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Abstract：In the process of English teaching in vocational colleges， listening teaching has always been a difficult party for both teachers and students， especially for students with poor pronunciation. So， how to improve their listening ability is even more difficult. In view of this， this paper talks about the difficulties of English pronunciation and the listening teaching situation in Vocational College. On the basis of the analysis of the problems， it puts forward some strategies and methods of listening teaching for the vocational English.
Key words：English pronunciation;Listening teaching methods;Vocational college students
I. Introduction
Nowadays， as the international exchanges are increasing， the vocational English education is required to reach a higher level. The Higher Education Ministry mentioned in the document and emphasize that in vocational English teaching， we must follow the principle of “practicality and sufficiency first”. And they put forward that the vocational English courses should aim at workplace communication.Recently the English teachers have realized that English teaching in this period should prepare the students for the real communication in their future workplace.However， the overall English level of the vocational college students is relatively lower. Their grammar， vocabulary， pronunciation and listening ability are still quite weak， let alone the spoken English.
Language is itself a communication tool for humanbeings. It is first sound and then visible. English pronunciation should also be the basis of the whole language teaching. Language without pronunciation or with incorrect pronunciation will be greatly limited in its communicative function. Pronunciation is the medium for people to convey information in oral communication.As well， listening is the basis of developing other language skills， while pronunciation is the essential condition for smooth communication. The pronunciation factor is one of the important factors affecting the improvement of listening. Good listening not only promotes vocabulary memory and language sense， but also improves reading speed and language perception. Therefore， finding effective ways to help students improve their listening has become a common concern in English teaching. In recent years， there have been many studies on listening comprehension， including psycholinguistics， cognitive science， pragmatics， listening strategies and assessment and testing of listening comprehension. This paper attempts to discuss the relationship between English pronunciation and listening comprehension， explores the influence of these pronunciation factors on listening from the perspectives of continuous reading， assimilation， intonation and stress patterns， and puts forward some solutions and strategies to solve these problems. II.Current Situation of English Listening Teaching in Vocational Colleges
In vocational colleges， because of the limited English class hours， there is no special listening class. The listening party has been done as exercise in each lesson.Conequently， due to the lack of scientific theoretical guidance in listening teaching， it is difficult to cultivate students'listening comprehension ability. This kind of listening teachingdoesn’t arouse any interest in English for vocational students.The current quality of listening teaching can not meet the needs of vocational English in the new era. As the basis of communicative teaching， listening teaching is the main channel to receive linguistic knowledge and external information， and its importance is self-evident. The problems in listening teaching are as follows：
（1） Teachers'teaching methods
In the process of English listening teaching， the factors such as teaching methods， course assessment methods， teaching design and teaching content adopted by teachers will directly affect the formation of students'listening ability and the improvement of their interest in learning. Nowadays， many listening classes present a one-way teaching mode of lecturing. Teachers play the leading role in the whole process. Students often accept the results passively.In the traditional listening class， teachers just explainnew words， phrases， asking questions and announcing answers， ignoring the students'initiative， enthusiasm and creativity. This kind of exam-oriented teaching only can have the students know some taking-exam skills， but not the real ability of listening. It is still not easy for teachers to find the difficulties and problems existing in student’s listening. Although it is listening teaching，it maily focus on learning grammar and practicing translation .This kind of listening teaching doesn’t help students at all， whereas， they gradually lose the interest in Engish.
