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3.2 Research participants.......................20

3.3 Research instruments.......................21

CHAPTER FOUR RESULTSAND DISCUSSION..................31

4.1 Results and analysis on research question one.............................31

4.1.1 The Interview One for students...............................32

4.1.2 The pre-test.........................35

CHAPTER FIVE CONCLUSION..........................43

5.1 Research findings.......................43

5.2 Implications of the study...................44

CHAPTER FOUR RESULTS AND DISCUSSION

4.1 Results and analysis on research question one

4.1.1 The Interview One for students

Question one “Do you like learning English ? If do, which part do you like best?If don’t, which part do you dislike? ” was used to clarify students’ interest andattitudes toward English. Eight students answered “ No” to this question and 75% ofthem thought that they didn’t know how to learn English.

As for question two “ Have you ever learned English before grade one?”, all thenine students said that they had not studied English before grade one. For questionthree “Do you take any English training classes in the English training institution?,only one student said “Yes”. So these two questions indicate that most students in Mprimary school only learn English in English classes in school.

In terms of the fourth question：“ Do you think English phonetics is important?”,all the nine students said “Yes”. They held that mastering English phonetics well canimprove their confidence and arouse interest toward English. And they also presentedthat they wanted to improve their phonetics level.

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CHAPTER FIVE CONCLUSION

5.1 Research findings

Finding 1: There is negative transfer from Chinese pinyin to Englishphonetics learning for lower-grade students in primary schools. In terms ofsegmental transfer, the negative transfer occurs on two aspects: phonemesvacancy and incomplete correspondence of phonemes. Phoneme vacancy meansthat there are no corresponding phonemes in Chinese pinyin to English phonemes.When learning these English phonemes, English learners will find similar Chinesepinyin to replace these English phonemes which don’t conform to Chinesepronunciation rules, which results in the negative transfer of Chinese pinyin. Forphoneme vacancy, there are vowels /e / /  / /  / /  / and the consonants /θ/ /e/ /l/ /n/.The incomplete correspondence of phonemes refers to those English phonemes whichare similar to some Chinese pinyin while they are also slightly different from Chinesepinyin. So most Chinese students pronounce those English phonemes according to thesimilar phonemes in Chinese pinyin, which causes negative transfer of the mothertongue. For incomplete correspondence of phonemes, there are vowels /i:/ / / / :/ / //ɑ / / / /u:/ / / /  / / / /e/ / /and consonants /p/ /b/ /t/ /d/ /k/ /g/.

Finding 2: Teachers can reduce students’ negative transfer from Chinesepinyin to English phonetics learning and facilitate their English phonetics levelby using some effective teaching strategies.

reference(omitted)