The Research Of Child ESL Learners’ English Phonological Awareness Under The English Cartoon Context Teaching

The younger age has become one of the trends of second language teaching in global education reform, and the new conditions and possibility are provided by the development of multimedia cartoon technology. There are many problems in cultivating children’s interest in English learning and the English contextualizing language input. Then the thesis links these problems and the relevant theories to analyze the results of the experiment and finds that the cartoon context teaching could help the children English educator to solve these problems.Phonological awareness and Krashen’s Input Hypothesis and Affective Filter Hypothesis are introduced in this research. This research attempts to utilize the cartoon context teaching approach and the traditional teaching approach to teach the children in two senior classes in one term, through the English phonological awareness tests and some other methods to explore these two research questions:First, is cartoon context teaching more effective on the promotion of child ESL learners’English phonological awareness compared with traditional methods? Second, to what extent does cartoon context teaching enhance children’s confidence and interest in English learning?The research result shows that although the control class which takes traditional teaching method can also make some improvement, the experimental class which takes cartoon context teaching has got a more obvious improvement. And cartoon context teaching helps children to be more self-confident and more interested in English learning than before. Therefore, cartoon context teaching method can be largely used in children’s English teaching procedure.