Research On The Application Of Phonics In Vocabulary Teaching On The Grade Seven Of Junior High School

Vocabulary learning is an important part of English learning.English Curriculum Standard for Compulsory Education(2011 Edition)also puts forward requirements for vocabulary.It clearly requires junior high school students to learn to grasp 1500 to 1600 words and requires students to understand the meaning of pronunciation in language learning.However,most of the junior high school students use the simple mechanical method to memorize words,which leads to the difficulty of word memory,aggravates the burden of junior high school students.Gradually,students lose their interest of English learning.After sorting literature about Phonics by category,the author find that Phonics is a very popular and efficient vocabulary teaching method in foreign countries,and it has been gradually concerned by Chinese scholars and teachers in recent years.Phonics aims to build the relationship among 26 English letters,letter combinations and pronunciation rules,so as to optimize students’ vocabulary memory,improve their spelling ability,and then students can read what they see and write what they hear.Guided by the Language Transfer Theory and The Input Hypothesis,Class 13 and Class 16 of Grade 7 in Zigong Hengchuan Experimental School were selected as the experimental subjects.Among them,Class 16 of Grade 7 is the experimental class(22boys and 17 girls),and Class 13 of Grade 7 was the contrast(23 boys and 15 girls).This research aims to explore the effect of Phonics in words reading,words spelling and the interest of vocabulary learning and try to solve the following three problems:1.Can Phonics stimulate students’ interest in vocabulary learning?2.What is the effect of Phonics in words reading ?3.What is the effect of Phonics in words spelling?The experiment lasted for one semester.The experimental class and control class were taught by the same English teacher,which avoided the difference of experimental results caused by different teachers with different teaching levels.The experiment was divided into three stages:(1)Before the experiment,students’ interests and attitudes towards vocabulary learning before learning Phonics were investigated by questionnaire.Then,the test papers were distributed to know students’ ability of words reading and words spelling before learning Phonics.(2)During the experiment,Phonics was taught in experimental class,while the conventional method of words learning was taught in control class.These two classes have seven classes a week,and the teaching content and teaching progress are consistent.(3)After the experiment,the tests of words reading and spelling was carried out.According to the results of the tests,it was analyzed whether the students’ abilities of words reading and spelling were improved after learning Phonics for a semester.Also,a questionnaire was distributed to investigate whether students’ interests of words learning was improved after learning Phonics.The final experimental results show that: Phonics can improve students’ interests of English vocabulary learning,and also improve students’ abilities of words reading and spelling.