English Phonetic Teaching in Primary SchoolForbeginninglearners，accumulatingmassivewordsisthebasisoflearningEnglishwell.However，studentsusuallymemorizewordswithoutknowingtheruleofpronunciation，whichmakestheirvocabularylearningtime-consumingandineffective，thushinderingtheirimprovementinEnglish.Phonicsisamethodthatshowsthepronunciationrulesof26lettersandtheirmonograms，andlinkspronunciationofletterswithlettersthemselves.ItaimstohelpstudentsmasterpronunciationrulesandacquiretheabilitytoreadEnglishwordsatthefirstsightofthem，andspellEnglishwordswhenfirsthearingthem.Itwouldbebettertomakeforeignlanguagelearningunconsciouslikemothertonguesacquisition.Nowadays，Englishteachingfocustoomuchongrammar，translation，phrasesandfixedsentencepatterns，whichdoesntfollowtheruleoflanguageacquisition，resultingthephenomenaofdumbEnglish，translationEnglish，studentsareweakinapplyingEnglish.However，phonicssolvesthisbycorrespondingarticulationofvocabularieswithconcretethingsandcontexts.Forexample，whenteachshortvowelsofletterA，theteachercancombineTPRwithphonics，teachitwithachant：/?/?/?/makegesturesatthesametime，Aisforantfingersspringonthearm，performasanant.ThisconcretecontextmaydevelopstudentshabittospeakEnglishatthesightofthiscontext，studentscanimprovetheirEnglishthinkingabilitythroughthis.PhonicstakesadvantageofPinyinandthestudyofPinyinlaysagoodfoundationforphonicsstudy；andphonicsisbasedonchildrensmassiveperceptionofEnglish，whichconformstothesequenceoflanguageacquisition.Phonicsfollowstheruleofpronunciation，andfromtheperspectiveofspeechsounds，itdivides48phonemesintolettersandmonograms.Becauseoftheconsistenceofphoneme-typeinphonogramsandwords，studentsareabletospellandtransliteratewordsdirectlywiththehelpofphonograms.PhonicsfillsintheblanksthatmayberesultedfromtheabsenceofIPA，andbecomesanewmethodoflearningEnglish.Duringthisprocessofstudy，studentsfindthatwiththehelpofphonics，theycanmemorizewordsinamuchshortertimeandgetgreatemotionalexperience，whichmayimprovetheirconfidence.Theyfindthatrecitingwordsandusingthemcanbeveryeasy，thissenseofachievementcouldencouragethemtostudyharder.AlthoughtherestillexistsomeproblemsinEnglishphoneticteaching，wehavesomestrategiestodealwiththem.Suchaslistenmoretodeveloplanguagesenseanddevelopstudentsphonemicawarenessentirely，improvethecomprehensionandmemorizationofthecorrespondingrelationshipandrules，andfacilitatesemanticunderstandingthroughsituationalteachingandpicturebookreading.Withthereformofcollegeentranceexamination，Englishhasoccupiedanincreasinglyimportantpositionconcerningstudentsfuture.Besides，weareingreatneedoflearningEnglishwellincurrentsituation.onlybythiscanweconnectChinawiththeworld.However，duetolackofeffectiveEnglishteachingmethods，Chinesestudentsareweakinspeaking，listeningandspelling，andformthephenomenaofdumbEnglish，grammarEnglishandtranslationEnglish.BecauseEnglishwordsarephonographies，phonicscanbeabridgethatlinkssoundsandfiguresandhelpsstudentsdeveloptheabilityofspellingwordatthefirstsightofit，sothatmemorizingwordsarenotthatdifficult.Becausephonicsfitsstudentsfeaturesandtheruleofstudentsstudyinwesterncountries，itishighlyadvocatedandwidelyappliedthere.However，phonicsisstillunfamiliartomanystudentsinChinasincethatithasnotbeenpopularizedinChinesepublicschoolsandtherearefewresearchesaboutit.Thisstudyputforwardsomeguidingprinciplestosolvetheproblemsthatmayhappen，whicharedefinedpersonallyas：listenmoretodeveloplanguagesenseanddevelopstudentsphonemicawarenessentirely，improvethecomprehensionandmemorizationofthecorrespondingrelationshipandrules，andfacilitatesemanticunderstandingthroughsituationalteachingandpicturebookreading，inordertooffersomereferencesforpracticalphoneticteaching.【作者簡介】张娜，陕西师范大学。