On the other hand， in listening teaching， teachers often pay attention to the explanation of textbook knowledge and ignore the imparting of cross-cultural knowledge. Cultural background refers to the understanding of English-speaking countries'social， historical， economic， political， religious， etiquette， lifestyle， customs and human feelings. English language and culture often involves relevant background knowledge， which requires non-native language learners to fully understand and listen to. Listening materials often involve background knowledge such as cultural customs and habits of Western countries. Students are likely to be affected by the lack of relevant background knowledge （2） The current learning situation of the vocational students
Phonological， lexical and grammatical barriers. Linguists generally believe that understanding a foreign language mainly involves the understanding of dialectical sounds. However， a common problem among vocational college students is that their listening comprehension is relatively weak. Some students do not understand the pronunciation parts and key points of phonemes. In addition， influenced by local pronunciation， the pronunciation of words is inaccurate. Some students are accustomed to pronouncing words independently， and some rules of English pronunciation， such as liaison， repetition， etc. Weak reading， detonation， assimilation and so on are not paid attention to， coupled with less reading aloud， so the sense of language is very poor， and the response to what you hear is slow. In terms of vocabulary and grammar， due to the limited vocabulary， weak foundation and insufficient grammar knowledge， a series of problems will arise in the process of listening training， such as inability to understand and incoherence in listening. In addition， students'knowledge structure is insufficient and their interest in learning is insufficient. Compared with ordinary undergraduate students， most of the students invocational colleges have weak basic knowledge of English. In addition， the study of college English focuses on practical application， which is different from the exam-oriented study in senior high school. As a result， some students are not adapted to it and their enthusiasm for English learning is frustrated. Most of the students in vocational colleges have poor self-control and lack of learing motivation， so they have lost confidence and interest in English learning for a long time.
III.Problems and Difficulties in Engish Pronunciation
After giving a semeser’s pronunciation-correcting lesson （Professor Lisa’s American Pronunciation lesson） to the experimental class， comparedwith the control class， it is clear that not only the pronunciation of the experimental class has been improved a lot， but also the listening test scores are higher than the control class. In the process of English teaching， the following pronunciation problems are summarized as follows：
1.About Vowel Problems
1） Confusion of /i：/& /i/Since there is no distinction between long and short vowels in Chinese， there is no short vowel //i/， only the pronunciation "clothes" 衣 in Chinese approximating //i：/. In the pronunciation test， 50% of the students often pronounce //i/ as half of the Chinese "衣" or //i：/. In fact， the two sounds differ not only in length but also in quality. Mouth shape should be slightly opened， 1-2 matches between upper and lower teeth can be accommodated， lips flat and smiling， while //i/ upper and lower teeth can accommodate a small finger， muscle relaxation. When pronouncing the Chinese "衣"， the muscles are not tense， the air flow rubs， and the pronunciation is shorter， while the pronunciation of //i/ is shorter. 2） Confusion of /e/ and /?/ 45% of the students have the wrong position of tongue and can not open the mouth and pronounce the /e or /?/ as /ai/ because of tongue slipping. The tongue should be slightly lowered， the mouth should be as open as possible， and the lips should be flat on both sides.
3） Confusion of /e/ and /ei/ Many students can't pronounce /ei/ because they can't make the tip of the tongue move up to the pronunciation /i/ height quickly and the mouth shape doesn't close gradually.
4） The Problem of divowels
English diphthongs are dynamic. When pronouncing a diphthong//ei/，/ai/，/au/，/ia/，/ea/，/ua/， emphasis is placed on the sliding from the former to the latter. Generally speaking， the first sound should be loud and clear， and the second sound should be generally loud and ambiguous.
2. About Consonant Problems
1） Confusion of /f/， /v/， /w/， /h/
The majority of phonetic learning is greatly influenced by students’ local dialects， which has a great negative effect on the confusion of the above-mentioned sounds. Nearly half of the students are more or less confused in the following pronunciations. Lower lip sounds are less needed in Chinese， so students always fail to read /f/， /v/. /f/， /v/ are all lip and teeth rubbing （lower lip touching upper teeth lightly）， a clear voiced. When pronouncing， place the palm of your hand in front of your mouth and feel the air flow is //f/， and basically no air flow is /v/， while/w/ lip is round and protruding without touching teeth， and pronounce flow rubs into sound at the throat glottis.
2）Confusion of /n/ and /?/
Students are influenced by regional dialects and by the negative transfer of Chinese pronunciation. There is no difference between sin， sing， thin and thin.
3）English and Chinese have different syllabic structures. Chinese mostly has open syllables， which end with vowels， while English mostly has closed syllables which end with consonants. When students read a word， they often add vowels after the last consonant， that is to say， adding syllables is also a common mistake for rural students. The students are prone to add vowels when pronunciation of consonants （t， d） +/n/ is not achieved due to nasal blasting.
