A Survey And Research On The Current Situation Of English Teachers' Pronunciation In Rural Primary Schools

In recent years,people have paid more and more attention to the English phonetic teaching in rural primary schools.It is obviously that the phonetics plays an import role in English.What's more,the phonetics is the basis of communicating with others whose first language is English.Students usually start to learn English in primary school.As we all know,it is the best time to cultivate students' phonetic foundation.Therefore,good phonetic quality is one of the necessary professional qualities of primary school English teachers.There are many researches studying on students' English phonetics.However,there are little researches on teachers' English phonetics.The author studies the phonetic conditions of rural primary school English teachers and finds that their phonetic problems are different.Focusing on the phonetic condition of English teachers in rural primary schools with the help of the language transfer theory,the author analyzes and discusses the phonetic conditions of English teachers in rural primary schools,tries to finds out the reasons for these teachers' phonetic problems,and puts forward some effective improvement strategies.This research adopts two main research method to collect the basic data.They are the questionnaire survey method and the classroom observation method.The research procedures are as follows.First of all,the author reads relevant articles at home and abroad,and summarizes the results of English teachers' phonetic problems.Secondly,with the reference of these articles,the author makes the questionnaire form and the classroom observation form.Thirdly,all the 24 English teachers in 3 parallel rural primary schools of Hanjiang District in Yangzhou are researched in ways of filling in the questionnaire and being observed in class.The main results are analyzed by SPSS 24.0,and as follows:(1)all the teachers researched are in different levels in English phonology;(2)some teachers cannot master the phonetic knowledge well;(3)some teachers have a negative attitude to English phonetic teaching.The author analyzes the data,and finds out subjective and objective reasons resulting in the English teachers' phonetic problems in rural primary schools.On one hand,the teachers is lacking of systematic theoretical knowledge of phonetics.What's worse,the Chinese phonetics has a negative effect on the English phonetics.On the other hand,English teachers' phonetic problems are ignored in this social and school setting.In view of the researched English teachers' phonetic literacy in rural primary schools,we must take action to improve it.Therefore,the author puts forward the following suggestions.Firstly,teachers should strengthen the study of basic phonetic knowledge to improve the phonetic literacy.Secondly,teachers should pay attention to the cultivation of phonetic consciousness and try to change the wrong attitude to the phonetic teaching.Thirdly,teachers should improve the frequency of peer mutual aid to reduce the negative transfer of Chinese pronunciation to English pronunciation.Last but not least,the related educational department should create a good English phonetic teaching environment to deepen the teachers' understanding and learning of English phonetics.