| Phonological awareness is the ability to respond to and control the phoneme fragments of language,which helps students to better develop the ability of word pronouncing and spelling,and lay a good foundation for reading.The English curriculum standards for Compulsory Education(2022)stipulates that primary school students of grade 3 and 4 should acquire the first level of phonetic knowledge,they should be able to perceive simple spelling rules and try to use these rules to spell words.Phonics instruction advocates that learners can pronounce a word when seeing it,and spell a word when hearing it.Researchers at home and abroad have been adopting phonics as an important instruction for current primary school English pronunciation teaching.However,most phonics instruction is implemented in skill-drill way,students’ phonological awareness is not effectively enhanced in this decontextualized training.In recent years,phonics has been combined with picture books,so that students can learn phonics rules in interesting text backgrounds.This thesis intends to use picture books as phonics instruction material to investigate the impact of picture-book-based phonics instruction on primary school students’ phonological awareness,pronunciation and spelling ability mainly exploring the following questions:(1)What are the effects of picture-book-based phonics instruction on primary school students’ phonological awareness?(2)What are the effects of picture-book-based phonics instruction on primary school students’ pronunciation ability?(3)What are the effects of picture-book-based phonics instruction on primary school students’ spelling ability?(4)What are the correlations of phonological awareness,pronunciation ability and spelling ability?Fifty students from two classes of Grade three in Lanzhou Country Garden School primary section were selected as the research subjects to participate in the teaching experiment.This experiment lasted for thirteen weeks.Class two was assigned as the experimental class,in which picture-book-based phonics instruction was employed.Class one was the control class,in which phonics instruction through skill-drill was used.Before and after the experiment,the pre-test and post-test of phonological awareness,pronunciation ability and spelling ability were respectively carried out in two classes,in order to explore the influence of two different phonics instructions on the phonological awareness,pronunciation and spelling ability of primary school students.Furthermore,the correlation among phonological awareness,pronunciation and spelling ability in the experimental class was analyzed to verify the interaction among phonological awareness,pronunciation and spelling ability.The results of this research show that:(1)Picture-book-based phonics instruction can enhance primary school students’ phonological awareness especially in the aspect of phoneme’s blending and deletion ability;(2)Picture-book-based phonics instruction can improve primary school students’ pronunciation ability,but does not exert a significant influence compared with skill-drill way of phonics teaching;(3)Picture-book-based phonics instruction can improve primary school students’ spelling ability;(4)There is a significant positive correlation between students’ phonological awareness and their pronunciation ability;the same significant positive correlation exists between students’ phonological awareness and their spelling ability.Finally the study implicates that primary school English teachers should try to effectively combine phonics instruction with picture books in the future teaching,at the same time,they cannot give up the drilling of phonics rules,so as to comprehensively enhance the students’ phonological awareness,and thus improve their pronunciation and spelling ability. |
PDF Full Text Request