3. Consonant Clusters， Liaison， Assimilation and Detonation
Chinese advocates clear pronunciation. Affected by this， Chinese students read English and communicate word by word， as if they jumped out word by word， stiff and incoherent. The foreigners listened awkwardly when they spoke with great difficulty. But in English， two adjacent sounds in the same group are read together， so that the speech sounds more fluent and natural. Because of the word-to-word conjunction， the speech speed becomes faster and it is easy to be misheard as a single word， so the students' reaction is difficult to keep up with. Continuous reading has become a difficult place for rural middle school students to pronounce and listen. 4. Weak Forms， Stress and Rhythm
The length of reading Chinese sentences depends on the number of words， while in English it depends on the stress. This leads to the weakening of many words， that is， the weakening of vowel phonemes. This gives you a sense of rhythm. However， Chinese students have too much stress in reading sentences. They read weak sentences into strong ones and pause more. Chinese is generally monosyllabic， that is， a consonant plus a vowel; English is usually multi-syllable， and the syllables are divided into light and heavy. English sentence pronunciation occurs at the interval between stress and stress， with stress as the dominant and stress as the supplement. Chinese students are influenced by the negative transfer of Chinese. Every word in English can be read as long and clear as that in Chinese.
V. Phonics Teaching Strategies and Their Impact on Listening Teaching
1. Improve Students' Understanding and Mastery of Phonetics
Listening training is a process of speech perception. According to Skinner's Stimulus-Response-Enhancement Principle， once a student hears a certain sound and receives stimulus in listening training， it will form a rapid response， and naturally and smoothly "perceive" the meaning of the words and sentences he hears. Therefore， in listening teaching， we should adopt the combination of intensive listening and extensive listening. Through repeated intensive listening， we can analyze the causes of students'misunderstanding deviation and error， help students to distinguish key words and related sounds and meanings， and under the guidance of teachers， identify the links， stresses and intonations in fast speech flow. A large number of extensive listening can help students to distinguish the main idea of the listening materials， and make students contact a large number of language information.
2. Promote the Positive Transfer of Mother Tongueand Restrain the Negative Transfer of Chinese Pronunciation
Language transfer has always been a central issue in applied linguistics， second language acquisition and language research. For a long time， the role of mother tongue in second language acquisition has been regarded as a kind of interference， so the process of second language acquisition is almost regarded as a process of overcoming the negative transfer of mother tongue. Especially in English and Chinese， which do not belong to the same type of language， people often see differences. In the process of second language acquisition， learners will transfer the linguistic form， meaning and distribution of their mother tongue， together with the culture associated with their mother tongue， into the target language. When the learner's target language is similar to that of his mother tongue， there will be positive transfer， which is easier to learn and promotes second language acquisition. Founded in 1886， the International Academy of Phonetics developed a set of phonetic symbols for recording and studying human speech. This is the International Phonetic Alphabet， which has more than 100 symbols， one symbol， one phoneme， one phoneme， one symbol principle. Because the symbols are concise， scientific and meticulous， scholars all over the world use it to record English and Chinese phonemes with similar or even the same pronunciation. For example， the pronunciation of the initial B P M f d t n l G K H S in Chinese is very similar to that of the consonant B P M F D T N G K H S in English. When learners learn these sounds， their pronunciation will be more standard and they will be able to grasp the key points of pronunciation more easily and quickly. It can greatly improve the efficiency of second language acquisition by using the similar pronunciation between mother tongue and target language. The learners have a great promoting effect.
3. Enrich Teaching Resources to Stimulate Students' Motivation and Interest in English Learning
Abundant and colorful teaching resources are quite necearry in vocational English class， which is expected to arouse the students’ interest again in English. In the whole process of English teaching， teachers should not neglect cultivating students’interest， which is the intrinsic force to promote learning and the powerful driving force for students to learn. Interest is a psychological tendency of students to actively understand things and actively participate in activities. Once students have a strong interest in English， they will be happy to accept it and learn it.
