AbstractLanguagetransfertheorywasoneofapproachesforlanguagestudydevelopmentrules.Ithadpositiveandnegativetransfer.Positivetransferreferredtothecustom,modeandrulesofmotherlanguagepromotingsecondlanguage.ItwasbeneficialfortheSLA,secondlanguageacquisition.Otherwise,itwasnegativetransferwhenmotherlanguageinterruptedorobstructedsecondlanguage.TheaimofthisthesisusedquantitativeandqualitativeanalysistostudythenecessityandpositiveandnegativetransferbyChinesealphabetpinyinonelementaryschoolEnglishphoneticsteachingfromtheviewoftransfertheoryofpsychology.ItalsoincludedhowtousethepositivetransfertoimproveelementaryschoolEnglishphoneticsclassroomteachingeffecttoavoidnegativetransfer.Atthebasisoftheoreticalanalysisthroughinterviewandquestionnaireinvestigationfindoutthefocusofphoneticsteaching,searchforpositivetransferofChinesealphabettransfertoavoidnegativetransfer.Itwasbeneficialforteachersonteachingandimprovetheteachingeffectwithpurpose.Thewriterproposedtheteachingapproachesonpromotingpositivetransferandavoidingnegativetransferandprovedthefeasibilityandsuperiorityofthem.Thethesishadfiveparts.Thefirstchapterwastheintroductionontheteachinglevelsituationandresearchbackgroundanalysistoproposethecurrentproblemsinelementaryschoolphoneticteaching.ItrevealedthenecessityandimportanceofpositiveandnegativetransferinelementaryschoolEnglishphoneticteaching.ThesecondchapterwasthesummaryontransfertheorydefinitionandreviewonlanguagetransferresearchdevelopmentanddomesticandforeignresearchonlanguagetransfertheoryandphoneticcomparisonbetweenChineseandEnglish.ThethirdchapterwastheinvestigationonthegradefourstudentsinthesixschoolstounderstandtheinfluenceofChinesephoneticsandprovethenecessityofpositiveandnegativetransfer.Thefourthchapterwastheproposalofteachingapproachesandstrategiesbythewriteronpromotingpositivetransferandavoidingnegativetransfer.Inthefifthchapterthefollowingconclusionsweregot:1.TransferofChinesepinyinwouldcertainlyexist.2.Mostpositivetransferwereconsonantphonemesandonlysever