Study On English Picture Books Applied In Phonics Teaching In Primary Grades

With the high speed development of economy,and the process of globalization,people urgently need to be more effective in teaching English.Phonics is a way for students to recognize the relationship between letters and their sounds,and how to use the system to identify English words.In the primary school stage,the phonics teaching in the "oral English communication" is based on the songs and the tongue twisters,which are presented separately.For the first year students between the kindergarten and the primary school stage education,Primary school students have poor ability of abstract thinking.They memorize words mainly by rote.If the content of teaching is dull,students can easily become bored and cannot concentrate.The above situation seriously affected the effectiveness of teaching.In view of this,according to the characteristics of students,this study chooses the appropriate English picture book for phonics teaching.The English picture book used in this study is mainly composed of repetitive and prosodic images,which not only conforms to the teaching characteristics of phonics,but also can promote students’ interest in learning.In order to enrich the phonics teaching theory and provide the valuable reference for English teaching practice,according to the existing theory of teaching and research,the researcher explores the effect of English picture books applied in phonics teachingThe purpose of the study was to investigate the effects of English picture books on first grader’ phonics-learning.Using the quasi-experimental design,two first grader classes from an elementary school in Shenzhen were randomized chosen.One of the classes was assigned to the experimentalgroup who received picture-books phonics instruction which lasted twelve weeks,40 minutes per week,while the other class was assigned to the control group who received traditional phonics instruction.After the 12-weeks long instruction,two classes were tested on English phonological awareness,English word recognition and word spelling.The date collected from the study were analyzed by descriptive statistics.The main findings of the study are listed below:1.The experimental group had greater performances than the control group on all of the phonics-learning elements.2.Picture-books phonics instruction improves students’ phonological awareness and word recognition significantly.However,it didn’t have significant effects on their word spelling.Finally,according to the conclusion,the researcher puts forward some suggestions to the school,teachers and future researchers,to help the future study.