The theory of Phonics can not only enrich the theoretical knowledge of English teaching, but, more importantly, also provide a reference for the practice of English teaching, thus guiding the English teaching. What’s more, this paper explores the effectiveness and strategies of Phonics on vocabulary learning, which can provide direct reference to the training of English teachers or teachers who participate in or undergo effective Phonics teaching and English teaching.

1.3 Structure of the Thesis

This paper is made up of six chapters.

In the first chapter, it mainly introduces the background, significance, and the structure of this paper, which provides a clear introduction to the following statements and research.

The second chapter mainly reviews and analyzes some previous relevant theoretical researches, integrates the ideas and then come up with some more problems to be explored.

Chapter three introduces theories about Phonics. It is made up of three parts. The first part states the definition of Phonics instruction, Phonics instruction approaches and Phonics instruction on word recognition. The second part indicates theories concerning Phonics teaching and vocabulary learning. The third part states some relevant researches at both abroad and home.

Chapter four indicates the methodology of the research, which is made up of parts-- research questions, subjects, instruments, pre-test about alphabetic recognition test, procedures of the instruction, teaching schedule and classroom activities, teaching material, an example of teaching plan, post-test, and data collection.

Chapter five mainly analyzes the results from the research, and discusses the effectiveness of Phonics on vocabulary learning of Chinese primary school students.

Chapter six concludes the major findings, limitations and some recommendations for the following researches and English teaching.