本科学生毕业论文-自然拼读法在小学英语教学中的应用

---------------------------------------------------------------最新资料推荐------------------------------------------------------本科学生毕业论文-自然拼读法在小学英语教学中的应用The Application of Phonics to English Vocabulary Teaching in Primary Schools Abstract ：Phonics is an English teaching method that combines the pronunciation, spelling and reading together, which builds the corresponding relationship between letter and morphology. This kind of teaching method is good for helping students to construct the relationship between morphology and spelling. In addition, it is also beneficial for students to memorize the pronunciation, spelling and the meaning of words naturally at the same time. The Phonics, which is fit for the characteristics of childrens cognition and simplifies the miscellaneous spelling rules. Meanwhile, the Phonics, can enhance students to remember words correctly and quickly, and also improve the achievement of their English learning. In this study, the author takes the students in Heng Kou School as experimental subject and they are in grade 4. The experiment consists of three parts: pre-test, the practice of Phonics teaching, post-test. The analysis in the pro-test showed that the experimental group had significantly improved student1/ 20achievement in English. Therefore, it is concluded Phonicsteaching is effective for primary school. Key Words: Phonics;vocabulary teaching; English teaching in primary school 自然拼读法在小学英语教学中的应用摘要: 自然拼读法是通过建立字母组合与词形之间的对应关系，是一种将发音、拼写及阅读相互结合的英语教学法。

这种学习方法有助于帮助学生建立字形与发音之间的联系，自然的将单词的发音、拼写以及词义同时记住。

它符合儿童认知特点的方式，简化了繁琐难记的拼读规则，能较快的提高学生识记单词的准确性以及拼写单词的速度，逐步增强他们英语学习的成就感。

在本研究中，作者以恒口小学四年级为实验对象。

实验过程包括三部分：前测，自然拼读法教学实践，后测。

通过对前后侧的分析得知，实验组的学生英语成绩有了明显提高。

因此，本次研究得出如下结论：自然拼读法对小学英语教学是有效的。

关键词：自然拼读法；词汇教学；小学英语教学1. Introduction The spelling and memorizing of vocabulary arethe basic steps of English learning, which have directinfluence on further English study in the future. Therefore,---------------------------------------------------------------最新资料推荐------------------------------------------------------ the spelling and memorizing of vocabulary are always regarded as the significant steps of primary-school English teaching. Till now, in most of the primary school English teaching, teachers still adopt the traditional methods to teach vocabulary. That is, firstly lead students to read the pronunciation of vocabulary once, and then students read after teachers in union for several times, and lastly memorize words through rote learning and copy mechanically after class. Under the influence of the traditional vocabulary teaching methods, it is difficult for students to memorize words and its easy to forget them. The reason is that, for the traditional vocabulary teaching methods, the pronunciations and forms of words are separated, leading to students knowing how to write down the words but not being able to pronounce them. As time passes by, students lack interest in actively learning English and finally fall behind others. We should pay attention to this phenomenon. Vocabulary is one of the important parts of language. As Wilknins said, if theres no grammar, most things cannot be explained; if theres no vocabulary, nothing can be explained. For the English learners, to master the vocabulary of English is an important aspect of improving English. Primary school3/ 20study is the initial period of English learning, which mainly trains students learning and speaking ability. Most students are interested in this learning, singing and dancing in the class. However, when it comes to the vocabulary becoming their learning tasks, they start to be afraid of learning English because for them memorizing words is quite boring. It is of great importance how to stimulate students interest in learning vocabulary and build up the confidence in learning English by teaching and learning English wit wisdom, combing imitation with learning words, combing learning Chinese with learning English, and combing speaking; listening with reading and writing, and this is the aims of this paper. 2. Background Information of Phonics 2.1 Concepts of Phonics The Phonics approach dates to 1700s. Back then, children were taught to read through their memorization of twenty-six-letter alphabet. Since many books hadnt been written, their primary textbook was the Bible. Phonics Teaching Method refers to the method when coming across a word, we can pronounce the word according to the pronunciation rules of English letters in words. Namely, it is to learn gradually through letter pronunciation, letter groups pronunciation, words, basic sentences and then phrases, which makes students master phonics teaching method. The aim---------------------------------------------------------------最新资料推荐------------------------------------------------------is to train students correct sense of English and help them make good foundation for English learning. In the kindergartens of countries with English as the native