Dissertation > Culture, science,education, sports > Education > Primary education > Subjects teaching methods, teaching aids > Foreign language > English

The Application of Phonics to English Vocabulary Teaching for Higher-grade Primary School Students

Author AnYanYan
Tutor WangQiaoYun
School Yan'an University
Course Curriculum and Pedagogy
Keywords phonics method vocabulary teaching primary English
CLC G623.31
Type Master's thesis
Year 2011
Downloads 277
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Vocabulary learning is one of the most fundamental aspects of foreign language learning. Although most foreign language learners are aware of the importance of vocabulary, it is still an annoying problem because it is difficult for them to remember too many new words. In China, the most common way of teaching vocabulary in EFL classrooms is rather simple and mechanical. Teachers only focus on the meaning and usage of a word but ignore the importance of helping students effectively remember new words.The key point of phonics method is to build the corresponding relationship between English letters, letter patterns and sound. Phonics is an English teaching method which has the functions of teaching pronunciation, spelling and reading. There are more and more scholars and teachers who pay more attention to this method. Primary school students have poor ability of abstract thinking. They memorize words mainly by rote. If the content of teaching is dull, students can easily become bored and can not concentrate. The above situation seriously affected the effectiveness of teaching. In view of this, the author used phonics method to teach primary school students of the fifth-grade English to enable them to recognize the correspondence relationship between letters or letter combinations and phonemes, and then raise their interest in learning English.The subjects of the study were from the fifth-grade of Nanle No.1 primary school in Puyang. The research lasted for eighteen weeks. And the method includs the introduction of the spelling rules and teaching students according to the textbook with the phonics method. The procedure goes in four stages: pre-test, the teaching model, post-test and interview. The data analysis of the pre-test and the post-test shows that the students in the experimental group have improved their vocabulary proficiency. The interview demonstrates students have become more interested in English learning and become more actively involved in English classes. Therefore, the conclusion can be drawn that the phonics teaching method is effective in primary English vocabulary teaching.

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