语言迁移理论实证研究自然拼读法在小学语音教学中影响

AnEmpiricalStudyontheInfluenceofPhonicsonPrimarySchoolPronunciationTeachingbyLanguageTransferTheoryvi题目：AnEmpiricalStudyontheInfluenceofPhonicsonPrimarySchoolPronunciationTeachingbyLanguageTransferTheory语言迁移理论实证研究自然拼读法在小学语音教学中影响。

AbstractWiththedeepeningofreformandopeningupandtheimpactofglobalization,Englishisbecomingmoreandmoreimportant.Inprimaryschool,pupilshascertainadvantagesinlearningpronunciationbecausetheyaregoodatimitating,andacceptingnewthingsquickly.Althoughstudentsbegintostudypronunciationatthebesttime,theactuallearningeffectofEnglishpronunciationisnotsatisfactory.ThereasonisthatprimaryschoolstudentslacktheintegrityofphonologicalknowledgeandpaylessattentiontophonologicalteachingwhentheyareincontactwiththelanguageofEnglish,sotheydonotuseamethodtomakepupilsacceptthepronunciationofpronunciationeasily.Asaresult,somestudentscansimplyfollowthewordswithoutknowingthepronunciation.Therefore,fromtheperspectiveoflanguagetransfertheory,thisthesistriestoanalyzetherelationshipbetweenPhonicsandChinesephoneticalphabet.TosolvetheproblemofhowtousetheexistingphoneticknowledgeofprimaryschoolstudentstotransfertoEnglishphoneticlearningwhilereducingtheinfluenceofnegativetransfer,andtoestablishaconnectionbetweentheChinesephoneticalphabetandPhonicsmethod.UsingPhonicsmethodtolearnEnglishphoneticpronunciationtoimproveprimaryschoolstudents'interestinEnglishpronunciation.Thepresentthesisconsistsofthreeparts:theintroduction,thebodyandtheconclusion.TheintroductionintroducestheresearchbackgroundofPhonicsandprimaryschoolphoneticteaching,andanalyzesthesignificanceofthisstudy.ChaptersTwo,Three,FourandFiveformthebodyofthethesis.ChapterTwosummarizestheresearchresultsofPhonicsathomeandabroad.ChapterThreeintroducesthetheoreticalframeworkoflanguagetransfer,Phonicsandphonologicalawareness.ChapterFourmainlyusethepositiveandnegativetransferinlanguagetransfertheorytostudyPhonics,soastoimprovetheinterestinEnglishpronunciation.ChapterFiveanalysistheexperimentaldata.ChapterSixdoesdutyforaconclusion.ItsummarizestheinfluenceofPhonicsonprimaryschoolphoneticlearningandpointsoutthedeficiencyofthisthesis.ManyresearchershavetriedtofocusonthefeasibilityofPhonicsmethod,whichprovestheeffectofPhonicsonEnglishlearners.ThisthesisanalyzestheinfluenceofPhonicsonphonologicalteachingfromtheperspectiveoflanguagetransfertheory.Keywords:LanguageTransfer,Phonics,EnglishPronunciationTeaching

摘要随着改革开放的不断深入和全球化影响不断加深，英语的学习越来越重要。在小学阶段，小学生善于模仿，接受新事物快在学习语音方面有着一定的优势。尽管学生在最佳时期就开始了语音学习，但是目前的英语语音实际学习的效果却并不理想。究其原因，小学生在初步接触英语这门语言时，对语音知识内容缺乏完整性掌握。学校对语音方面的教学也不够重视，没有用一种让小学生容易接受了解语音的发音的方法。导致部分学生只能简单跟读并不知道单词的发音。因此本文从语言迁移理论这一角度出发尝试分析自然拼读法与汉语拼音之间的联系，解决如何运用小学生现有的拼音知识正迁移到英语语音学习中同时减少负迁移的影响的问题，建立起汉语拼音与自然拼读法的联系，利用自然拼读法学习英语语音发音从而提高小学生英语语音学习兴趣。本文由三部分组成：引言，正文和结论。引言包括两个部分，介绍自然拼读法和小学语音教学现状的研究背景，分析本文研究意义。三，四，五，六章为正文。第二章综述国内外对自然拼读法的研究成果。第三章介绍语言迁移，自然拼读法和语音意识的理论框架。第四章主要用实证研究分析运用语言迁移理论中的正负迁移的作用学习自然拼读法，从而提高对英语语音的兴趣。第五章是实验的数据讨论分析。第六章是总结部分，总结出自然拼读法对小学语音学习的影响提出本文不足之处。有众多的研究学者尝试对自然拼读着重于自然拼读法的可行性，证明自然拼读法对英语学习者的作用。本文主要从语言迁移理论角度论证分析自然拼读法在语音教学中的影响。关键字：语言迁移理论，自然拼读法，英语语音教学