language, children begin to receive phonics teaching method from three years old. 2.2 Studies Abroad and at Home. 2.2.1 Related Study of Phonics Abroad Abroad: in America, the phonics teaching has been adopted for hundreds years, which is the compulsive courses that local children in America and Canada take. The proper phonics teaching method is regarded as the most effective and direct method for teaching mother tongue. Moreover, phonics teaching method is students compulsive course in foreign countries. Blevins stated in What is phonics that the phonics teaching method includes the relationship of pronunciation and form, which teaches students the most general pronunciation-form relation, making students be able to read and spell words. The ability of read words is the key to successful reading. In Phonics handbook, Lloyd suggested to divide English letters into seven groups, the advantage of which is that once learning the letters in the first group, students can practice reading and spelling words. This is beneficial to distinguish letters with confusing5/ 20pronunciations. (Lloyd 18). Searfoss and Readence pointed out that the phonics teaching, context clues and structural analysis are three essential techniques of reading. Stainthorp and Hughes presented the theory that Reading=Decoding times Comprehension, of which decoding is to transfer the written vocabulary to meaningful oral vocabulary. This is the technique application of phonics. Adams held hierarchical view of the reading process. In order to understand the significance of articles, we must firstly understand the meaning of sentences; in order to understand meaning of sentences, we must analyze the components of sentences; in order to analyze the components of sentences, we must identify written vocabulary; in order to identify written vocabulary, we must handle letters forming the words. Therefore, phonics teaching method is the basic method of reading. (Adams 30). Teaching method is the only successful technique to help students overcome reading difficulties. 2.2.2 Related Study of Phonics at Home Scholars at home begin to try to bring in phonics teaching method and they have made related experimental research. For instance, Gaomin held the view that phonics teaching method unifies the pronunciations and spelling of English words, which can effectively improve the efficiency of---------------------------------------------------------------最新资料推荐------------------------------------------------------ students learning and memorizing words. In addition, she thought that phonics teaching has advantages as follows: effectively making use of positive transfer effect of pinyin; avoiding disturbance bought by learning international phonetic system; and promoting students development of language skills. Wang Lu made study from the respective of childrens cognitive characteristics and psychological need of children in the learning process. She thought that phonics teaching mostly meets psychological needs of children, and mobilizes the intrinsic motivation of study subjects. In addition, phonics teaching fits in with childrens intrinsic cognitive mechanism, which creates a relaxed mental environment and cognitive environment for children development of active cognition, and reflects the subjectivity of learning subjects.（Wang 25). From the aspect of phonics teaching strategies, Kuang Huichun considered that when applying phonics teaching method, we must elaborately choose and compile materials and ensure the materials are with meaningful context. Moreover, we are required to practice the same phoneme repeatedly, and avoid conducting isolating phonics practice. In addition, the material chosen should be interesting to keep students interest.7/ 20Chen Xizhen has analyzed problems of phonics teaching in the application to primary school classroom teaching, and she put forward recommendations for improvement: skillfully use comparison, sign language, games, tongue twisters and evaluation mechanism. In conclusion, the researches of phonics at home and abroad are based on English being mother tongue or second language. For Chinese students who regard English as foreign language, how to carry out phonics teaching in the environment of Chinese teaching, is worth studying 2.3 The Related Theories The theoretical foundations for the present study are Learnig Transfer, The Theory of Memory, The Theory of Childrens Cognitive Development 2.3.1 Learning Transfer Transfer refers to the mutual influence of different kinds of knowledge, which exists in the learning with various content and styles and exists in the process of language learning. Psychologists call it as learning transfer. There are two types of learning transfer: positive transfer and negative transfer. When two languages have the same relative structure and units, it will have positive effects which is called positive transfer; when two languages have different structure and units, it will have negative effects