Abstract

Owing to the development of English-teaching in our country, a lot of problems emerge into people’s vision. When asked whether primary students should learn phonetic symbols, English teachers hold different opinions and no agreement has been reached.

This dissertation adopted the questionnaire survey to investigate the present situation of phonetic symbols teaching and learning in primary schools’ English classes. The results of the questionnaire show that the different objects that students imitate while learning English pronunciation affect students' pronunciation. Besides, teachers' attitudes toward phonetic symbols directly determine students' attitudes. What is more, most of the students come to realize the importance of phonetic symbols. In addition, the various phonetic symbols teaching methods in primary schools affect students' phonetic symbols learning. To sum up, phonetic symbols teaching has become the most important problem in primary schools’ English learning. “Phonetic is the foundation of learning English while phonetic symbols are the basis of studying phonetic, so learning phonetic symbols is quite important.”（Yan，2015）

Key words : primary schools; English classes; phonetic symbols;phonetic symbols teaching

Contents

Abstract

中文摘要

1.Introduction1

1.1 Research background1

1.2 The purpose and significance of the study2

1.3 The main content of the study.3

2.Literature Review.3

2.1 The origin of the International Phonetic Alphabet3

2.2 The present status of phonetic symbols teaching4

3.Methodology....6

3.1 Research subjects.6

3.2 Research method ..6

4.Data Collection and Analysis.7

4.1 Data analysis of students’ questionnaires..7

4.1.1 Imitation objects.7

4.1.2 Basic learning situation.8

4.1.3 Emotional attitudes...8

4.1.4 Main difficulties9

4.1.5 Different teaching forms.10

4.2 Data analysis of English teachers’ questionnaires10

5. The Results of Phonetic Symbols Teaching in Primary Schools13

6. Conclusion..13

References.15