An Investigation And Study On The Developmental Characteristics Of Pupils’ English Orthographic Awareness And Phonological Awareness

Language is a complex art.A variety of factors will affect language learning and use,especially for the learning of English as a second language in China,such as social factors,learners’ psychological factors,language learning environment and language learning process factors and so on.English is an important means for us to communicate with the international community,and it is also a bridge for us to connect with the international community.It is worth our thinking to attach importance to the position of English education in basic education.The author tries to help English teachers to understand the concept and its importance in English education through this study because they have little knowledge about the concept and phonological awareness of English orthographic awareness and phonological awareness in primary school English teachers are less aware of the related concepts and knowledge of English orthographic awareness and phonological awareness in primary school English teachers.This study also tries to analyze the differences of orthographic and phonological awareness between different grades and sexes,combining the requirements of English curriculum standards and the actual needs of the classroom.To help English teachers to obtain feasible teaching advice and to improve the shortcomings of previous education and teaching,to strive to cultivate students’ interest in English,and to lay a solid foundation for students’ English development.Let the teacher’s education and teaching more perfect.This paper explores the difference between pupils’ sense of orthography and phonology through two studies.In the first study,the primary school students were selected from Shenyang Z Primary School to judge English words of true words,fake words and non-words by experiment.Each grade consisted of 30 boys and 30 girls.By analyzing the reaction time and correct rate of the experiment,the development characteristics of pupils’ awareness of orthographic method were obtained.The correct rate of the third grade was significantly higher than that of the second grade,the third grade was significantly faster than the second grade,and the fifth grade was significantly faster than the fourth grade at the reaction time.In the second study,pupils were tested from four aspects: rhyme consciousness,head sound consciousness,phoneme orientation and phoneme count,so as to explore the development of children’sEnglish phonological awareness.Test content for the paper version of the test,unified playback recording.The Pronunciation Awareness Test was selected from Shenyang Z Primary School with 30 males and 30 females in each grade.To sum up,this study draws the following conclusions:(1)The students’ awareness of English orthography is developing constantly.In the third grade,children begin to have obvious awareness of English orthography.Cohesion between the second and third grades and the fourth and fifth grades is an important period for the development of children’s awareness of English orthography.(2)The children’s English phonetics consciousness develops continuously in the primary school stage,the rhyme consciousness develops the fastest and the earliest,then the first sound consciousness,the phoneme orientation consciousness and the phoneme counting consciousness,among which the phoneme counting consciousness develops the slowest.There was a significant correlation between the development of phonological consciousness and grade.(3)There was no significant difference in English orthographic awareness and phonological awareness between men and women.(4)In primary school,the development of English phonological consciousness is better than the development of English orthographic awareness.