AnAcionResearchApproachTowardsUsingPhonicsinEnglishTeachinginPrimarySchools_开题报告

In primary school level English-teaching, teachers should pay special attention tophonetic teaching, and more importantly, to stimulate the reading interest of primary school students to develop good sense of language, to appreciate and absorb English culture and wisdom. The Compulsory Education English Curriculum Standards (2011) proposes to pay attention to students’ individual differences and the characteristics of the English subject, stimulate students’ initiative consciousness and develop the students’ ability of autonomous learning, and use various teaching methods to build open and dynamic English classroom in order to improve learning efficiency. Cui Kun (2012) believes that teachers need to help students establish the connection between word pronunciation and word morphology, and run the teaching of speech through the whole language learning process. Hu Chundong (2004) believes that, as a teaching method, phonics can promote the development of students’ phonetic awareness and improve their spelling and spelling-out skills. The basis of English-learning is the pronunciation and spelling of words, and they are also the main learning contents in primary school English classes. We should promote the use of phonics, combining the pronunciation of words with spelling-teaching, so as to promote and enhance students’ ability to spell and spell-out.

Phonics has obvious advantages for English beginners, also a kind of common method to cultivate and improve students’ ability to comprehend. After the introduction of the teaching method of English spelling, scholars and teachers in our country did some researches on this subject. The teaching effect it brings is not only related to the learners’ pronunciation accuracy and their ability to remember words, but also directly influences their interest and confidence in learning English. Especially for students with low learning interest from rural areas with the underdeveloped economy, phonics is an important method to enhance the learning interest of rural primary school students. Therefore, as teachers, we should pay enough attention to phonics.

二、^范文提纲

1 Introduction

2  Literature Review

2.1 Definition of Phonics

2.2 Teaching Principles of Phonics

2.3 Teaching Models of Phonics

3  Methodology

3.1 Research Questions

3.2 Research Participants

3.3 Research Instruments

3.4 Data Collection

3.5 Data Analysis

4 Action Research Implementation

4.1 Problem Identification

4.2 Hypothesis

4.3 Plan Making

4.4 Plan Implementation

4.5 Plan Adjustment

4.6 Assessments

5 Conclusion

三、参考文献

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2，Edmund, V. Starrett. 2000. Teaching Phonics for Balanced Reading [M]. Australia: Skylight–Hawker Brownlow. ,

3，Ellis, R. 1994. The Study of Second Language Acquisition [M]. Oxford: Oxford University Press. 

4，Gass, S. 1997. Input, Interaction and the Second Language Learner [M].Mahwah, NJ: Erlbaum. 

5，Johnston, R. S. & Watson, J. E. 2004. Accelerating the development of reading, spelling and  phonemic  awareness  skills  in  initial  readers [J]. Reading and Writing17: 327-357.

6，Krashen, S. 1985. The Hypothesis :Issues and Implications [M]. New York: Pergamon Press. 

7，Lenneberg, E. H. 1967. Biological Foundations of Language [M]. New York: Wiley. 

 8，Lightbown, P. 2000. Classroom SLA  research  and  second  language  teaching [J]. Applied Linguistics 21: 431-462. 

9，Lizzy, L. 2006. The  Research  on  Phonics  instruction  of  English  Words Teaching  in  the Primary School [M]. Shanghai: Shanghai Foreign Language Education Press . 

10，Lloyd, S.1992. The Phonics Handbook: A Handbook for Teaching Reading, Writing and Spelling [M]. UK: Jolly Learning Limited. 

11，Mc Arthur, G. 2012. Phonics  training  for  English-speaking  poor  readers [J]. Cochrane Database of Systematic Reviews 12 : CD009115.  

12，Mc Geown, S. P. & Medford, E. 2014. Using method of instruction to predict the skills supporting initial  reading  development:  insight  from  a  synthetic phonics  approach [J].  Reading and Writing 27 (3): 591-608.