A Research Of The Correlation Between Phonological Awareness And Spelling Accuracy Of Words In Primary School's English Teaching

China is one of the few Non-English countries where almost all of people are learning English.Both teachers and students are aware of the importance,necessity and purpose of English learning.In the learning process,the memory of pronunciation,words and grammar knowledge is known as the accumulation of knowledge,and listening,speaking,reading and writing are called skill training.The accumulation of knowledge is the basis of skill training.Many domestic researchers found that most of the students learn the pronunciation,vocabulary and grammar by rote memory at the primary stage in our country.In this way,the learning is inefficient and students are likely to forget them easily.Once they forget the words they have learned,they have to waste lots of time to remember them again.As Zhang Jin,the compiler of the Phonetics and Pronunciation(?????????)which the study used said,students are faced with four major problems in the study of pronunciation:(1)inaccurate pronunciation;(2)inability to read words;(3)incompetence in words spelling;(4)difficulty in listening and speaking.In the light of English Curriculum Standards of Compulsory Education which is issued by the National Ministry of Education,this paper mainly studies how to improve the students'phonological awareness in English classes and the correlation between spelling accuracy of words and phonological awareness.The study expounds on the concept of phonological awareness and test methods about phonological awareness at home and abroad,and analyzes the relevant research achievements of English phonological awareness and teaching at home and abroad.On this basis,the thesis completes the study about how to apply the phonological awareness training in English teaching at primary school and the correlation between phonological awareness and spelling accuracy of words.This study selects two classes in grade three from the primary school where the author practices teaching.These two classes are Korean class.The mother language of the students is Korean,the second language Chinese,and English as the third language.The teaching experiment lasts for four months.It is distributed into two parts,the phonological awareness and spelling.Two classes are divided into the experimental class and the control class.In the experimental class,the author uses experimental textbooks to cultivate and train phonological awareness besides the normal teaching.In the control class,teaching is normal without extra phonological awareness cultivation and training.There are three tests in phonological awareness and spelling separately in the experimental class,the pre-test,mid-test and the post-test.It only has the pre-test of phonological awareness and three tests of spelling in the control class.The spelling test is a dictation.After each test,the author gives a mark meticulously,then uses software SPSS17.0 to analyze the data.The result of this thesis shows that,compared with the control class,the students' post-test scores of experimental class are significantly higher than that of the control class.During the experiment,the students of experimental class basically form the self-training habit of phonological awareness,and have a basic understanding to the phonetic symbol,syllable,phonemes,etc.In addition,the author also finds that phonological awareness can improve not only the accuracy of words spelling,but also students' ability of long-term memory for words.In this paper,the results of the study can provide the following implications for English teaching:(1)in view of the non-native English students,training their phonological awareness can help them to improve the accuracy of spelling;(2)strengthening phonological awareness can help students to improve their learning efficiency;(3)the phonological awareness cultivation and training can help students to improve long-term memory of words,saving time from repetitive memory;(4)teachers should improve and train their own phonological awareness,correct pronunciation;(5)teachers should enrich the teaching techniques in order to improve students' interest in phonological awareness training.