which is called negative transfer. Language transfer is the necessary---------------------------------------------------------------最新资料推荐------------------------------------------------------ phenomenon in second language acquisition, which may come from pronunciation, vocabulary, grammar or other aspects. Therefore, mother tongue cannot be ignored in second language learning. Therefore, for the phonics teaching, we should effectively make use of the positive transfer of Chinese pinyin. As most of English pronunciations (especially for consonants) are similar to Chinese pinyin, we can make use of the positive transfer of Chinese pinyin in the early stage of phonics teaching to help students effectively master the pronunciation of English letters and letter groups. 2.3.2 The Theory of Memory Memory plays a much wider role in language use. Anything that is stored in the mind for any length of time, whether seconds or decades, involves some form of memory. In this sense memory is involved in all aspects of the processing of a sentence. Memory is the retention of learned material. Humans have three types of memory: the short-term memory, the working memory and the long-term memory. The working memory: the memory system used for holding and manipulating information while various mental tasks are carried out. Gathercole and Baddeley have put forward a theory which accounts for aspects of short-term memory called working memory. This consists of a central executive, which9/ 20controls how information is passed around the memory system in the mind, visual and phonological slave systems controlled by the executive. Working memory is used for processing information while the mind works on various tasks. The phonological system has a phonological store from which information tends to fade within a second or two. To extend its life people repeat things over and over, whether aloud or silently. They are articulating the sounds of the words, even if they do not say them. To keep the information in working memory from 18 fading it must be constantly repeated. Whatever you are trying to remember circulates round this loop. The speed with which information travels round the loop governs how much can be remembered. That is to say, the faster a person can repeat things the more they can remember. Working memory is not an independent part of the mind but is related to pronunciation and to language use. Bossley regards working memory as a historical by-product of the use of language. Using the second language means learning how to process information for a second time to the extent that working memory depends upon the first language. The working memory theory sees pronunciation as vital to language processing. If we cannot say the sounds quickly, our short-term memory span will be very restricted and---------------------------------------------------------------最新资料推荐------------------------------------------------------ consequently we will face severe difficulties with the processing of language. The neglect of pronunciation in recent years has hampered not just the students ability to pronounce words, but also their fundamental capacity to process the language. We should then take pronunciation much more seriously.2.3.3 The Theory of Childrens Cognitive Development Swiss psychologist, biologist and philosopher Jean Paget, established the perfect Theory of Childrens Cognitive Development, which is rated as the most authoritative theory in 20 th century developmental psychology. Cognitive Development refers that in the process of adapting to external environment of individuals after birth, individuals way of thinking vary with the increasing of ages when in the environment of cognizing all kinds of things and coming across difficulties. Through carefully and continuously observing and recording the child (his daughter)s cognition of handling things in natural environment, Jean piaget analyzed and summarized different stages of childrens cognitive development, which are sensor motor stage, preoperational stage, concrete operational stage and formal operational stage. Primary students are in the third period of cognitive development11/ 20stages, which is concrete operational stage. The characteristics are as follows: language has the communicative and social features; the activity of thinking can be transferred; logical operation occurs really for the first time. Meanwhile, they are not self-centered, and can follow and accept others opinions. In Jean piagets opinion, children in this stage can understand rules, so we can provide them with skill practice. Therefore, it is necessary to teach primary students the rules of letters and letter groups pronunciations in the phonics teaching. They can understand, accept and apply this method in practice. 