An Empirical Study On The Effects Of Phonics On Primary School Students' English Vocabulary Learning

As one of the widely spoken languages in the world,English plays an important role in the development of people's daily communication and interaction.However,if English learners fail to master English vocabulary learning strategies,their English learning will be affected.Many learners learn English vocabulary with the help of International Phonetic Alphabet.However,it does not establish direct connections between word pronunciation and spelling.What's more,it is very difficult for students to recognize and memorize the International Phonetic Alphabet.When students encounter new words without the International Phonetic Alphabet,they still cannot spell them out.English curriculum standard for compulsory education requires that primary school students should know simple rules of pronouncing and spelling so that they can read English words.Phonics is a widely-used and efficient English learning method in many foreign countries.It caters to children's characteristics and their English learning rules.In addition,phonics can improve students' vocabulary learning efficiency.Therefore,based on the constructivism theory and language transfer theory,this thesis is designed to study the effects of phonics on primary school students' English vocabulary pronunciation and spelling and the effects of phonicson primary school students' interest in English vocabulary learning.The main research questions raised in this thesis are:1.What effects does phonics have on primary school students' English vocabulary pronunciation?2.What effects does phonics have on primary school students' English vocabulary spelling?3.What effects does phonics have on primary school students' interest in English vocabulary learning?In this experiment,83 students in Grade five of a primary school are selected as research subjects,and their overall English level is equivalent.One class is selected as the experimental class and the other is selected as the control class.In the experimental class,students use phonics method to learn English vocabulary,while in the control class,students use the International Phonetic Alphabet method to learn English vocabulary.Before the experiment,the pretest experiment is carried out in two classes.After three-month experiment,the posttest experiment is carried out in two classes.The data obtained in this experiment are analyzed by SPSS25.0 statistical software.Questionnaires investigate students' interest in phonics learning.The results show that after three-month phonics training,students in the experimental class have greatly improved their ability of pronouncing and spelling English words.And compared with students in the control class,they can read and spellwords more accurately and fluently.Secondly,after receiving the training of phonics,students in the experimental class become more interested in English vocabulary learning.In other words,phonics plays an active role in students' ability of pronouncing and spelling English words,and phonics also arouses students' interest in English vocabulary learning.However,due to force majeure,there are two limitations in this thesis.The first limitation is that the experiment time is relatively short and the second limitation is that the sample size is small.Therefore,more suggestions are urgently needed so that this study can be further improved.