Application Of Phonics To English Word Teaching:a Study On Grade7Students

Research evidences explicit that phonics instruction benefits students in improving abilities of oral-reading and spelling. This study was conducted by using an action approach to examine how20remedial Secondary-one students improve oral reading and spelling after phonemic awareness instruction and phonics instruction.Theories applied in this thesis can be divided into three main aspects:learning transfer theory, phonemic awareness and phonics instruction. According to learning transfer theory, There are both positive transfer and negative transfer when Chinese students learn English. In the aspect of phonemic awareness, the importance, activities and the instruction of phonemic awareness are introduced. In phonics instruction, the writer introduces its concept, principles, historical development and superiority.Questionnaires and achievement tests were used in this study.in order to investigate the effects of phonics on English words learning for secondary one students in China mainland. The experiment was divided into two phases,pre-tests and post-tests. Pre-test included two parts, oral-reading test and spelling test. After a period of six weeks’ training, post-tests were conducted to measure whether students’ phonemic awareness and word spelling ability had been enhanced.Results of this study indicate that the progress and the improvement of remedial students’ oral reading and spelling are all enhanced.90%of the students get benefit from phonics instruction, and more than80%of the students will memorize news with pronunciation after phonics instruction.Phonics instruction benefits students’ oral reading and spelling. It is suggested that teachers can use phonics instruction to improve oral reading and spelling of remedial learners and thereby promotes more motivation and more confidence in learning English.