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First, teachers pay little attention to phonetic symbol teaching. The junior high school teachers did not quite carry out phonetic teaching systematically. They are influenced by exam oriented education combined with the capacity by new curriculum standard and only pay attention to vocabulary sentence patterns such as the transmission of knowledge but ignore the voice teaching. A very important reason is that in recent years the phonetic symbol and the sound discrimination are not regarded as a investigational project in exams, so English teachers and students don’t pay attention to the phonetic symbol teaching in junior high school. Many teachers regard the focus of English teaching as vocabulary, grammar, reading, and writing. Some teachers cannot or don’t go to teach phonetic symbol systematically, and only in the interpretation of the words, temporarily adding some phonetic knowledge when necessary. The students had not received an introductory course when starting learning English, namely phonetic learning. Students’ phonetic knowledge is not very good. The only phonetic knowledge mainly stays on to the recognition of inpidual English phonetic symbol. They couldn’t spell new words, and it is also hard for them to read and remember the polysyllabic words. Some students have formed some wrong pronunciations and wrong reading habits, which is harmful to the students. In addition, for this reason, many teachers have to read the new words in each class, as a result, the efficiency of teaching and learning is not high, and the effect is not ideal. Also some areas are affected by the local dialect, students’ pronunciation with a strong local accent, for example, plosive words in heavy reading, too long pronunciation or not in a designated position. All of these problems above are caused by phonetic foundation are not solid. This is the main reason leading to weak phonetic ability and this will lead to oral communicative competence of college students deviation.