Abstract
Phonics is a kind tool which helps English learners to read and write. It has been widely used and highly praised in English-speaking countries for a long time. It helps students learn vocabulary by establishing the corresponding relationship between letters or letter combinations and their sounds, and aims to cultivate students’ ability to read what is written and write what is heard. In recent years, phonics begins to be frequently used in primary school English teaching in China.
The core problem of this study is to explore the application of phonics in primary school English teaching. In the study, first, the definition and contents of phonics are introduced. Then, this study collects the real classroom phonics teaching methods and gives simple evaluations. After that, some problems in its application are put forward. At last, this paper tentatively offers some suggestions to solve these problems. This paper aims to provide primary school English teachers with some useful referential opinions about teaching phonics.
Keywords: phonics, primary school English teaching, interest and motivation, main problems, suggestions
Contents
Abstract
摘 要
1. Introduction-1
1.1 The Background of the Research-1
1.2 The Significance of Researching in Phonics Teaching-1
2. Literature Review-2
2.1 The Definition of Phonics-2
2.2 The Development of Phonics-2
3. The Theoretical Basis-6
3.1 Zone of Proximal Development (ZPD)-6
3.2 Interest Theory-6
3.3 Motivation Theory-6
3.4 Affective Filter Hypothesis-7
4. The Analysis of Phonics-8
4.1 The Framework and Content of Phonics-8
4.2 Some Rules of Phonics-8
5. The Application of Phonics in Primary School English Teaching-10
5.1 The Collection and Evaluation of Real Classroom Phonics Teaching Methods-10
5.1.1 Teaching Phonics through Accumulating Listening Materials-10
5.1.2 Teaching Phonics through Classroom Games-10
5.1.3 Teaching Phonics through Reading Materials-11
5.2 The Main problems of the Application of Phonics-12
5.3 Some Suggestions for the Application of Phonics-12
6. Conclusion-14
References-15