3. Experiment Process As stated above, the phonics method has a significant influence on memory and first language vocabulary teaching. More research on the effectiveness of phonics method in the foreign language vocabulary teaching in China should be done. Especially whether it is useful for the primary school students is not yet clear. Hence, this research wants to testify the application of phonics to primary school vocabulary teaching in the hope of finding a more effective way to help students learn vocabulary in classroom. 3.1 Research Design The experimental subjects of this study are class one and class two of grade four of Hengkou Primary School in Ankang City. Class---------------------------------------------------------------最新资料推荐------------------------------------------------------ one grade four is the experimental class, and class two Grade four is as the contrast class. The two classes have 50 students among which 26 are boys and 24 are girls, which are randomly divided into classes in the first grade. 3.2 Research Questions This study aims to find answers of the following questions through experiments: （1）Whether phonics can stimulate primary students interest in learning English vocabulary? （2）Whether phonics can improve primary students ability of learning English vocabulary? （3）What are the feasible measures and methods of phonics applied in primary English teaching? 3.3 Instruments In this study, the author adopts contrast test and investigation and analysis methods, and the author analyzes the test data in the contrast test from different aspects. 3.4 Research Process This study adopts teaching comparative study. The author uses phonics teaching method in the experimental class, and uses conventional teaching method in the contrast class. This experiment regards the phonics applied in English reading rudimentary teaching as the independent variable, teaching efficiency, learning strategies, learning attitude, and learning interest as the dependent variable. The teaching13/ 20efficiency is with students test performances as the indicator, and learning strategies, learning attitude, and learning interest are with questionnaire survey results as the indicator. The research process is as follows. In the vocabulary teaching process of the experimental class, teachers should follow the principles of teaching vocabulary step by step and steadily carry out teaching. They should not teaching students all the pronunciation rules of English letters and letter groups at the same time. The teaching should follow the following steps: pronunciation teaching of English letters and letter groups; English vocabulary spelling teaching; vocabulary spelling teaching according to the pronunciation. The phonics teaching method should be carried out in the first 10 to 15 minutes of every English class, and the rest time of the class are with English main courses. 4 Data Collection and Analysis 4.1 Data Collection This study makes a comparative analysis of the mid-term exam and final exam scores of the regular class and the experimental class in last middle semester and the end of last semester. These statistics reflect the differences in traditional English teaching and phonics English teaching. The following is the comparative analysis charts of the two classes test scores of. Chart 1: The analysis of mid-term exam scores---------------------------------------------------------------最新资料推荐------------------------------------------------------in the first semester of Grade Four date analysis class 90-100 scores 80-90 scores 70-80 scores Bellow 60 the passing rate excellent rates averagescore number ratio number ratio number ratio 4（1） 35 70% 11 22% 3 6% 0 100% 94.60% 91.9 4（2） 26 52% 10 20% 14 28% 0 100% 65.40% 85.2 Chart 2: The analysis of final exam scores in the first semester of Grade Four Date analysis class 90-100 scores 80-90 scores 70-80 scores Bellow 60 the passing rate excellent rates averagescore number ratio number ratio number ratio 4（1） 41 82% 8 16% 1 2% 0 100% 89.3% 91.3 4（2） 15 30% 17 34% 13 26% 5 17.3% 40.40% 74.5 4.2 Data Analysis From the above charts, we can see that, in the mid-term exam, the performance of class one grade four which adopts phonics to teach English vocabulary is better than class two grade four. As students learn English for the first time, they are curious about this course and with high learning enthusiasm. Thus, the performances of two classes in mid-term exams are quite good. After study of one semester, class one grade four which adopts phonics to teach English vocabulary is far ahead, whose average score is above 90 scores while the average score of class two grade four is below 80 scores. We can learn from the above data that as class one grade four learn15/ 20phonics; they master pronunciation rules of letters and letter groups, which help the learning of vocabulary spelling and reading, and save the time of memorizing words. They feel that it is not that difficult to learn English, which stimulate their sense of achievement and self-confidence. Those students are the majority of the class, who has scores above 80 scores. Naturally, as the