| For decades the term of phonological awareness has attracted great attention of researchers and the relationship between phonological awareness and reading and spelling has been thoroughly examined;however,these studies were mainly focused on young native English speakers.Almost none were conducted among adults or teenagers non-English speakers.This study is to investigate the effectiveness of English phonological awareness training on the phonological awareness and decoding and encoding abilities in English among 85 10th Grade Chinese students.There are two main objectives to be investigated:1."Can phonological awareness be improved through training at the senior high school level?"and 2.Does phonological awareness training affect students' decoding and decoding abilities at the senior high school level?An Experimental Group of 43 10th grade Chinese students in Beijing xxx High School received training in phonological awareness skills and letter-sound correspondence.This group was then compared to a parallel Control Group which did not receive any training.The two groups received the same assessment before and after the training period.Each test included the following phonological awareness tasks: blending,segmenting,nonword reading,and nonword spelling.The results showed that, after training,the experimental group improved significantly in the performance on the phonological awareness tasks and the English decoding and decoding abilities while the Control Group did not.This research also attempted to investigate the participants' reactions and attitudes to the role of PA played in their English study.From the second interview it was found that regardless of the students' level of fluency in English,they all thought that they had benefited a lot from the PA training.Results of correlation analysis reveal that Phonological awareness can be improved through training and PA training does benefit students' decoding and encoding abilities at the senior high school level.
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