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ical Basis and Relevant ResearchesThis chapter introduces theoretical basis, feedback from educational fields, and relevantresearches on phonetic teaching of junior high school. The article begins its research based onpredecessors’ conclusions.

2.1 Theoretical Basis
The following theories lay a solid foundation for the research. Constructivism offersguidance for the outdated teaching method, and emphasizes the students’ subjective positionduring teaching to help them form learning strategies. And the needs analysis is a basis todesign and analyze questionnaires.

2.1.1 Constructivism
Currently, the phonetic teaching in junior high school mainly takes the teachers as thecenter, which violates constructivism where students should be taken as the center. As animportant branch of cognitive teaching theory, the constructivism points out a new directionfor our outdated phonetic teaching method (Cited in Zheng Hua, 2009).In the 1980s, American psychologist Carroll put forward the Student-oriented TeachingPattern. This teaching method emphasizes the functions of human brain and regards languagelearning as mental activities. It proposes that the students should be the center of languagelearning and asks students to express their activities during learning process. And languageknowledge should be grasped through observing, analyzing and summarizing language rules.(Cited in Zhang Yanjun, 2004) Education expert of England Ked also put forward theStudent-oriented Teaching Pattern. He proposed that foreign language teaching should not askthe students to adapt the teachers and textbooks, on the contrary, the teachers and textbooksshould adapt to the students. (Cited in Zheng Hua, 2009)
The phonetic teaching method with the Student-oriented is derived from theconstructivism theory, which is an important branch of cognitive teaching theory.Constructivism is also called as structuralism: It is the result of further research in humancognitive patterns by psychologists, and it is the further development of learning theory frombehaviorism to cognition (He Kekang, 1997). Constructivism is derived from the research ofchild cognition that promotes not only brand new learning theory, but also the new teachingtheory and its core is that the teachers are supporters and students are the builders ofknowledge. The teaching process is not a process that the students receive knowledgeinactively but a process that the students construct knowledge. According to constructivism,the teachers should play their roles from three aspects in order to help the students: Firstly,stimulate the learning interests of the students and help them to establish learning motivation;Secondly, help students to combine the meaning of all learned knowledge by establishing aenvironment corresponding with teaching content and to offer clues between newly learnedand previously learned knowledge; Lastly, organize collaborative learning, discussion andcommunication. During the English teaching, language practice both in and out classroomshould be ensured. The teachers should take the Student-oriented teaching method. (Cited inZheng Hua, 2009)

Chapter 3 Methodology............ 30-34
    3.1 Research Questions......... 30
    3.2 Research Subjects......... 30-31
    3.3 Research Instrument.........31-32
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