exam scope and the degree of difficulty are greater than those of mid-term examination, part of students have poor ability of learning and understanding, leading to their performances are not outstanding. The performances of the contrast class are declined sharply compared with the experimental class. This is because that as the vocabulary is becoming larger, students in the contrast class still use mechanical methods to memorize words, which are not only with low efficiency but also decline their interest and initiative. The contrast differences of mid-term exam and the final exam show that phonics contributes to improving students English performance. Actually, the exam results are influenced by many factors, such as English grammar, comprehensive language application ability, the speed of answering questions, and physical quality, etc. the data analysis of the two exams is a side show that phonics has positive effects on English---------------------------------------------------------------最新资料推荐------------------------------------------------------ learning. 5. Conclusion As is known to all, vocabulary is one of the three elements the basis of language. Vocabulary is crucial for English learners. The improvement of English learning depends on vocabulary to a large extent. Therefore, teachers are always exploring how to transform the traditional English vocabulary teaching method, and they hope to find an effective method to teach vocabulary. Through this research process, the author has collected plenty of materials and figured out the current situation, concept, connotation, fundamental principles and theoretical basis of phonics. On the basis of the previous studies, the author explores the application, implementation step, and announcements of phonics in the primary English teaching and its superiority. The experimental results have shown that: Firstly, phonics can improve primary students ability of learning English vocabulary. On the basis of practical teaching and the experiment, the author makes a comparative analysis of the scores of three subjects of the experimental class and the contrast class in the mid-term exam and the final exam. The author summarizes the differences in vocabulary learning efficiency of the two classes. Therefore, phonics is a17/ 20scientific and effective learning method. Phonics adopts rules and principles to memorize vocabulary, which can relieve students fear for vocabulary and their learning stress, and can improve the efficiency and make foundations for the further comprehensive application of vocabulary and English learning. Secondly, phonics can stimulate primary students interest in learning English vocabulary. By comparing the information of questionnaires filled by the experimental class and the contrast class, the author finds out that the application of new method has exerted positive effects and sense of achievement, which leads to the change of their emotional attitude, and stimulates their interest in learning English vocabulary. Therefore, phonics is a teaching method that confirms to primary students cognitive characteristics and psychological characteristics. Bibliography [1] Adams, M. J. Beginning to read: Thinking and Learning about print. MA: MIT press, 1990. [2] Brenda Calabretta. Phonics, Phonic Awareness, Word Recognition Activies. NY: Teachers College Press, 2019. [3] Bolinger, Dwight. Aspects of Lanuge. Beijing: Foreign Language Teaching and Research Press, 1993. [4] Cunningham, P. Phonics they use: Words for Reading and Writing. New York: Longman, 2019. [5] Kelly, Gerald. How to Teach---------------------------------------------------------------最新资料推荐------------------------------------------------------ Pronunciation. New York: Pears on ESL, 2019. [6] Lloyd, S. The Phonics Handbook. New York: Jolly Leaming Ltd, 1992. [7] 陈锡珍. Phonics 在小学英语课堂里应用的问题及对策[J]. 教师, 2010(3). [8] 郭佩英. 英语单词拼读与词汇量的关系[J]. 陕西教育, 2009(9). [9] 高敏. 自然拼读法在小学英语教学中的应用[J]. 山东师范大学外国语学院学报, (基础英语教育), 2005(4). [10] 胡春洞. 英语教学法[M]. 北京: 高等教育出版社, 1990. [11] 黄劲松. 小学英语教学中的直拼法[J]. 科技资讯, 2009(23). [12] 何花. 英语拼读法教学策略研究[D]. 华南师范大学, 2007 [13] 邱建华. 语音意识和阅读能力相关性实验研究[D]. 西北师范大学, 2003. [14] 王路. 小学高段拼读能力的培养与英语学习[D]. 东北师范大学, 2003. Acknowledgments Upon the completion of this study, I would like to express my great gratitude to my supervisor, Prof. Li, Without her help, it is impossible for me to finish this thesis. Her kindness and careful and patient instruction make me feel much moved. During the writing of my thesis, she provided me a lot of valuable materials and suggestions in the academic studies. I have to say again, without her patient instruction, insightful criticism and expert guidance, the thesis would not have been finished so fast. I would like to extend my sincere gratitude to all the teaching staff in the19/ 20Foreign Language School for their spending much time reading and revising my paper. Without their selfless and patient instruction, I would not have finished my paper so smoothly.。