An Application Study On The Phonics In English Vocabulary Teaching For Higher-grade Primary School Students

With the rising of the grade,spelling and memorizing vocabulary becomes a barrier to primary school students in their English learning,which affects their learning interest and confidence,and also exacerbates the polarization of the class.However,in vocabulary teaching,teachers generally pay more attention to the teaching of meaning and neglect the spelling teaching,and teachers also pay less attention to the design and use of the phonetic part in the textbook.Phonics is considered to be one of the most effective methods for teaching elementary school students worldwide how to read and write.It can help students to understand the correspondence between letter and sound,master the spelling rules of letter and letter combinations,and improve students' recognition and memorization of words.Based on Piaget's theory of cognitive development,language transfer theory and constructivism learning theory,this study adopted an experimental method to explore the effectiveness of the phonics method in English vocabulary teaching in higher-grade primary schools.The subjects of the study were from the fifth-grade of the Primary School Attached to Tai'an Normal School of Shandong Province.This study employed the methods of experiment and interview to explore the following questions:(1)Whether the phonics method can improve higher-grade primary school students' ability in words spelling significantly?(2)What's the promoting effect of phonics on students' vocabulary learning? Before the experiment,the author did a pretest between the two classes and it was concluded that the two classes had similar performance in spelling,and the average score of the control class was slightly higher than that of the experimental class.After integrating the content of “Listen and repeat”,which involves the knowledge of phonics in Luke's primary school English textbook,the words of third grade,fourth grade and the first semester of fifth grade were sorted and classified according to spelling rules,and the relevant spelling rules was supplemented.The experimental class adopted the phonics instruction while the control class adopted thetraditional vocabulary teaching method.After the experiment,the author did post-tests between the two classes and interviewed the students of different levels in the experimental class.Independent sample T-test was conducted on the pre-test and post-test results of the experimental class and the control class with SPSS software.The study shows that after the experiment,the spelling level of the two classes was significantly different,and the score of the experimental class was higher than that of the control class.The polarization of students' spelling levels in the experimental class was weakened,but the polarization of the control class was intensified.After the paired-sample T-test of the pre-test and post-test,it was found that the spelling level of students in the experimental class was significantly higher than that before the experiment.Besides,the interviewees said that they were very interested in phonics,and they would try to read new words by using the spelling rules.