ContentsAcknowledgements iAbstract ii摘要 ivI.Introduction 11.1BackgroundoftheResearch 11.2SignificanceoftheStudy 1II.LiteratureReview 3III.TheoreticalFramework 53.1LanguageTransfer 53.2Phonics 53.3PhonologicalAwareness 7IV.ExperimentalResearch 94.1ResearchPurposeandQuestion 94.2ResearchSubjects 94.3ResearchMethod 104.4Procedure 104.4.1DistinguishtherelationshipbetweenChineseandEnglishlettersandlettercombinations,phonemes,syllables 114.4.2Asinglelettercorrespondstoasinglepronunciation 134.4.3PositivetransferonPhonics 144.4.4ASingleLetterCorrespondstoMultiplePronunciation 144.4.5NegativetransferonPhonics 15V.ExperimentalDataAnalysis 165.1DataCollection 165.2Resultanalysis 215.2.1Phonicscanimprovepupils'phoneticbylanguagetransfer 215.2.2Phonicshelpstoimprovetheinitiativeofpupilsinphoneticlearning 21VI.Conclusion 23References 25I.IntroductionThesignificanceandbackgroundoftheresearchwillbereflectedinthischapter.Itwillbepresenteddetailedlyinthischapter.1.1 ResearchBackgroundInprimaryschool,itisthebesttimetolearnEnglishpronunciation.Pronunciationisthebasisofprimaryschoolstudents'Englishlearning.Agoodphoneticisconducivetothestudents'freeexpression,anditisalsohelpfultotheaccumulationofvocabulary,theimprovementoflisteningandreadingability,andsoon.ItisalsonecessaryforstudentstouseEnglishintheirdailylifeasabasisformorestandardizedpronunciation.ChinesestudentslackthelearningenvironmentofEnglish-speakingcountrieswhenlearningEnglishphonetics.Onlybylearningintheclassroomtoacquirerelevantknowledgeandskills,sotheteachingmethodofpronunciationisveryimportantforpupilstomasterEnglishpronunciation.Inrecentyears,Phonicshasbeenmoreandmorewidelyacceptanceinourcountry.However,pupilsareatastagewheretheyarelearningChinesephoneticpronunciationwhilelearningEnglishpronunciation,whichisinfluencedbytheirmothertongue,andtheconceptandmasteryofEnglishpronunciationarerathervague.Phoneticshasvitalroleinvocabularymemory,listeningimprovement,strengthenoralandreadingabilityandalsoitisthebasisoflanguagelearning.1.2SignificanceoftheStudyFromtheperspectiveoflanguagetransfer,thisthesisanalyzesthecharacteristicsofPhonicsinprimaryschoolstudents'EnglishphoneticlearningandtheinfluenceofChinesePinyinonEnglishphoneticlearning.BasedonthetheoryoflanguagetransferandPhonologicalAwarenessthisthesisanalyzesthepositiveinfluenceandhindranceofChinesephoneticonEnglishphoneticlearning,andcomplementsandenrichestheapplicationofPhonicsmethodinEnglishteachinginprimaryschoolsinChina.What’smore,underthepressureofexamination-oriented,mostteachersdevotemostoftheirenergytotheteachingofphrases,sentencepatterns,discourseandgrammar,whileignoringtheteachingofpronunciation,whichhasacertainimpactonthecultivationofstudents'phonologicalawareness.ThispapersumsuptheinfluenceofChinesephoneticonEnglishphoneticlearningbyconsideringtheproblemsexistinginstudents'phoneticlearning.ThispaperprobesintotheapplicationofPhonicsmethodinprimaryschoolphoneticclassroom,andputsforwardsomefeasiblesuggestions.