Krashen （1985b）， after years of intensive research on children's mother tongue acquisition， believes that students can naturally acquire language structure （form） after they are exposed to enough comprehensible input. He repeatedly emphasized the importance of "comprehensible input"， and pointed out that the ideal input should have four conditions， that is，'comprehensible input'，'interesting and relevant'，'not grammatical sequencing'，'red' is slightly higher than the known one. Adequate input （enough I + 1 input） and intelligibility of language proficiency means that understanding the input language is a necessary condition for language acquisition， and incomprehensible input is only noise to learners.“Interesting and relevant “means that the input language is interesting and relevant to thelearning objective. In this way， learners feel relaxed and interesting， and learn something. + I represents the learner's current ability. （"i + 1"） indicates that the new knowledge should be slightly higher than the current level of the learner. If the input of language is only "i"， they can not acquire new knowledge， but just step in place. 4.Get Rid of Students’ Psychological Barriers in English Class
According to Krashen， learning a foreign language depends only on natural acquisition. The way is to provide sufficient input for students with minimum or no psychological barriers. As long as the input is larger than the students' current language ability and the emotional filtering is low， students will naturally learn the language.However， a large number of comprehensible input is not equivalent to the real intake of language， nor does it mean the acquisition of language competence. Krashen put forward the theory of emotional filtering in the 1970s and 1980s. In his opinion， a large number of intelligible language input does not mean that learners can acquire the target language. In the process of second language acquisition， affection filters language input. Only through affective filter can language input become intake， and then reach the mechanism of language acquisition and internalize it into the brain （Krashen， 1981）.
On the basis of Krashen's affective filtering hypothesis， although affection has no effect on the acquisition mechanism， affective factors can hinder or promote input into the brain's language acquisition organs. The learner's acquisition of language should also take into account the learner's psychological factors. Understandable input can be easily inhaled by learners when affective filtering is low.. It also depends on the strength of emotional filtering. When emotional filtering is strong， the intake of language is small; when emotional filtering is weak， the intake of words is large. Krashen divides emotional factors into three categories： 1. Motivation; 2. Self-confidence; 3. Anxiety （Krashen， 1981） motivation is the motivation of learners 'learning. Whether it determines their success or not， motivated language learners acquire language quickly; self-confident learners acquire more languages; and in the process of learning， anxious learners acquire more languages. Language is slow， and vice versa.Studies have shown that moderate anxiety can promote language learning， but excessive anxiety can hinder language acquisition. Therefore， teachers should have a relaxed and pleasant environment and try to break through the barrier of affective disorder in class . On the contrary， if students are allowed to take a passive attitude arbitrarily， and language input is hindered by the wall of "emotional barrier"， then "a lot of input" becomes meaningless. V. Conclusion
After a semester’s experiment， the students'pronunciation have been improved a lot and their listening ability has reached a higher leverl. If English learning is mental work， then pronunciation exercise is muscle movement， such as high jump and swimming， which should form the correct coordination of oral muscles and vocal organs.Learners should be exposed to accurate pronunciation as much as possible， as early as possible. Once the wrong pronunciation is developed， it will be very difficult to correct it; even success is time-consuming and laborious.
In phonetics teaching， we should give priority to the training of speech flow. We should not overindulge in the teaching of monosyllables by putting the end in reverse. We should also emphasize the combination of monosyllable training and speech flow training to enable students to perceive speech and develop their sense of language in specific and real situations. Voice teaching should be systematic. Plans should be made at the beginning of teaching， such as vowel， consonant， consonant detonation， liaison， stress， weak reading， rhythm， intonation， etc. It is suggested that pronunciation-correcting class should be required to take by the vocational college students.
References：
[1]Littlewood， W. 1981. Communicative Language Teaching. Cambridge： Cambridge University Press.
[2]Helgesen， M. &. Brown， S. 2008.《聽力教学实用技巧》，南京：译林出版社。
[3]Min Han. An Empirical Study on the Application of Cooperative Learning to English Listening Classes. English Language Teaching 2015， 8（3）
[4]Nunan， D. 2003. Listen In Book！（2nd ed，）. Boston： Heinle/Thomson.
