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e year and had a preliminary  impression  on  phonetics.  Each  group  has  20  students.  And  the  full  score  of  the pronunciation pre-test is 100 scores. Each English word stands for 5 scores. 

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Conclusion 

In  this  chapter,  the  author  firstly  summarizes  the  major  findings  and  limitations  of  the study. Then, the implication is provided for the English vocabulary teaching in primary school and some suggestions for further studies are discussed.Based on the present analyses by the results of the pre-tests and post-test，questionnaire，and interview from the empirical experiment, all of the research questions have been validated in the study. In short, three major findings are summarized as follows： Firstly, phonics is an effective way to stimulate students’ interesting．Because of phonics, the  students  can  “read  what  is  written  and  write  what  is  read”.  Phonics  helps  students stimulate their desire to learn English and their self-confidence in learning English vocabulary. In that case, phonics improves the students’ interesting． The  second  is  that  phonics  is  an  effective  way  to  promote  students’  English  words reading  and  spelling  abilities.  The  letter-sound  correspondence  learning  helps  students  more easily and correctly read and spell many new words, which has solved the problems that most students learn the word difficultly. The  last  one  is  that  phonics  could  improve  the  students’  memorizing  abilities.  Phonics helps the students establish the relationship between the letters and the sounds，so that they can  memorize  English  words  more  faster,  clearer,  easier  and  happier.  More  students  spend less time and energy on memorization after class. And memorization is no longer the biggest problem for the primary school students to learn English because of the phonics．
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