronunciation is regarded as the crucial task for primary English teachers.The English teachers are advised to explore the effective way to teach English pronunciation.Three-in-one phonetic teaching method is proposed by Ma Cheng.In 1980 s,Three-in-one phonetic teaching method considers letters,phonemes and phonetic symbols as a whole when teaching phonetic knowledge,what's most important of Three-in-one phonetic teaching method is that the pronunciation teaching is carried out via different stages gradually,which is based on the current situation of Chinese students' English learning.The purpose of the research is to prove the effectiveness of Three-in-one phonetic teaching method in English teaching at primary school compared with the traditional phonetic teaching method.The research questions are described as follow:(1)Is three-in-one phonetic teaching method more effective than the traditional phonetic teaching method in helping students pronounce words or sentences accurately?(2)Is three-in-one phonetic teaching method more effective than the traditional phonetic teaching method in helping students identify words or sentences in accordance with the their sounds?(3)Is three-in-one phonetic teaching method more effective than the traditional phonetic teaching method in helping students remember words?(4)What are students' opinions about three-in-one phonetic teaching method?In this thesis,the author adopts final examination test paper and the questionnaire to investigate whether Three-in-one phonetic teaching method is an effective way at primary school English pronunciation teaching.The author chose 56 students in Grade 3 from Qilihe Primary School in Lanzhou Gansu province as subjects,56 students without visual and mental disabilities were from two classes of Grade 3,the author divided them into two classes with random.One class was regarded as the experimental group and the other class was the control group.The number of students of each group was 28 students.The researcher was the teacher of both the experimental class and control class.The experimental class and control class employed different phonetic teaching method,the experimental class adopted the Three-in-one phonetic teaching method,but the control class employed the traditional teaching method.There were total three English phonetic classes each week and each class last 40 minutes.The phonetic teaching last a whole school term.After the final examination,the scores of students in experimental class and control class were collected by the author through adopting the SPSS 17.0.The data from the final examination test papers could solve the first three research questions.The data from the final examination paper showed that the traditional phonetic teaching methods in developing students' English learning ability was less effective than that of Three-in-one phonetic teaching method.The students in control class had relatively low ability to read accurate words and sentences contrasted with the Three-in-one phonetic teaching method.The traditional phonetic teaching method in helping students pronounce accurate words and sentences was less effective than that of the Three-in-one phonetic teaching method,in respect of the second research question,the traditional phonetic teaching method in helping students improve the ability to successfully identify words and sentences when listening to them was less effective than that of Three-in-one phonetic teaching method.With regard to the third research question,the traditional phonetic teaching method in helping students improves the ability to remember words and sentences correctly.In order to know the attitude towards the Three-in-one phonetic teaching method held by students in experimental class,the author employed the questionnaire to solve the fourth research question,and the author employed the Microsoft Excel to collect and explore the data of questionnaire.The results showed that majority of students in experimental class faithfully believed that their ability in many aspects was improved after experiencing the phonetic teaching method,including learning strategies,learning interest,learning confidence and learning attitude.To put it in a nutshell,the Three-in-one phonetic is fundamental to students' English leaning.Students benefit enormous from the Three-in-one phonetic teaching method that considers the letter names,phonemes and phonetics symbols as a whole,focusing on the students-centered class.Meanwhile,Three-in-one phonetic teaching method pays more attention to learning words by taking the phonetic symbol into consideration,which lays solid foundation for students' further English phonetic learning.On the basis of the results of the research,Three-in-one phonetic teaching is an effective way to improve students' English learning ability contrasted with the traditional phonetic teaching method.The Three-in-one phonetic teaching method tend to be worthy of attention in English teaching and learning field,especially primary school English teaching.Moreover,the Three-in-one phonetic teaching method is widely accepted and cherished by the students.Therefore,it is wise for English teachers and scholars to put the theory of Three-in-one phonetic teaching into the practice.