[5]Penny， Ur. 2000. Teaching Listening Comprehension. Cambridge： Cambridge University Press.
[6]陈永利.语音教学：提高英语教学质量的重要环节[J].成都大学学报（社科版），1996，
[7]高春明.语音学知识对大学英语听力教学的启示[J].长春理工大学学报（ 社会科学版），2007，（6）
[8]桂灿昆.美国英语应用语言学[M].上海外语教育出版社，1999
[9]孙悦芬.语音学知识与听力教学[J].大学英语，1998，（8）
[10]王桂珍.英语语音语调教程[M].高等教育出版社，1999
[11]杨静洁.英语语音对英语听力的影响及其解决途径[J].潍坊学院学报，2009，（2）
Key words：English pronunciation;Listening teaching methods;Vocational college students
I. Introduction
Nowadays， as the international exchanges are increasing， the vocational English education is required to reach a higher level. The Higher Education Ministry mentioned in the document and emphasize that in vocational English teaching， we must follow the principle of “practicality and sufficiency first”. And they put forward that the vocational English courses should aim at workplace communication.Recently the English teachers have realized that English teaching in this period should prepare the students for the real communication in their future workplace.However， the overall English level of the vocational college students is relatively lower. Their grammar， vocabulary， pronunciation and listening ability are still quite weak， let alone the spoken English.
Language is itself a communication tool for humanbeings. It is first sound and then visible. English pronunciation should also be the basis of the whole language teaching. Language without pronunciation or with incorrect pronunciation will be greatly limited in its communicative function. Pronunciation is the medium for people to convey information in oral communication.As well， listening is the basis of developing other language skills， while pronunciation is the essential condition for smooth communication. The pronunciation factor is one of the important factors affecting the improvement of listening. Good listening not only promotes vocabulary memory and language sense， but also improves reading speed and language perception. Therefore， finding effective ways to help students improve their listening has become a common concern in English teaching. In recent years， there have been many studies on listening comprehension， including psycholinguistics， cognitive science， pragmatics， listening strategies and assessment and testing of listening comprehension. This paper attempts to discuss the relationship between English pronunciation and listening comprehension， explores the influence of these pronunciation factors on listening from the perspectives of continuous reading， assimilation， intonation and stress patterns， and puts forward some solutions and strategies to solve these problems. II.Current Situation of English Listening Teaching in Vocational Colleges
In vocational colleges， because of the limited English class hours， there is no special listening class. The listening party has been done as exercise in each lesson.Conequently， due to the lack of scientific theoretical guidance in listening teaching， it is difficult to cultivate students'listening comprehension ability. This kind of listening teachingdoesn’t arouse any interest in English for vocational students.The current quality of listening teaching can not meet the needs of vocational English in the new era. As the basis of communicative teaching， listening teaching is the main channel to receive linguistic knowledge and external information， and its importance is self-evident. The problems in listening teaching are as follows：
（1） Teachers'teaching methods
In the process of English listening teaching， the factors such as teaching methods， course assessment methods， teaching design and teaching content adopted by teachers will directly affect the formation of students'listening ability and the improvement of their interest in learning. Nowadays， many listening classes present a one-way teaching mode of lecturing. Teachers play the leading role in the whole process. Students often accept the results passively.In the traditional listening class， teachers just explainnew words， phrases， asking questions and announcing answers， ignoring the students'initiative， enthusiasm and creativity. This kind of exam-oriented teaching only can have the students know some taking-exam skills， but not the real ability of listening. It is still not easy for teachers to find the difficulties and problems existing in student’s listening. Although it is listening teaching，it maily focus on learning grammar and practicing translation .This kind of listening teaching doesn’t help students at all， whereas， they gradually lose the interest in Engish.
