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Chapter Four Results and discussion 13
4.1 Results and discussion of the three tests13
4.1.1 Pronunciation of words 13
4.1.2 Spelling of words 16
4.1.3 The relationship between reading and vocabulary 17
4.2 A tentative framework of acquiring vocabulary through reading20
Chapter Five Conclusion 23
5.1 Major findings from the present study 23
5.2 Significance and limitations of the present study 24
5.3 Recommendation for the future studies 24
References 25
Appendix 26
Chapter One Introduction
1.1 General statement With the development of the globalization and the international communication, English has become more and more important and useful in China. That is why almost all the children in China begin English learning at a very early age nowadays, nearly from grade 1 to grade 3 in the primary school or even earlier. But one thing the educators and teachers must pay attention to is the difficulty in English vocabulary memorization, a problem existing in the English teaching and learning for primary school learners. English words are too complicated for them to memorize, as a result, students always have troubles in their English learning, especially English reading. It is under such a background that a new method of English learning has been noticed by the author -- Phonics.
1.2 Significance and purpose of the thesis Phonics, as an effective pronunciation and vocabulary teaching method, has drawn much attention and been applied to practice in the last few years in China. The fact proves that it works quite well in the accumulation of vocabulary, especially for those primary school learners. Since Phonics is actually not so well-known as the IPA, a system used widely in traditional English pronunciation teaching, and Phonics is still not accepted by some schools and parents because of its controversial effect, the efficiency of it has been ignored and misunderstood.
In fact, Phonics has been applied to many native English speaking countries for quite a long time, such as America and Canada. In China, many primary English learners cannot get the correct pronunciation due to the limitation of lacking English language environment. Therefore, educators must find a better way to enlarge the leaners’ vocabulary. The Phonics should be combined with reading together to exploit the advantage to the full, so the author wants to seek an effective way to apply the phonics to the primary English learning. That is why Phonics and reading become the main points of this thesis.
1.3 Structure of the thesis The thesis talks about Phonics and how it applies to the English vocabulary acquisition. Chapter 2 gives a brief presentation about the development of Phonics and makes a comparison between Phonics and IPA. In addition, the current situation of English vocabulary learning in Chinese primary schools and the advantages Phonics could bring if used properly are discussed. Chapter 3 includes the description about an empirical research designed and carried out by the author. Chapter 4 aims at discovering and revealing the connotation and interaction between Phonics and reading and how their interaction contributes to the English vocabulary learning based on the data. Chapter 5 gives the conclusion according to the results followed from the research.