II.LiteratureReviewThePhonicsMethodwasoriginallyintroducedintheUnitedStatestoenablemostpeopletoreadandrecitereligiousbooks.Abroad,ThePhonicsMethodhasgreatdevelopmentafterthe20thcentury.In1971,StanfordUniversityusedcomputertoanalyze17009Englishwordsand84%oftheletterscorrespondedtoitslanguagewhichprovedthefeasibilityofPhonicsteaching.Inthe1890s,ThePhonicsMethodwasappliedtolanguageteachingandreadingteachinginEnglish-speakingcountries.Beforethat,teachersmainlyusedwholemethod（全词法）thatit’sreadingwordstoletstudentslearnwords.In1967,JeanChallmentionedinhisworkLearningtoReadthatthePhonicsmethodcanhelpchildrentorecognizewordsandcompletereadingtasksmorethanthewholemethod.InWhyJonnyCan'tRead,RudolfFleschregardsPhonicsastheonlywaytoteachEnglish,betterthanthetraditionalreadingmethod.Studiesinthe1960-70salsoprovedthatPhonicsismoreeffectivethanwholemethod.(高扬,2017)In1984,theNationalInstituteofEducationcompletedareportonthestatusofreadingteachingresearchandteachingpractices.ThePhonicsnotonlyimproveschildren'sabilitytorecognizewords,butalsoteachesstudentshowtopronouncelettersorcombinationsoflettersandcombinephonemestoreadwords.ThepurposeofPhonicsistohelpbeginnerstoworkouttherelationshipbetweenspellingandpronunciationrulesandteachthemtorecognizewordsdirectlyfromlettersandlettercombinations.ThroughthePhonics,studentslearnhowtoassociateletterswithpronunciation,anddeveloptheabilitytoreadtextindependently.（Adams，1990）In1997,theNationalReadingResearchGroupfoundthatthePhonicswasmoreeffectivethanthenon-systematicornon-spellingmethodinimprovingstudents'abilityofEnglishwordrecognition,reading,spellingandreadingcomprehension.Inaword,althoughdifferentscholarsdescribethePhonicsdifferently,theyhavereachedaconsensusonhowtomasterletter-soundcorrespondencesofthePhonics.Atthesametime,italsoacknowledgedtheimportantroleofPhonicsmethodinEnglishteaching.Indomestic,ThePhonicswasintroducedintoChinaintheearly1990's.InprimaryEnglishteaching,thestudyofpronunciationisparticularlyimportant.However,asstudentsinthelowergrades,theyhavenotgraspedthespellingrulesverywell.Withtheriseofgrade,thevocabularygraduallybecomeslargerandaretherequirementsofwriting,readingandotheraspectsisraised.Manystudentsareinaquandary.AlthoughtherearemarkthephoneticsymbolsinthevocabularylistofPeople'sEducationPress,accordingtothecompulsoryeducationcurriculumstandard,thereisnoformalstudyofthephoneticalphabetintheelementaryschoolstage.Inthenewcentury,researcherZhangAiQing(张艾青)beganexperimentingwiththePhonics.Statisticsshowthatstudentscanusethismethodtoaccumulatealotofwords.Afteracceptthemodel,theabilityofstudentstoreadaloudhasbeengreatlyimproved.In2013,HouJiahui（侯嘉慧）inhismaster'sthesisthoughthatThePhonicsshouldbeusedtocultivatestudents'phoneticabilitysothatstudentscouldmasterphoneticrulesandstrengthenstheirabilityinrightspellingoutandspellingregularwordstoenhancetheirEnglishreadingskills.In2015XuJing(许婧)collectedalargeamountofdatainhismaster'sthesistoverifywhetherPhonicscanimprovestudents'phoneticawarenessandabilityofcorrectlyspellingwordsandimprovestudents'interestinlearningEnglishinprimaryschoolEnglishspellingteaching.TheconclusionshowthatThePhonicsiseffectiveinEnglishspellingteachinginprimaryschool.In2017,LiuMengxia(刘梦霞),ForeignLanguagesCollegeofHuaNormalUniversity,concludedthatPhonicscaneffectivelyimprovestudents'abilitytospelloutEnglish,memorizevocabularyandreadaloud.AthomeandabroadthestudyofPhonicsfocusesonthefeasibilityofPhonicsmethodwhichprovestheeffectofPhonicsonEnglishlearners.However,thestudyofhowtosetupalphabetcombinationsandhowtopronounceEnglishbeginnersisscarce.TheinnovationofthispaperistousethetheoryoflanguagetransfertoanalyzethePhonicsandhowtousetheexistingknowledgeofphoneticinprimaryschoolstudentstotransfertoEnglishphoneticlearningandtoreducetheinfluenceofnegativetransferatthesametime.

