| English Curriculum Standards for Compulsory Education(2011edition)said that pupils can read 26 English letters,and master simple spelling rules and a certain number of English words in six grade.In China,the vocabulary teaching method used by many primary school English teachers is mechanical memory training for word pronunciation and meaning,which leads to a separation between the pronunciation,meaning,and spelling of a word and makes it difficult for students to master the vocabulary.So it's essential to explore some new methods to teach English vocabulary.Phonics is a new method,which try to establish a correspondence between letters or letter combinations and pronunciations to make pupils have a overall grasp of vocabulary.Based on mother language transfer theory,critical period theory and Zone of Proximal Development theory,this paper studied the following questions: what are the problems in primary school students' vocabulary learning? Is there a significant difference between pupils' scores after phonics and traditional vocabulary teaching?Can phonics improve pupils' vocabulary learning ability? If it can improve pupils' vocabulary learning ability,what ability can be improved? Using the method of teaching experiment,the first and second class pupils of grade four in a rural primary school in Anqing were taken as the research objects,among which the first class was the experimental group and the second class was the control group.In the experimental group,the teacher taught the basic sounds of the letters,the pronunciation of the letter combination involved in the textbook,and the basic reading and spelling rules by phonics.In the control group,the traditional vocabulary teaching method was used to let pupils recite vocabulary mechanically.Before and after the experiment,two groups of pupils were investigated by questionnaire to find out the problems in vocabulary learning.At the same time,they were tested on phonological awareness,vocabulary reading and spelling.Spss 21 software was used to analyze the questionnaire results and the results of the tests.By comparing the test results of the experimental group and the control group,it can be found that the effect of phonics was significantly different from that of traditional vocabulary teaching.In the phonological awareness post-test,the average score of the experimental group was1.167 higher than that of the control group.There was also a large difference betweenthe two groups on the scores of post-spelling and post-reading tests.In all tests,students in the experimental group performed better,indicating that the phonics is more effective in teaching.By comparing the results of the pre-test and post-test in the experimental group,it was found that the phonics enhanced the pupils' vocabulary ability.In the results of the experimental group,the difference between the mean scores of the pre-test and post-test was 1.067,1.0,and 2.07 respectively,and the scores of post-test were much higher than that of pre-test.Finally,the phonics enhanced pupils' enthusiasm in learning English.The result of the questionnaire before experiment showed that no more than half of students liked English,but after the experiment,80% students in the experimental group liked English.In addition,the results of the interview also confirmed the increased interest of the students in learning English.From the experimental results,we can get the following enlightenment: when teachers use phonics,they should choose appropriate teaching forms,supplement teaching materials,and choose a variety of teaching methods to enhance pupils' initiative in vocabulary learning.In addition,the total number of samples in this study is not large enough with limited time,and the teaching content of phonics involved is not comprehensive enough.In the future,scholars can expand the number of samples,extend the experimental time,and enlarge the teaching content,so as to study the application of phonics more systematically and comprehensively. |
PDF Full Text Request