| As a good way to establish a harmonious relationship between English morphemes and its pronunciations and an effective way to cultivate students’ ability of spelling,the phonics approach has been concerning by many language learners and middle school teachers in recent years.In Primary School A,there are some teachers who are applying the phonics approach.However,according to the investigation,there are two main problems in the process of applying phonics approach in Primary School A: 1.the lack of interest in language learning and the unqualified word spelling ability;2.The inflexible application of the phonics approach.As to the current problems in Primary School A,the author discusses the combination of Input Hypothesis and the phonics approach,and arranges a set of effective teaching strategies for phonics,carries on the application promotion in A Primary School to improve the English teaching quality.Firstly,the author chooses a class of Grade 5 as the research object.And through the means of questionnaire survey,teacher-student interview and language testes,the author studies and analyzes the current situation,the problems and its causes.The author has formulated three strategies to improve the quality of language input,and has carried out some effective teaching activities.In order to better explain the phonics approach,the author shows some cases under the guidance of this strategy in the thesis.Through the analysis of these cases,the author shows the feasibility of the phonics approach.Finally,the author analyzes the data before and after the experiment,and draws the following conclusions: 1.Applying the phonics approach under the guidance of input hypothesis theory can not only enhance students’ spelling ability,but also enormously heighten their study interest.2.Bettering teachers’ phonics approach can reform teachers’ teaching ideas,and it can achieve a harmonious improving of the understanding of language teaching theory and teaching practice,and thus contribute to teachers’ professional achievement. |