On the other hand， in listening teaching， teachers often pay attention to the explanation of textbook knowledge and ignore the imparting of cross-cultural knowledge. Cultural background refers to the understanding of English-speaking countries'social， historical， economic， political， religious， etiquette， lifestyle， customs and human feelings. English language and culture often involves relevant background knowledge， which requires non-native language learners to fully understand and listen to. Listening materials often involve background knowledge such as cultural customs and habits of Western countries. Students are likely to be affected by the lack of relevant background knowledge （2） The current learning situation of the vocational students
Phonological， lexical and grammatical barriers. Linguists generally believe that understanding a foreign language mainly involves the understanding of dialectical sounds. However， a common problem among vocational college students is that their listening comprehension is relatively weak. Some students do not understand the pronunciation parts and key points of phonemes. In addition， influenced by local pronunciation， the pronunciation of words is inaccurate. Some students are accustomed to pronouncing words independently， and some rules of English pronunciation， such as liaison， repetition， etc. Weak reading， detonation， assimilation and so on are not paid attention to， coupled with less reading aloud， so the sense of language is very poor， and the response to what you hear is slow. In terms of vocabulary and grammar， due to the limited vocabulary， weak foundation and insufficient grammar knowledge， a series of problems will arise in the process of listening training， such as inability to understand and incoherence in listening. In addition， students'knowledge structure is insufficient and their interest in learning is insufficient. Compared with ordinary undergraduate students， most of the students invocational colleges have weak basic knowledge of English. In addition， the study of college English focuses on practical application， which is different from the exam-oriented study in senior high school. As a result， some students are not adapted to it and their enthusiasm for English learning is frustrated. Most of the students in vocational colleges have poor self-control and lack of learing motivation， so they have lost confidence and interest in English learning for a long time.
III.Problems and Difficulties in Engish Pronunciation
After giving a semeser’s pronunciation-correcting lesson （Professor Lisa’s American Pronunciation lesson） to the experimental class， comparedwith the control class， it is clear that not only the pronunciation of the experimental class has been improved a lot， but also the listening test scores are higher than the control class. In the process of English teaching， the following pronunciation problems are summarized as follows：
1.About Vowel Problems
1） Confusion of /i：/& /i/Since there is no distinction between long and short vowels in Chinese， there is no short vowel //i/， only the pronunciation "clothes" 衣 in Chinese approximating //i：/. In the pronunciation test， 50% of the students often pronounce //i/ as half of the Chinese "衣" or //i：/. In fact， the two sounds differ not only in length but also in quality. Mouth shape should be slightly opened， 1-2 matches between upper and lower teeth can be accommodated， lips flat and smiling， while //i/ upper and lower teeth can accommodate a small finger， muscle relaxation. When pronouncing the Chinese "衣"， the muscles are not tense， the air flow rubs， and the pronunciation is shorter， while the pronunciation of //i/ is shorter. 2） Confusion of /e/ and /?/ 45% of the students have the wrong position of tongue and can not open the mouth and pronounce the /e or /?/ as /ai/ because of tongue slipping. The tongue should be slightly lowered， the mouth should be as open as possible， and the lips should be flat on both sides.
3） Confusion of /e/ and /ei/ Many students can't pronounce /ei/ because they can't make the tip of the tongue move up to the pronunciation /i/ height quickly and the mouth shape doesn't close gradually.
4） The Problem of divowels
English diphthongs are dynamic. When pronouncing a diphthong//ei/，/ai/，/au/，/ia/，/ea/，/ua/， emphasis is placed on the sliding from the former to the latter. Generally speaking， the first sound should be loud and clear， and the second sound should be generally loud and ambiguous.
2. About Consonant Problems
1） Confusion of /f/， /v/， /w/， /h/
The majority of phonetic learning is greatly influenced by students’ local dialects， which has a great negative effect on the confusion of the above-mentioned sounds. Nearly half of the students are more or less confused in the following pronunciations. Lower lip sounds are less needed in Chinese， so students always fail to read /f/， /v/. /f/， /v/ are all lip and teeth rubbing （lower lip touching upper teeth lightly）， a clear voiced. When pronouncing， place the palm of your hand in front of your mouth and feel the air flow is //f/， and basically no air flow is /v/， while/w/ lip is round and protruding without touching teeth， and pronounce flow rubs into sound at the throat glottis.
