| The Level-2 requirements of 2012 National English Curriculum Standard(English curriculum standards for compulsory education)states that“Students should be able to learn 600 to 700 words and be able to spell simple words according to the spelling rules”.That is to say,in English learning,the spelling of English words have always been very significant.In China,during the process of students’ English learning,most of them often encounter obstacles inspelling words.In most cases,English teachers at school merely put their focus on teaching students the meaning and specific usage of words,and pay less attention to training students to master some effective spelling rules,which can help them better spell and memorize words.As a teaching method which is originated fromEnglish-speaking countries,Phonics has acquired more and more attention around the world.Most researchesfocus on its application in Englishspeaking countries,but hardly refer to its application in teaching English to non-native-speakers.Thus in this research,based onstudents’ words learningsituationand relevant theories,the author tried to make a further research on the application of Phonics in Chinese primary school English teaching.Two research questions were proposed in this thesis:(1)Can application of Phonics in Chinese primary students’ English learning improve students’ words spelling abilities ?(2)Can students’ interests and confidence be increased after being trained by Phonics instruction ?In this thesis,the author chose two classes,102 grade three students at a primary school in Lintong District of Xi’an city,Shaanxi Province.According to the data and the use of SPSS,the author found that the performances of the experimental group and the control group showed great differences.The experimental group obviously performed better than the control group.That means,after learning Phonics,students’ words spelling abilities and interests in English learningobviously increased and also they showed more positive attitudes towards learning English. |