III.TheoreticalFrameworkInthispart,wewillintroducethetheoriesinvolvedinthisstudy,andprovidereaderswithaprofoundunderstandingoflanguagetransfertheory,Phonicsandphonologicalawareness.3.1LanguageTransferOdlin,awell-knownlinguistintheUnitedStates,believesthatthetransferiscausedbythesimilarityanddifferencebetweenthepreviouslanguagesandthelanguagesbeinglearned.Inotherwords,transfermaybetheeffectofanylanguageknowledgeonlearninganewlanguage.Languagetransferincludesinfluencesonlanguagelearning,suchassemantics,grammar,andpronunciation.Languagetransferalsoincludesthinkingpatterns,culturaltraditions,socialhistoryandotherfactorsoutsidethelanguage.Thesecondlanguagetransfertheoryresearchersfurtherexplainthelanguagetransferbyanalyzingthedataofthenativelanguagestructureinthetargetlanguage,andfindthattherearetwotypesoftransfer,positivetransferandnegativetransfer.Specifically,thetransfercausedbythesimilaritiesbetweenthemothertongueandthetargetlanguageiscalled"positivetransfer".Thenativelanguagehabitisaccuratelyappliedtothetargetlanguage.Whenlearnersusetheknowledgeoftheirmothertongueinappropriatelyinthetargetlanguage,itcauses"negativetransfer".LanguagetransfercannotonlypromoteEnglishlearning,butalsocausedifficultiesandmistakes.Intheprocessofsecondlanguagelearning,bothpositiveandnegativetransferexistandaffectourlearning.Therefore,teachersshouldavoidnegativetransferwhileusingpositiveeffects.3.2PhonicsPhonicsisthebasicteachingmethodofreadingteachinginkindergartensandprimaryschoolsinEnglish-speakingcountries.ItisalsoateachingmethodforbeginnerswhotakeEnglishasasecondlanguageoraforeignlanguagetolearnpronunciationrulesandspellingskillsthatFirstappearedinthe1890sandprosperityinthe1990s.Themethodallowsstudentstolearnthephonemebyusing26lettersasaseparatephonemeoraphonemerepresentedbyacombinationofletters,sothatstudentscanmastertheabilitytopronouncewords.PhonicscanestablishtwoconceptsoflettersforstudentsthatLetterNameandLetterSound.LetterNameisthenameoftheletteritselfatthesametime,theletterAcorrespondstoasound,suchas/inthewordcat.Thecoreistoestablishaone-to-onecorrespondencebetweenthelettersorcombinationsofEnglishlettersandtheirpronunciation,sothatstudentscanlearntopronouncewordsbythepronunciationofletters.(梁月婷,2012)Fromtheperspectiveofpronunciation,Phonicsmethodimproveslearners'abilitytolistenanddistinguishsounds,sothatstudentscanacquirethecorrespondingrelationshipbetweenthephonemeandthephonemetheyrepresentsoastoraisethestudents'phonologicalawarenessandmasterthespellingoflettersandalphabetcombinations.Theanalysisofthestructureofnewwordscanbeself-spelling.3.3PhonologicalAwarenessPhonologicalawarenessreferstotheabilityofindividualstorecognizeandrecognizethephonologicalunitsofalanguage,suchasphoneticunits,phoneme,onsetandrimeandsyllable,whichcanbeproperlyidentified,processed,andcombined.Theknowledgeandabilitytoanalyze.Specifically,itincludessegmentingandblending.Phonemeisaveryabstractlanguageunit,thesmallestphoneticunitinspeech.Studieshaveshownthatchildrenattheageofsixexhibitshockinglanguagemasteryanduse.Forthem,languageisatoolforcommunication.Whenlearningalanguage,theyshouldlearnmoreabstractaspectsofthelanguage,especiallythesoundofaword,anditspositioninthevocabulary.Throughvariouslisteningdiscriminationexercises,thelearnercangainaclearawarenessofthestructureofthepronunciationoftheword.Thiskindofconsciousnesscanmakeprimaryschoolstudentsrealize:1.Wordsaremadeupofdifferentsounds.2.Wecanbreakawordintothesoundthatmakesit,andcombinethesoundintotheword.3.Allthe26lettersinEnglishhavetheirownsound.Whenpupilslearnthatwordsarecomposedofdifferentsoundsinaparticularorder,andthateachsoundhasitsownwayofexpression,theyacquirewhatresearcherscalltheabstractconceptof"phonologicalawareness".