2）Confusion of /n/ and /?/
Students are influenced by regional dialects and by the negative transfer of Chinese pronunciation. There is no difference between sin， sing， thin and thin.
3）English and Chinese have different syllabic structures. Chinese mostly has open syllables， which end with vowels， while English mostly has closed syllables which end with consonants. When students read a word， they often add vowels after the last consonant， that is to say， adding syllables is also a common mistake for rural students. The students are prone to add vowels when pronunciation of consonants （t， d） +/n/ is not achieved due to nasal blasting.
3. Consonant Clusters， Liaison， Assimilation and Detonation
Chinese advocates clear pronunciation. Affected by this， Chinese students read English and communicate word by word， as if they jumped out word by word， stiff and incoherent. The foreigners listened awkwardly when they spoke with great difficulty. But in English， two adjacent sounds in the same group are read together， so that the speech sounds more fluent and natural. Because of the word-to-word conjunction， the speech speed becomes faster and it is easy to be misheard as a single word， so the students' reaction is difficult to keep up with. Continuous reading has become a difficult place for rural middle school students to pronounce and listen. 4. Weak Forms， Stress and Rhythm
The length of reading Chinese sentences depends on the number of words， while in English it depends on the stress. This leads to the weakening of many words， that is， the weakening of vowel phonemes. This gives you a sense of rhythm. However， Chinese students have too much stress in reading sentences. They read weak sentences into strong ones and pause more. Chinese is generally monosyllabic， that is， a consonant plus a vowel; English is usually multi-syllable， and the syllables are divided into light and heavy. English sentence pronunciation occurs at the interval between stress and stress， with stress as the dominant and stress as the supplement. Chinese students are influenced by the negative transfer of Chinese. Every word in English can be read as long and clear as that in Chinese.
V. Phonics Teaching Strategies and Their Impact on Listening Teaching
1. Improve Students' Understanding and Mastery of Phonetics
Listening training is a process of speech perception. According to Skinner's Stimulus-Response-Enhancement Principle， once a student hears a certain sound and receives stimulus in listening training， it will form a rapid response， and naturally and smoothly "perceive" the meaning of the words and sentences he hears. Therefore， in listening teaching， we should adopt the combination of intensive listening and extensive listening. Through repeated intensive listening， we can analyze the causes of students'misunderstanding deviation and error， help students to distinguish key words and related sounds and meanings， and under the guidance of teachers， identify the links， stresses and intonations in fast speech flow. A large number of extensive listening can help students to distinguish the main idea of the listening materials， and make students contact a large number of language information.
2. Promote the Positive Transfer of Mother Tongueand Restrain the Negative Transfer of Chinese Pronunciation
Language transfer has always been a central issue in applied linguistics， second language acquisition and language research. For a long time， the role of mother tongue in second language acquisition has been regarded as a kind of interference， so the process of second language acquisition is almost regarded as a process of overcoming the negative transfer of mother tongue. Especially in English and Chinese， which do not belong to the same type of language， people often see differences. In the process of second language acquisition， learners will transfer the linguistic form， meaning and distribution of their mother tongue， together with the culture associated with their mother tongue， into the target language. When the learner's target language is similar to that of his mother tongue， there will be positive transfer， which is easier to learn and promotes second language acquisition. Founded in 1886， the International Academy of Phonetics developed a set of phonetic symbols for recording and studying human speech. This is the International Phonetic Alphabet， which has more than 100 symbols， one symbol， one phoneme， one phoneme， one symbol principle. Because the symbols are concise， scientific and meticulous， scholars all over the world use it to record English and Chinese phonemes with similar or even the same pronunciation. For example， the pronunciation of the initial B P M f d t n l G K H S in Chinese is very similar to that of the consonant B P M F D T N G K H S in English. When learners learn these sounds， their pronunciation will be more standard and they will be able to grasp the key points of pronunciation more easily and quickly. It can greatly improve the efficiency of second language acquisition by using the similar pronunciation between mother tongue and target language. The learners have a great promoting effect.
