Based on the feedback strategies employed by primary school English teachers in classroom contexts, this paper analyzes the man_x005fagement methods displayed in the teaching processes from the perspective of teachers, aiming to find out whether these feedback strategies have a positive effect on students’ learning.This paper adopts literature analysis to prove that different classroom feedback strategies of primary school English teachers have different effects on students.

Phonological learning is one of the most challenging tasks in second language acquisition, which requires overcoming obstacles such as native language interference, cognitive difficulty of non-native speech, and inadequate learning environment. Pronunciation accuracy is crucial to the success of phonological communication, and it helps second language learners to better understand and express language. However, second language learners often make pronunciation errors, which may be influenced by factors such as native language interfer_x005fence, learning environment and opportunities, learning methods and strategies. Therefore, this paper proposes effective strategies and training methods, such as sound recognition and imitation training, repetition and feedback mechanisms, phonological perception and awareness development, aiming to help second language learners improve pronunciation accuracy. Through the research in this paper, we can better understand the phonological learning process of second language learners and provide guidance and reference for teaching practice.