When teaching pronunciation, it is difficult to achieve perfect phonetic design of oral speech in a foreign language. Recently, methodologists have been paying attention to the fact that the approximate pronunciation of students makes it difficult for them to perceive authentic speech. In this regard, there is a problem of teaching pronunciation close to authentic. But in the process of learning English the native language of students and the prevailing speech skills make it difficult to perceive and generate someone else’s speech. These difficulties are closely related to the influence of linguistic interference, which the teacher must predict and overcome.