小学自然拼读法教学中的音素意识_英语论文

Phonemic Awareness in Phonics Teaching in Primary School

摘要

词汇学习是外语学习中最基本的内容之一。记忆单词，是外语学习者的一个难题。在中国，传统的英语词汇教学往往更注重学生对词义及用法的掌握，而不是寻找有效的方法帮助学生拼读和记忆单词。自然拼读法以建立字母与语音之间的对应关系为核心,兼具发音、拼写及阅读的教学，越来越多的学者和教师开始关注这种教学法。小学生主要是依靠机械记忆来拼读单词而不是抽象思维。人们很少去关注影响他们单词拼写的音素意识。因此，本论文主要研究和分析了小学生的英语词汇学习和他们的音素意识。从测试、教学实践、采访和问卷调查的结果来看，使用自然拼读法进行词汇教学活动，提高小学生的音素意识可以帮助他们更高效准确地拼写和记忆单词，同时还能提高他们英语词汇学习的兴趣。英语是第二语言，尽早地让中国儿童学习自然拼读法，就能提高他们的词汇积累，增强他们对英语音素的敏感度，他们的音素意识就会随之提高。从另一方面来看，音素意识的提高会帮助学生更好地学习自然拼读法也有助于他们的词汇习得。本文将关注一下两个问题：1）小学生音素意识和词汇学习的现状如何？2）如何在英语课堂上提高小学生的音素意识？本研究结果表明，目前小学生的音素意识不高，但是自然拼读法可以帮助他们提高自身的音素意识，同时，多种多样的自然拼读教学法也有助于学生的词汇习得。

关键词：小学生；自然拼读法；音素意识；英语单词拼写

Abstract

Word learning is one of the most fundamental parts of foreign language learning. It is pretty difficult for many foreign language learners to memorize new words. In China, the most traditional teaching method in teaching English vocabulary focuses on the meaning and usage of the words but not the effective way to spell and memorize words. The core of phonics is building correspondence between letters and sounds. Phonics is a teaching method contains pronunciation, spelling and reading, which is concerned by more and more scholars and teachers. Primary school students are poor at abstract thinking and they mainly learn and spell new English words by mechanical memory. Their phonemic awareness which has great influence on word spelling is seldom concerned. So, this essay focuses on primary school students’ word learning and phonemic awareness. According to the test, teaching practice, questionnaire and interview, using phonics in English word teaching and improving students’ phonemic awareness can help students spell English words effectively and arouse their interest in English word learning. For Chinese children who learn English as a foreign language, the earlier they are taught phonics, the more vocabulary they can accumulate. They will be more sensitive to the English phonemes and their phonemic awareness will be promoted. High phonemic awareness will bring great help for them to learn phonics and develop their word acquisition. So essay will focus on the following two questions: 1）What is the current situation of primary school students’ phonemic awareness and their word learning? 2）How to promote primary school students’ phonemic awareness in English class? The results of the research suggest that though students’ phonemic awareness is at a low level, phonics teaching can promote their phonemic awareness. Besides, there are a variety of phonics teaching methods, which can help to promote students phonemic awareness and improve their word spelling skills.

Keywords: primary school students; phonics; phonemic awareness; English word spelling

Contents

1. Introduction 1

1.1 Current Situation of Phonics and Phonemic Awareness 1

1.2 Significance of the Thesis 1

2. Literature Review 4

2.1 Related terms 4

2.1.1 Phonics 4

2.1.2 Phoneme and Phone 4

2.1.3 Phonemic Awareness 4

2.2 Literature Review Abroad and At Home 5

2.2.1 Literature Review Abroad 5

2.2.2 Literature Review At Home 6

3. Methodology 7

3.1 Hypothesis and Research Questions 7

3.2 Participants 7

3.3 Instruments 7

3.3.1 Classroom Observation 7

3.3.2 Interview and Questionnaire 7

3.4 Research Procedures 7

3.4.1 Pre-test 7

3.4.2 Teaching Practice 8

4. Data Analysis and Discussion 9

4.1 Results and Analysis on Classroom Observation 9

4.1.1 Teachers’ methods of teaching vocabulary 9

4.1.2 Students’ performance in new words learning 12

4.2 Results and Analysis on Interview and Questionnaire 12

4.2.1 Teachers’ attitudes towards phonics and phonemic awareness 12

4.2.2 Students’ attitudes towards word learning 13

4.2.3 Students’ knowledge of phonics and phonemics awareness 14

4.3 Results and Analysis on Pre-test and Post-test 15

4.4 Discussion 16

4.4.1 Phonemic Awareness and Word Recognition 16

4.4.2 Phonics teaching builds self-confidence of students 17

5. Findings and Suggestions 18

5.1 Findings 18

5.2 Suggestions 18

5.2.1 Singing Songs 18

5.2.2 Telling Stories 18

5.2.3 Promoting Listening Skill 19

5.2.4 Learning monograms 19

5.2.5 More Activities and Exercises 19

6. Conclusion 20

6.1 The summary of the thesis 20

6.2 Limitations 20

References 21

Appendix I Questionnaire 23

Appendix II Pre-test 24

Appendix III Post-test 25