Appendix II Pre-test 24

Appendix III Post-test 25

1。 Introduction

1。1 Current Situation of Phonics and Phonemic Awareness

English is an international language and pronunciation is an important part of this language and Stern (1992) once said that “there is no convincing empirical evidence which could help US sort out the various positions on the merits of pronunciation training”。 A speaking knowledge of a language requires very close to a one hundred percent control of the phonology。

Phonics is the system of instruction used to teach children the connection between letters and sounds (Snow, 1998:173)。 Is a method for teaching reading and writing of the English language by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them。 Simply put, phonics is the connection between graphemes (letter symbols) and sounds (Wikipedia)。来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

Since the 20th century, phonics has been widely used in primary education throughout the English-speaking world。 Students started to learn Phonics from kindergarten to primary school。 During these years, students learned phonemic awareness, phonics and reading skills based on phonics。 For example, phonics is the way most schools in the UK teach children how to read and write。 Scotland researchers reported that phonics was successful in teaching children to read, in particular boys and disadvantaged pupils。 It was reported that systematic synthetic phonics is the best method for teaching reading and without an understanding of the relationship between letters and sounds, reading cannot occur。 Besides, Phonics has a history of more than 100 years in the United States。 Children in American kindergartens and schools began to learn Phonics from the age of three, helping children to form phonemic awareness by establishing correspondence between words and pronunciations of letters。

However, the situation of Phonics teaching in China is different from that in English-speaking countries。 Generally speaking, Chinese students start learning English from grade 3 in primary school and only few schools or English training institutions have English class from Grade 1。 It will be more difficult for Chinese students to accumulate English words。 And the International Phonetic Alphabet (IPA) is a common tool in English teaching in China。 When students meet a new word, they can look up the dictionary and then pronounce it according to the IPA。 But actually, the IPA is just like a new set of artificial phonetic symbols to decode one real phonetic language system, which does not make the English letters and sounds correspond to each other。 It will be difficult for primary school students to learn IPA which seems like a new kind of language。 So nowadays, more and more educators notice the significance of phonics teaching which is beneficial to students’ word acquisition, especially in extracurricular training classes。 But there is no integrated system of phonics teaching in ordinary primary schools。 论文网

1。2 Significance of the Thesis

Phonics teaching is an effective way to promote students’ phonemic awareness which is in accordance with the current curriculum standards in China。 The current curriculum standards in China is based on the topic as the core, which pay attention to the input and output of vocabulary under a certain topic, advocating learn by use, learn to use and use after learning。 Under this feature, the appearance order of new words will be different to phonics teaching。 Therefore, phonics in vocabulary learning of Integrated English course should be integrated and penetrative。 Teachers are supposed not to let students memorize words mechanically but help students learn to promote their phonemic awareness and let them pronounce and spell the English words accurately and strategically。