An Empirical Study Of Phonics To Vocabulary Teaching Of Students With English Learning Difficulties In Grade One Of Senior High Schools

This thesis is an empirical study on application of phonics to vocabulary learning of students with English learning difficulties in senior 1.Vocabulary is the most fundamental part of English learning.The amount of vocabulary determines the strength of students’ ability to listen,speak,read and write.Students’ vocabulary learning also has a great influence on their interest in learning and the first grade plays a crucial role in laying the foundation for students’ English learning in the entire senior high school.Therefore,it is important to learn vocabulary well in the first grade.Students with English learning difficulties are a group that is easily overlooked.The new curriculum reform clearly pointed out that education should promote the comprehensive development of all students.That is to say,education and teaching should be oriented to all students,and no student should be left behind.Therefore,the research on underachieving students is very meaningful.Phonics is a very popular English teaching method abroad.This method studies the internal relationship between "sound" and "shape" in vocabulary,and is an efficient method of reading and spelling words.Based on constructivism theory and language transfer theory,this paper explores the influence of phonics on vocabulary learning of students with English learning difficulties from four aspects.The research questions are as follows:1.Can phonics stimulate underachieving students’ interest in English learning?2.Can phonics improve underachieving students’ phonological awareness?3.Can phonics improve underachieving students’ ability to read the words?4.Can phonics improve underachieving students’ ability to spell the words?In this experiment,two classes composed of underachieving students in Yuci No.1 Middle School in Shanxi Province were selected as the research objects,as the experimental class and the control class respectively.The experimental class was given phonics training for 18 weeks,while the control class was given regular teaching.The author conducted word reading and spelling tests on the students in the experimental class and the control class before and after the experiment.Before the experiment,100 students were asked to fill out a questionnaire to understand the students’ English learning.After the experiment,a questionnaire survey and interview were conducted in the experimental class,in order to understand whether phonics can help students improve their interest in English learning,phonological awareness,reading ability,and spelling ability.All data in this paper was analyzed by SPSS statistical software.The results show that: the students who received the phonics training were more interested in English learning and their phonological awareness was improved;the students who received the phonics training can read and spell words more accurately and their reading and spelling ability were improved.