IV.MethodologyThisresearchmainlyadoptstheexperimentalresearchmethod.Firstly,theresearchhypothesestobeverifiedinthisthesisaredetermined,thentheresearchobject,researchtools,researchprocessandoperationmethodsareintroduced.Finally,thedataclassificationiscollectedandanalyzedstatistically.4.1ResearchquestionAccordingtothetheoreticalbasisofPhonics,thisthesisexploresthelearningofprimaryschoolstudents'pronunciationinChinesebackgroundthroughteachingexperimentsandverifiesthefeasibilityandconcreteeffectofPhonicsmethodteachinginprimaryschoolstudents'Englishpronunciationteaching.PupilsinthelowergradeswhohavejustcomeintocontactwithEnglishareboundtobeinterferedwithbytheirmothertongue.Therefore,theauthordesignsthefollowingresearchquestions：PhonicsmethodcanimprovePrimarySchoolstudents'phoneticLearningbylanguagetransfer.PhonicsmethodcanimprovePrimarySchoolstudents'inventedspellingabilitybylanguagetransfer.4.2ResearchSubjectsThesubjectsofthisstudyarePhonicsclass,anextracurricularguidanceinstitutionforJingweneducationinShaoguanCity,GuangdongProvince.Thetotalnumberofstudentsis20,12boysand8girls.StudentsinthisclassareenrolledinprimaryschoolsinWujiangDistrict,ShaoguanCity,andareweakinpronunciationandreadingandwriting.ThepurposeofthisstudywastoinvestigatethechangesofphonologicalawarenessandinventedspellingabilitybeforeandafterPhonicslearning.ThefirstclassofPhonicswasusedastheexperimentalclassandthesecondclassofPhonicswasthecontrolclass.4.3ResearchInstrumentsThisresearchmainlyusestheresearchtoolisthetesting.Thetestisdividedintopre-testandpost-test.Students'Englishphoneticslearningincludesphonologicalawareness,spellingabilityandsoon.Therefore,thepre-testandpost-testusedinthisstudyincludephonologicalawarenesstestandspellingabilitytestrespectively.Thetestpurposes,contents,measurementmethodsandscoringmethodsofthetesttoolsaredescribedbelow.4.3.1Phonologicalawarenesstest(refertoAppendix3,Appendix4)Inordertoteststudents'phonologicalawareness,individualoraltestsareused.Thetestisdividedintofivemajorquestions.Thefirstoneistotestthestudents'abilitytorecognizethepronunciationofSamevowelletterinwordsandtorecognizeandreadthelearnedwords.Thesecondquestionistoletthestudentsjudgethepronunciationsofthefirstletterandreadoutthecorrectpronunciationofthewords.Thethirdquestionistojudgetheendingsofwords.Thefourthquestionisthepronunciationoflettersandcombinationsofletters.Scoringmethod:eachmajorproblemhas5sub-questions,atotalof20sub-questions;eachsub-question4points,atotalof100points.4.3.2Inventedspellingabilitytest(refertoAppendix5,Appendix6)Inordertoavoidtheinterferenceofthestudents'understandingofwords,wechoosetotestthemwithwordsthatthestudentshavenotlearned.Thetestincludedconsonants,shortvowels,longvowelsandvowels.Atotalof20questions,5pointseach,atotalof100points.Individualoraltestsarealsoused.4.3.3SPSSSPSS(StatisticalProductandServiceSolutions)isadataanalysistoolandoneofthethreemostpopularstatisticalanalysissoftwareintheworld.ItsmainfeaturesuseWindowswindowmodetoshowavarietyoffunctionaloptionstoprocessavarietyofstatisticalanalysismethodsmodular.Inthisthesis,Independent-SamplesTTestandPaired-SamplesTTestaremainlyused.Independent-SamplesTTestistotestwhetherthereisasignificantdifferenceinthemeanvalueoftwounconnectedpopulationsamples.Inthisthesis,wetestwhetherthereisadifferencebetweentheexperimentalclassandthecontrolclassbeforeandafterusinglanguagetransfertheorytolearnPhonicsMethod.Paired-SamplesTTestwasusedtotestwhethertherewasasignificantdifferencebetweenthemeanvaluesoftwoassociatednormalpopulations.Inthisthesis,itistotestwhetherthetwoclasseshavereachedsignificantdifferenceinthepre-testandpost-test.4.4ProcedureThisstudyisanexperimentalteachingstudy.AsateacherinthePhonicsclass,Iusethepositiveandnegativetransferfunctionoflanguagetransfertheorytocontrastteaching,andprovethatPhonicsmethodcanenhancethephonologicalawarenessofprimaryschoolstudentsunderthelanguagetransfertheory.AndImprovethespellingabilityoftheprimaryschoolstudents.Theresearchprocessisasfollows:Beforetheexperiment:Selectionofresearchobjectsanddeterminationofexperimentalgroupandthecontrolgroup.Thepre-testwascarriedoutintheexperimentalclassandthecontrolclassrespectively.Experimental:Theexperimentalclasscarriesonthenaturalspellingteachingwiththelanguagetransfertheory,thecontrolclasscarriesonthenaturalspellingmethodwithoutthelanguagetransfertheory,onlycarriesontheroutineteaching.ComparingthesimilaritiesanddifferencesbetweenChinesephoneticalphabetandEnglishalphabet,andthePhonicsmethodofpositiveandnegativetransferisusedtoteachPhonics.TakingthephoneticvocabularywhichneedstobegraspedintheEnglishteachingmaterialofprimaryschool(thebeginningofthethirdgrade)asanexample,thisthesisanalyzestheeffectofpositiveandnegativetransferinChinesephoneticandEnglishpronunciation.Atpresent,theEnglishtextbookisofficiallysetupinthethirdgradeofprimaryschoolandthechildrenoftherightagehavebeenlearningChinesephoneticalphabetsystematicallysincetheyenteredtheprimaryschool.Aftertwoyearsofstudyandrepeatedpractice,bythetimeofthethirdgrade,Pupilshavebeenabletoaccuratelymasterthephonetic,shapeandspellingrules.IfEnglishteacherscanmakegooduseofthestudents'advantagesinlearningChinesephoneticcharactersandmakepositivecomparisonsaccordingtothesituation,itwillbehelpfulforthestudentstomasterEnglishpronunciationandalphabeticalstandardwriting.Intermsofpronunciation,studentsareeasilyaffectedbythepronunciationofChinesephonetic.Forexample,manystudentsoftheEnglishletterA[ei]areusedtoreading=a,thephonemeoftheletterTinthevocabularyis[t]andstudentsareusedtothepronunciationofthealphabet[tə].Thisphenomenonisanegativetransferofstudentstoformobstaclestolearning.Aftertheexperiment:Theexperimentalclassandthecontrolclasswerepost-testandcollecteddate.Finally,theauthoranalyzethedataanddrawaconclusion.4.4.1DistinguishtherelationshipbetweenChineseandEnglishlettersandlettercombinations,phonemes,syllablesInChinesephoneticsyllablesaregenerallycomposedofconsonants,vowelsandtones.Generallyspeaking,thepronunciationofaChinesecharacteriscomposedof1-4phonemes,andphonemesarethesmalleststructuralunitsinpronunciation.Theinitialsarethebeginningofasyllable,with23initials:bpmfdtnlgkhjqxzhchshrzcsyw.Atotalof24vowelsaredividedinto6singlevowel(aoeiuü),8compoundvowel(aieiuiaoouiuieüe),1specialvowel(er),5anteriornasalvowel(aneninunün),4posteriornasalvowel(angengingong).InEnglish