The Study On Designing Analysis Framework Of The English Alphabet Basis The Learning Progression In Primary School

English Curriculum Standards for Compulsory Education(2022 Edition)has clearly requirements of learning alphabets for students in the primary stage.It includes that students should be able to recognize and read 26 large and small letters,use spell rules to spell words correctly and read dialogues and passages with correct pronunciation and intonation,etc.Although the learning of English alphabets tasks mainly appear in the Grade 1,Grade 2 or Grade 3,however which is not an independent knowledge block,but a progressive learning activity that is closely related to the development of English other skills.Accodingly,there two main issues in this study,one is to explore the advancement of English letters learning,and how to construct an advanced analysis framework for 26 lettes learning in Primary school based on the theory of learning progression? The second is to verify the feasibility of the analysis framework.How can we apply the framework to evaluate students’ English letter learning results?The first chapter mainly discusses the issue that how to build an advanced analytical framework for English letters learning in primary stage based on the Learning Progression Theory.This chapter mainly adopts the literature research method,to bulid the framework through analysing the various edition of current textbooks,relevant national standards and other books.And it is based on advanced property,advanced endpoints,advanced dimension,level of achievement and expected performance to build this framework.The second chapter research the recognition of the advanced analytical framework for English letters learning in primary stage and will revise it.Firstly,this chapter mainly uses the Questionnaire Method to research the recognition of the framework,and the respondents are the frontline teachers and teaching and research staffs who from the author’s area.The questions of the questionnaire presented as a declarative sentences,most of teachers express strong agreement or agreement.This shows that they have high recognition for the framework.Secondly,the study collected the suggestions for the framework through the Expert survey Method from the front-line English teachers and education researchers.This framework will be revised basic on these suggestions as follows: the advanced of the vowel part was refined,adjusted for the difficulty of the expecred performance,added annotations of helping to define level.The third chapter mainly applied the framework that as a test tool into the practical evaluation and discusses the issue that how to evaluate the Primary students’ English letters learning level through the framework.The evaluation objects are students from three classes in Grade 5 of three schools in the author’s area.This chapter mainly use the Classroom Observation Method.The corresponding observation items are extracted from three aspects,included students’ learning activities,homework performance and learning results.They are from two dimensions that listening and speaking,reading and writing.Next,this study will analysis the data from the observation basic on the analysis framework,and acquire the level of learning English alphabets of the evaluation objects at last.There are summary,reflection and expectation of the entire study in the forth chapter.There are following conclusions from studying and constructing the analysis framework for26 letters learning in primary stage: 1.Based on the Learning Progressions Theory and analysis the documents and books can ensure the advanced of English letters learning.And according it’s advanced and knowledge content can construct an analysis framework for 26 letters learning in primary stage.2.Through researching recognition of the framework and appling it into the practical evaluation,it is further proved that English letter learning is related to the improvement of students’ language skills and learning ability,and it has a certain promoting effect.3.Through appling the framework into the practical evaluation we can know that it can help teachers to find the questions of students in English letter learning,and according the questions to improve or optimize the teaching design to launch targeted teaching,which can improve the effect of English letter learning of students.But during the course of this study,many issues have also been identified,such as the practical role of the advanced analytical framework for 26 letter learning in primary school English.Due to many limitations,only its role as a measurement tool has been explored,while the rest,such as its guiding role in classroom instructional design,require further research.Based on the above questions,prospects related to research are proposed.In a word,this study constructed an advanced analysis framework for the English letter based on textbooks curriculum standards,and other relevant books.And sorted out the relationship between primary English letter knowledge and students’ language skills and learning ability development.It also investigeted the recognition of the framework by frontline teachers and researchers,and applied it in practice,to evaluate students’ level of English letter learning and find the problems.I hope that the framework in this paper can help teachers transform their awareness of letter teaching,and to promote students’ English learning.