An Empirical Study On The Application Of Phonics In English Vocabulary Teaching In Grade One In Junior High School

Vocabulary teaching plays an important role in English teaching.Vocabulary learning is the cornerstone of English learning.However,for a long time,students have not mastered a good vocabulary learning method,they are unable to establish a good connection between the pronunciation of vocabulary and letters,resulting in students' mechanical memorization of new words and low efficiency,which will lead to some students losing interest and enthusiasm in English learning.Therefore,for English learners,if they can have a set of effective English vocabulary learning methods,vocabulary learning will often achieve twice the result with half the effort.This paper attempts to study the influence of Phonics on the English vocabulary learning of junior high school students from three aspects of reading,spelling and vocabulary learning attitude by studying the relationship between English vocabulary “sound” and “shape”.The ultimate purpose is to help junior high school students find some effective vocabulary learning methods,change their attitude towards learning English vocabulary and improve their interest in English vocabulary learning.This study is based on theoretical researches on Phonics at home and abroad,and relies on the theory of language transfer and phonological awareness to try to solve the following three problems: First,can Phonics improve the reading ability of English words of junior high school students? Second,Can Phonics improve the spelling ability of English words of Grade One students? Third,What is the effect of Phonics on English vocabulary learning attitude of junior high school students? For this reason,the author took 120 students in grade 7 as the research object in a township middle school in Suide county of Yulin city,divided them into a control class and an experimental class,and conducted a one-semester Phonics teaching experiment in the experimental group.Theresearch process is divided into three stages: data collection before the experiment,implementation of the experiment and data collection after the experiment.Finally,the differences in English vocabulary reading,spelling and vocabulary learning attitudes between the experimental class and the control class are compared through questionnaires,tests and interviews.All the experimental data in this paper were analyzed by SPSS statistical software.Finally,the conclusion drawn by the above empirical research is as follows: First,Phonics can improve the reading ability of English words of junior high school students.Second,Phonics can improve the spelling ability of English words of junior high school students.Third,Phonics has a positive effect on the learning attitude of the first year students.In addition,this study puts forward some teaching suggestions on how to apply Phonics in the vocabulary teaching of the first year of junior high school.It is sincerely hoped that this research will promote and enlighten the first year of junior high school English vocabulary teaching.