3. Enrich Teaching Resources to Stimulate Students' Motivation and Interest in English Learning
Abundant and colorful teaching resources are quite necearry in vocational English class， which is expected to arouse the students’ interest again in English. In the whole process of English teaching， teachers should not neglect cultivating students’interest， which is the intrinsic force to promote learning and the powerful driving force for students to learn. Interest is a psychological tendency of students to actively understand things and actively participate in activities. Once students have a strong interest in English， they will be happy to accept it and learn it.
Krashen （1985b）， after years of intensive research on children's mother tongue acquisition， believes that students can naturally acquire language structure （form） after they are exposed to enough comprehensible input. He repeatedly emphasized the importance of "comprehensible input"， and pointed out that the ideal input should have four conditions， that is，'comprehensible input'，'interesting and relevant'，'not grammatical sequencing'，'red' is slightly higher than the known one. Adequate input （enough I + 1 input） and intelligibility of language proficiency means that understanding the input language is a necessary condition for language acquisition， and incomprehensible input is only noise to learners.“Interesting and relevant “means that the input language is interesting and relevant to thelearning objective. In this way， learners feel relaxed and interesting， and learn something. + I represents the learner's current ability. （"i + 1"） indicates that the new knowledge should be slightly higher than the current level of the learner. If the input of language is only "i"， they can not acquire new knowledge， but just step in place. 4.Get Rid of Students’ Psychological Barriers in English Class
According to Krashen， learning a foreign language depends only on natural acquisition. The way is to provide sufficient input for students with minimum or no psychological barriers. As long as the input is larger than the students' current language ability and the emotional filtering is low， students will naturally learn the language.However， a large number of comprehensible input is not equivalent to the real intake of language， nor does it mean the acquisition of language competence. Krashen put forward the theory of emotional filtering in the 1970s and 1980s. In his opinion， a large number of intelligible language input does not mean that learners can acquire the target language. In the process of second language acquisition， affection filters language input. Only through affective filter can language input become intake， and then reach the mechanism of language acquisition and internalize it into the brain （Krashen， 1981）.
On the basis of Krashen's affective filtering hypothesis， although affection has no effect on the acquisition mechanism， affective factors can hinder or promote input into the brain's language acquisition organs. The learner's acquisition of language should also take into account the learner's psychological factors. Understandable input can be easily inhaled by learners when affective filtering is low.. It also depends on the strength of emotional filtering. When emotional filtering is strong， the intake of language is small; when emotional filtering is weak， the intake of words is large. Krashen divides emotional factors into three categories： 1. Motivation; 2. Self-confidence; 3. Anxiety （Krashen， 1981） motivation is the motivation of learners 'learning. Whether it determines their success or not， motivated language learners acquire language quickly; self-confident learners acquire more languages; and in the process of learning， anxious learners acquire more languages. Language is slow， and vice versa.Studies have shown that moderate anxiety can promote language learning， but excessive anxiety can hinder language acquisition. Therefore， teachers should have a relaxed and pleasant environment and try to break through the barrier of affective disorder in class . On the contrary， if students are allowed to take a passive attitude arbitrarily， and language input is hindered by the wall of "emotional barrier"， then "a lot of input" becomes meaningless. V. Conclusion
After a semester’s experiment， the students'pronunciation have been improved a lot and their listening ability has reached a higher leverl. If English learning is mental work， then pronunciation exercise is muscle movement， such as high jump and swimming， which should form the correct coordination of oral muscles and vocal organs.Learners should be exposed to accurate pronunciation as much as possible， as early as possible. Once the wrong pronunciation is developed， it will be very difficult to correct it; even success is time-consuming and laborious.
In phonetics teaching， we should give priority to the training of speech flow. We should not overindulge in the teaching of monosyllables by putting the end in reverse. We should also emphasize the combination of monosyllable training and speech flow training to enable students to perceive speech and develop their sense of language in specific and real situations. Voice teaching should be systematic. Plans should be made at the beginning of teaching， such as vowel， consonant， consonant detonation， liaison， stress， weak reading， rhythm， intonation， etc. It is suggested that pronunciation-correcting class should be required to take by the vocational college students.
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