Research On English Phonetics Teaching In Primary Schools Based On Context Theory

The English Curriculum Standards for Compulsory Education(2011 edition)puts forward the general goal of the curriculum: to enable students to form a preliminary comprehensive language use ability through English learning,to promote mental development and to improve comprehensive humanistic literacy.Phonetic knowledge is extremely important in language knowledge of comprehensive language use ability.Since the implementation of the 2011 edition of the Curriculum Standard,English pronunciation teaching in primary schools has attracted much attention.The traditional teaching method of pronunciation through simple imitation and repetition cannot satisfy the need of the development of students' learning ability.Based on the contextual theory,the author has done some research on English phonetics teaching in primary schools.After consulting a large number of documents and materials,it is found that the existing research pays more attention to teachers' professional level and students' interest and self-confidence in learning.Practical research with pertinence and strong operability needs to be further refined and deepened.Therefore,this study identifies the research questions as the study of pupils' spelling ability and pronunciation and intonation learning in the context of English teaching.Among them,spelling ability refers to the children's spelling ability of CVC structure words,combining with the teaching objectives of the study subjects in their years,and the learning of pronunciation and intonation refers to the improvement of students' continuous reading,rhythm,pause and other aspects.In the research and design stage,through the pre-test questionnaire survey among students,teachers and parents,it is found that phonetics teaching has not received due attention,and the teaching method is more traditional and boring.Therefore,the author focuses on context theory and takes low-level English as an example,choosing the experimental class and the control class,through a 16-week semester attempt,carries out primary school English phonetics teaching and conventional phonetics teaching based on context theory in the experimental class and the control class respectively.After the experiment,both the experimental class and the control class were tested and questionnaires were conducted.After collecting,sorting out and analyzing,the test results show that phonetics teaching under the guidance of context theory plays a significant role in improving students' CVC structure spelling and pronunciation and intonation of the chant.The questionnaire results show that phonetics teaching under the guidance of context theory not only improves students' interest in English learning,but also deepens their understanding and perception of pronunciation and intonation.The results show that English phonetics teaching in primary schools based on contextual theory can improve children's spelling ability of English words and cultivate children's correct perception of pronunciation and intonation.In retrospect,due to subjective and objective factors,the duration of this study,sample selection and follow-up research are slightly insufficient,and further efforts are needed.