Phonological Awareness Of Second Language Acquisition In The Light Of Representational System

In recent years, there are many research monographs on phonological awareness."Phonological awareness refers to an individual’s awareness of the phonological structure, or sound structure, of spoken words"(Gillon,2004). Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research. The foreign countries have got a large number of achievements, especially on the relationship between phonological awareness and English competence. In western, researchers got to a conclusion that there was correlation between phonological awareness and English competence. It has been a universal viewpoint of using phonological awareness to help students to learn language, but the research on phonological awareness is limited in the teaching of children and students in primary school, which neglects another important group, students in university. In China, research on phonological awareness was started later, but it also has been paid more attention. Chinese students have many years experience in English study, and they have their own habit and method. Chinese and English are two different language systems. Chinese is a type of orthographic system, but English is a type of phonographic system. Chinese students are good at remember words by visual sense, and this method is very useful in orthographic system. While in phonographic system, auditory sense is very useful in English study. Although most students who are good at visual memory spent much time on remembering words, they do not have a good result. Therefore, strengthening students’ phonological awareness and using their preferred representational system in English teaching is a problem demanding prompt solution in university.In this article, the author explores the effect and influence of representational system on phonological awareness based on the phonological awareness theory, representational system theory and eye accessing cues. In addition, the author put forward the main research questions are, the effect and influence of phonological awareness in the second language acquisition; the relationship between students’ preferred representational system and phonological awareness. The theories concerning phonological awareness and representational system were stated to complete the experiment in this paper and to solve the above problems.The purpose of this paper is to explore the effect and influence after the training of phonological awareness according to students’ different preferred representational systems. The author picked up the students of non English major in HLJ Agricultural Engineering Vocational College as research objectors, the selected42students whose English levels are nearly the same. Then the students were accepted the phonological awareness and representational system test, and the test results showed that their levels of phonological awareness and English competence are nearly the same. The author taught the learners phonological awareness. The teaching contents are the same, while the difference is that in experimental group, the learners were taught in different groups according to their preferred representational system. Then test the two groups phonological awareness and English competence. The result of this experiment demonstrates that1) phonological awareness played a positive role in second language acquisition;2) learners who accept the training of phonological awareness according to their preferred representational system made greater progress.The results showed that the relationship between phonological awareness and representational system. Through the study of phonological awareness and representational system, the research results indicate preferred representational system has a positive impact on the training of phonological awareness; English competence improves with the training of phonological awareness. In English teaching, it is necessary for teachers to grasp different representational systems of students and give lessons case by case according to their preferred representational system.