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From the table, it can be shown that English teachers in primary schools are eitherjunior college students (82%), which means that most teachers have not gotten anysystematically training on English phonetics. And by the influence of local surroundingenvironment, 88% teachers do not speak mandarin or even speak dialect; because of themother language transference, speaking mandarin would affect the second languagephonetic learning more or less. Only 7% of students have studied English phoneticssystematically and 5% of students know little about speech organs and their functions,which indicates that most teachers do not teach English phonetics to pupils and pupils cannot master the complicated phonetic knowledge. 72% of students mainly depend onlistening to and imitating their English teachers to learn English pronunciation so the levelof teachers’ English phonetic level is very important and directly influence students’. 85%of students are not satisfied with their own pronunciations and their poor pronunciationmakes them unconfident and directly affects their communication ability. Most studentshave the right understanding of the importance of phonetics in communications since 62%of students think pronunciation learning is necessary and essential.

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Conclusion

For junior high students, if they can learn English phonetics well they wouldperform well in other aspects of English. English phonetic learning is a difficulty part inthe whole English learning process and the view that considering phonetic training as theprocess of only correcting word pronunciation would impede the improvement of phoneticcompetence to a certain degree. So both teachers and students must have a newunderstanding of the importance and necessary of phonetic learning, especially thephonetic materials and training model. First, jazz chants have strong feasibility when theyare applied to English phonetic teaching. Since their audio and video materials are lively,vivid and interesting and many speeches are daily expressions, to some degree this featuregreatly declines the monotonic of simple phonetic training. Secondly, based on themultiple intelligence theory, jazz chants not only contain musical intelligence,interpersonal intelligence, logic-mathematical intelligence and bodily-kinetic intelligencebut also can make students be in positive emotions in English phonetic learning, which cansignificantly strength the supresegmental feature training and make phonetic learningsuccessful with half efforts. Thirdly, jazz chant training model has distinct advantage inrhythm and intonation learning, but have no advantage in improving passage intonation.Jazz chant training model can solve the problem of neglecting supresegmental featuretraining which always happens in traditional phonetic teaching approach. so teachersshould integrate traditional phonetic training model and jazz chant training model inphonetic teaching to stimulate students’ learning motivation and interest and to decline themonotony of phonetic training and relieve students’ mental pressure and to create studyingatmosphere. Teachers should give students specific and targeted guides and choose propertraining materials and training plans which match to students’ present phonetic level toensure that students’ learning motivation and passion can be stimulated and learning taskscan be achieved successfully.
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