,phonemesarealsothesmallestphoneticunitsinEnglishpronunciation.Therearevowelphonemes,consonantsandsemitowelphonemes,whichcorrespondtothecombinationofvowelsorconsonants.InEnglishthereisnotonebuttherearesyllables,stresssyllable,unstressedsyllable,opensyllable,closedsyllable,etc.InthePhonicsmethod,thepronunciationandcombinationof26lettersaremainlydiscussed.Table4.1ThepictureisthecomparisonbetweenEnglishalphabetandChinesePinyinThesimilaritiesanddifferencesbetweentheEnglishalphabetandtheChinesephoneticalphabetareobviousbythechart1.InthecourseofPhonicslearning,primaryschoolstudentsfirstlearnedtheknowledgeofChinesealphabetbeforelearningtheEnglishalphabet,sothelearningofEnglishalphabetpronunciationandwritingformhasapositiveandnegativetransfereffect.TeachersshouldguidepupilstofindoutthedifferencesandsimilaritiesbetweenEnglishalphabetandPinyininordertolearnEnglishmoreeffectively.4.4.2AsinglelettercorrespondstoasinglepronunciationThefirststepinlearningPhonicsistolearnthepronunciationof26letters.InPhonics,asinglelettercorrespondstoasinglepronunciation.Table4.2AlphabetCorrespondingpronunciationExamplewordsAlphabetCorrespondingpronunciationExamplewordsBb/b/bagbookPp/p/penappleDd/d/deskdogRr/r/redrunFf/f/fourfiveTt/t/tenitHh/h/hathandVv/v/eveningveryJj/dʒ/jacketjobWw/w/wewellKk/k/keybikeYy/j/youyesMm/m/morningmeZz/z/zooNn/n/nosenoBalladsareinteresting,rhythmicandcatchy.Byusingthestrategyofballadteachingandselectingorcreatingballadsaccordingtotheabovetabletohelpstudentsconsolidatethespellingmethodtheycaneasilymasterthecorrespondingrelationshipbetweenthesesoundsandshapes.Forexample：Bsays/b/Bsays/b/BagBag/b//b//b/

Dsays/d/Dsays/d/DogDog/d//d//d/

4.4.3PositivetransferonPhonicsThereare26lettersinEnglishand25inChinesephoneticalphabet.ExceptforV,thespellingmethodandalphabeticalorderofChinesephoneticalphabetarethesameasthoseofEnglishalphabet.Therefore,itisveryeasyforChinesestudentstorememberandwriteEnglishletters.EnglishvowelsaresimilartoChinesephoneticvowels,whileEnglishconsonantsaresimilartoChinesephoneticinitials.ManyEnglishphoneticsymbolscanfindconsonantsorvowelswithsimilarsoundsinChinesephonetic.TheEnglishvowelphonemes[I:],[u:]and[a:]correspondtotheapproximatesoundsi,uandainChinese.TheyareallstrongvowelsthatEnglishdiphthong[ei],[ai],[ao],[ou]andChinesecomplexvowelei,ai,ao,ouandtherearemanysimilaritiesinpronunciation.Sotherearegenerallynoobstaclestousingthepositivetransferfunctiontopronouncethesesounds.ThemajorityofChineseconsonantsaredividedintoclearconsonantsthatareaspiratedandnotaspirated,suchasb,p,f,d,t,g,k,g,h,s.Ifthevowelsbehindthepronunciationoftheseconsonantsareremoved,theyaresimilartothoseinEnglishconsonants[b],[p],[f],andtheEnglishconsonants,suchas[b],[p],[f],andsoon.[d],[t],[g],[k],[h],[s]aresimilar,andmostoftheseconsonantsinEnglishareclearandmuddy.TheturbidconsonantsofChineseconsonantsincludenasalsoundsm,n,lateralsoundsl,andtongue-curlingsoundsr.Englishconsonantsalsohavenasalsounds[m],[n],lateralsounds[l]andretroflex[r]etc.ThepositivetransferoflanguagewillenablethelearnertopronouncecorrectlythenasalconsonantinEnglish.EffectiveuseofChinesePinyinReadingrulestolearnEnglishPronunciation.Chinesestudentscanlearn