A Study Of Application Of Phonics In English Vocabulary Teaching In Primary School

With the speedy development of economy and information globalization,English as a vital medium of international economic,scientific and cultural exchanges,has become the most widely applied language in the field of work and life.In 2001,the Chinese ministry of education published the Guidance Opinion on Promoting English Teaching in Primary School points that the third grade should add the English class as an important content of the Curriculum Reform of Basic English Education in the21 stCentury.As we all know,English as a compulsory course in primary school teaching is not too long,so there are still existing different sorts of problems in English teaching.And as the huge differences between cultures,teaching methods,learning conditions as well as sound,form and meaning of words,making most pupils feel very difficult in the spelling and memory words,so these factors will dispel the enthusiasm of pupils to learn English,which is a main problem in primary English teaching.The central part of phonics is to enhance the corresponding relationships between letters and their sounds.Phonics is an English teaching method which focuses on the pronunciation,spelling and reading.Phonics teaching is applied not only by the English as mother-tongue pupils learning English pronunciation and spelling to improve reading and comprehension,but also used by students whose English as a second language learning the pronunciation rules and spelling skills.It is considered to be the most effective,easiest,fastest and closest to native language teaching as a complete English learning method,especially for those pupils who are just beginning to learn English.However,in the study of English teaching in primary school,there is little theoretical and empirical research on phonics in reading and vocabulary teaching,therefore,the theory of phonics teaching method needs to be further researched.This study is an experimental study on the application of phonics method in primary English vocabulary teaching.Through the comparison of the phonics teaching method and the traditional English phonetic alphabet teaching,to validate and discuss the effect of phonic teaching method in primary school Englishteaching.The 70 experiment subjects are from two parallel classes of grade fifth of Ewenke No.2 experimental primary school,one is the experimental class,the other is control class,both classes are taught by the same teacher.And four experiment study tools,pre-test,post-test,SPSS,questionnaire and interview are applied in the experiment,at last,the results are analyzed by SPSS 17.0.The experimental results show that: 1)There is significant difference between the experimental group and the control group,the pupils who study phonics are more accurate in spelling the words than those who do not understand the spelling knowledge;2)The experimental group is better than the control group in terms of the word reading.The enlightenment of this research to primary English teaching is 1)Chinese pupils can learn phonics,but the teaching method should be different from the children whose mother tongue is English;2)Phonics is not an isolated system,if applying it separate from reading practice,it's learning effects should match up with other aspects of progress to be highlighted;3)Teachers should respect the psychological development and cognitive development of pupils,combined with other effective teaching methods for vocabulary teaching to reduce pupils' pressure and to improve the interest of primary school pupils.