An Empirical Study On The Introduction Of Primary School Students' English Reading Based On Phonics

Linguists found that reading plays an important role in language learning.Any form of language learning without this link will lose the important way to acquire knowledge and information.The learner's reading ability and reading interest may determine the learner's language level.How to improve the reading interest and reading ability of beginning learners of English as children? In teaching practice,it is found that the main problems and difficulties in English reading for Chinese primary school students are to establish the link between written words and their pronunciation,that is,to trans-code spoken words into written words.Another block for reading teaching is that there are no proper resources for us to teach students in the lower grades how to start reading.The phonics used in reading teaching abroad provides a good approach to reading teaching.However,the current primary school English teaching does not have the systematic phonics teaching.This study mainly studies the influence of phonics method combined with the corresponding original phonics story teaching on the spelling ability and reading ability and interest of primary school students in China.It tries to answer the following questions:1)Whether phonics teaching can improve the students' phonemic awareness and phonetic ability.2)Whether phonics teaching can improve students' reading ability.3)Whether reading material based on phonics can stimulate primary students' interest in English introduction reading.This research mainly adopts the experimental method.In this study,the experiment research was conducted in a primary school in Qingdao,Shandong Province.The experimental subjects were 149 students of four third-grade parallel classes which were taught by the author.Seventy-five students were in the experimental group and were taught by using phonics method.Seventy-four students were in the control group and were taught by adopting the traditional teaching method.In this study,it used test,questionnaire to collect data to evaluate the phonemic awareness,phonetic ability and reading interests of the two groups of students.The experimental time was two semesters,36 weeks.There are 36 classes.The experiment was conducted once a week from September 2017 to July 2018.At the first week,a pre-test was conducted in the students in order to understand whether there was a statisticaldifference between the two groups of students.The study uses the PEP “Let's spell”,I Can Read Phonics as teaching material.During the following thirty-four weeks,34 classes were used to teach the experimental class the phonics and reading materials based on phonics.At the same time,the control class also had 34 classes to learn English in traditional ways and use common reading materials presented in English books of reading part.Finally,in the last week,the students from the experimental group were investigated using questionnaire to probe the changes of their reading habits and reading ability.Data is collected and analyzed by the using of SPSS.V22.0.Based on Frith's reading stage theory,Gagne's information process theory and Piaget's children's cognitive development theory,this study explores the effective role of phonics in promoting reading ability and interest of primary school students.Several conclusions are drawn from the research:(1)Phonics can improve pupils' phonemic awareness and phonetic ability(2)Phonics can promote pupils' reading ability.(3)Phonics can arouse pupils' interest in reading.