| As the world widely used language,English plays a significant role in students' development.According to English Standard Curriculum in 2011,students' task in junior school is to raise their interests in English and to overcome some difficult words.Although International Phonetic Alphabet is a good way for students to pronounce and to spell words,it can't set a good relationship between the pronunciation and spelling in English and it is a bit difficult for students to remember those phonetic symbols and when they meet new words,they still can't pronounce them without phonetic symbols.However,another method which named phonics is widely used and highly praised in foreign countries.It conforms to the students' characteristics and the rules of English learning,and plays an important role in the improvement of students reading ability.Therefore,based on the constructivism theory,cognitive development theory and language transfer theory,the aim of this thesis is to check whether phonics can improve students' ability in pronunciation and spelling.And three major questions to be studied are listed as follows: Firstly,can phonics training in vocabulary teaching improve junior students' words spelling ability? Secondly,can phonics training in vocabulary teaching improve junior students' words pronunciation ability? Thirdly,can phonics training in vocabulary teaching improve junior students' interests in English words?108 junior high school students in Grade 7 from Shituan high school,which is located in Lezhi,Ziyang,Sichuan province were chosen as the subjects.The author divided them into two groups,one is experimental group and the other is control group.Then the author took 14 weeks' phonics training to the EG while IPA was adopted in the CG.Both in EG and CG the researcher carried out four vocabulary tests in total and two questionnaires were conducted among the students in the EG to find out if their interests toward English vocabulary learning have improved under phonics instruction after the experiment.All the collected data were analyzed by SPSS.The research yields the following findings: first of all,the results indicated that the performance of subjects from both groups made progress,but only the progress of students in the EG was significant.Secondly,the EG subjects who received phonicstraining had attained more gains and they could pronounce and spell English words more accurately and fluently than the subjects in the CG after the phonics training.Thirdly,the students who comes from the EG are more interested in English and more confident in English vocabulary learning.That is to say,phonics have a positive effect on students' ability of word spelling and word pronunciation as well as students' interests in English learning. |
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