Effect Of Phonological Awareness Training On Rural Primary School Students’ English Vocabulary Learning ——Taking Xunjian Primary School In Luonan County As A Case

Phonological awareness is usually interpreted as learners’ ability to respond and apply the sound fragments of the language they are learning,which requires the language learners to be able to clearly and definitely perceive and manipulate each sound in each word,so as to establish the correspondence between the pronunciation and the written form of the language.Since the 1960 s,phonological awareness has gradually become an important research topic in western educational psychology and psycholinguistics.A large number of experimental studies have shown that phonological awareness plays an important role in children’s vocabulary learning.After reviewing the existing research of phonological awareness,it was found that in recent decades,the domestic scholars gradually attach great importance to the phonological awareness,and has made certain progress in the study.However the selected subjects show serious imbalance,the subjects are mainly in urban areas,and few in rural areas,especially very few in the rural primary schools.The primary school where the author teaches is located in a remote rural area.And in daily English teaching,the author deeply feels the various obstacles in students’ vocabulary learning,such as they can not read words,their pronunciation is not accurate,and they can not remember the words’ spelling and so on.Drawing on the research results of phonological awareness at home and abroad,the author carried out a 31-week phonological awareness teaching experiment on two classes of grade 3 students taught by the author herself,to explore the effect of phonological awareness training on rural primary school students’ vocabulary learning.This study mainly focuses on the following three questions:Can the phonological awareness training promote the rural primary school students’ English phonological awareness level? If yes,how is it achieved?Can the phonological awareness training improve the rural primary school students’ vocabulary pronouncing and spelling ability? If so,how to implement it?What are the positive effects of the phonological awareness training on rural primary school students’ English learning emotion?A total of 104 students from two classes of grade 3 of Xunjian Primary School in Luonan County participated in this teaching experiment.Class one was randomly selected as the experimental class,and class two was selected as the control class.The students in the two classes used the same teaching materials and are taught by the same teacher.Before the phonological awareness training,the students in both classes received a questionnaire survey and phonological awareness pretests.During the phonological awareness training,students in the experimental class were taught vocabulary through phonological awareness training,while students in the control class still received the traditional vocabulary teaching based on following and dictation.After 31 weeks of phonological awareness training,students in both the experimental class and the control class were given a second questionnaire survey,phonological awareness post tests and word pronouncing and spelling tests.All the obtained data were analyzed using SPSS17.0.The conclusions are as follows:1.It is necessary to train students’ phonological awareness at the early stage of English learning;2.In the process of English teaching,systematic phonological awareness training for rural primary school can effectively improve their phonological awareness level.And in the design of the training scheme,students’ existing cognitive level and physical and mental development characteristics should be considered;3.Phonological awareness training can improve learning efficiency of vocabulary pronouncing and spelling in rural primary school students;4.English phonological awareness training has played a positive role in promoting rural primary school students’ interest and confidence in learning English.This research shows that the phonological awareness training can not only improve the rural primary school students’ English phonological awareness level and the learning efficiency of vocabulary pronouncing and spelling,but also greatly improve their interest and confidence in learning English,and thereby effectively improve the quality and efficiency of students’ English learning.Therefore,in English teaching,teachers should consider the long-term development of students,attach great importance to phonetic teaching,and fully realize the importance and necessity of integrating phonological awareness into English teaching,so as to improve students’ comprehensive language ability.