TheinfluenceofvoiceinprimaryEnglisheaching_开题报告

Phonics is simply the system of relationships between letters and sounds in a language. When your kindergartener learns that the letter B has the sound of /b/ and your second-grader learns that "tion" sounds like /shun/, they are learning phonics. The vowels are “a,e,i,o, and u”; also sometimes ”y” & “w”. This also includes the diphthongs “oi,oy,ou,ow,au,aw, oo” and many others. The consonants are all the other letters which stop or limit the flow of air from the throat in speech. They are:“b,c,d,f,g,h,j,k,l,m,n,p,qu,r,s,t,v,w,x,y,z,ch,sh,th,ph,wh, ng, and gh”. It has ten rules: 1. Sometimes the rules don’t work. There are many exceptions in English because of the vastness of the language and the many languages from which it has borrowed. The rules do work however, in the majority of the words.2. Every syllable in every word must have a vowel. English is a “vocal” language; every word must have a vowel. 3. “C” followed by “e, i or y” usually has the soft sound of “s”. Examples: “cyst”, “central”, and “city”. 4. “G” followed by “e, i or y” usually has the soft sound of “j”. Example: “gem”, “gym”, and “gist”.5. When 2 consonants a joined together and form one new sound, they are a consonant digraph. They count as one sound and one letter and are never separated. Examples: “ch,sh,th,ph and wh”.6. When a syllable ends in a consonant and has only one vowel, that vowel is short. Examples: “fat, bed, fish, spot, luck”. 7. When a syllable ends in a silent “e”, the silent “e” is a signal that the vowel in front of it is long. Examples: “make, fete, kite, rope, and use”. 8. When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. Examples: “pain, eat, boat, res/cue, say, grow”. We should pay attention to the follow. Diphthongs don’t follow this rule; in a diphthong, the vowels blend together to create a single new sound. The diphthongs are: “oi,oy,ou,ow,au,aw, oo” and many others. 9. When a syllable ends in any vowel and is the only vowel, that vowel is usually long. Examples: “pa/per, me, I, o/pen, u/nit, and my”. 10. When a vowel is followed by an “r” in the same syllable, that vowel is “r-controlled”. It is not long or short. “R-controlled”er, ir, and ur” often sound the same (like “er”). Examples: “term, sir, fir, fur, far, for, su/gar, or/der”.

In primary schools, English teachers use different methods to teach English. For example, The Gaming Teaching Method, the Situational Approach, Music auxiliary teaching method，Blackboard writing aided teaching and so on.

Phonics is an efficient method to teach English. It has influence on reading, writing, and any other fields of English teaching. Teaching phonics is not a simple thing. It has some steps. 1. Gather the materials listed below and store them together in a box. 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.3. Practice two-letter blends. Drill until blending is automatic. 4. Practice three-letter blends. Drill until blending is automatic. 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic. 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.7. Introduce a few high-frequency words necessary to read most sentences. 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the “Silent-e Rule”: When a one-syllable word ends in “e” and has the pattern vce (vowel-consonant-e), the first vowel says its name and the “e” is silent. 9. Teach the r-controlled vowel sounds and their spellings. 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds. 11. Teach /aw/, /awl/, /awk/ and their spellings. 12. Teach these sounds and spelling patterns. 13. After 3 to 4 months of daily phonics instruction, begin introducing decodable stories. 14. Begin introducing “easy-to-read” books. 15. Continue to give phonetically based spelling lists.

Learning phonics will help pupils learn to read and spell. Written language can be compared to a code, so knowing the sounds of letters and letter combinations will help him or her decode words as he reads. Knowing phonics will also help him know which letters to use as he writes words. In a foreign country, a child will probably learn phonics in kindergarten through second grade. In kindergarten, children usually learn the sounds of the consonant letters (all letters except the vowels a, e, i, o, and u). First- and second-graders typically learn all the sounds of letters, letter combinations, and word parts (such as "ing" and "ed"). They practice reading and spelling words containing those letters and patterns. Second-graders typically review and practice the phonics skills they have learned to make spelling and reading smooth and automatic. Children vary in the amount of phonics instruction they need and when they need it. Some children need very little phonics instruction, while others still benefit from phonics instruction in third grade. Many children with dyslexia benefit from phonics instruction even beyond third grade. See A Primer on Dyslexia to find out more about dyslexia and reading difficulties. In our country, we begin to teach phonics in grade four even later. 

Phonics is not a method of teaching reading, but it is a necessary part of every good modern method. It is the key to word mastery, and word mastery is one of the first essentials in learning to read. Knowledge of the sounds of letters, and of the effect of the position of the letter upon its sound, is an essential means of mastering the mechanics of reading, and of enabling children to become independent readers.

The studies on phonics teaching conducted in the last 12 years that consisted of examining the use of phonetic analysis strategies and phonics instruction with students with mental retardation. People have conducted computer data-based searches and a manual search of 15 journals published from 1990 to 2002. Only 7 studies emerged that consisted of the use of phonetic analysis (making letter—sound correspondences) with individuals with mental retardation. Outcome measures varied across studies. However, no studies in the last 12 years focused on examining the effectiveness of direct phonics instruction with children with mental retardation. Findings from the 7 studies not emphasizing direct instruction revealed that individuals with mental retardation have the potential to benefit from phonic analysis strategies and/or instruction. Clearly, further research is needed before substantial conclusions can be derived. Suggestions for future research are provided.

This study examined the causal relationships between three measures of reading achievement: phonics, reading comprehension, and vocabulary.

We concluded that phonics instruction designed to help students recognize the consistent graph phonic patterns in the English language should be emphasized in early elementary-grade reading instruction. We also determined that children's early reading experiences should be "comprehension focused"; that is, children should be encouraged to make sense out of what they read. Additional research is suggested on the causal relationship between these variables using other assessment instruments, on the causal relationship between other reading variables, and on the relationship of these variables at higher grade levels.

II．Outline

Abstract（中文）

Abstract（英文）

Chapter I  Introduction

1.1 The Reasons for Choosing the Topic

1.2 The Significance of the Study

1.3 The Purpose of the Research

Chapter II  Literature Review

2.1 Dominant Methods of Teaching Primary English Vocabulary

2.2 The Phonics Teaching Method

2.3 The Studies of Phonics Method Home and Abroad

Chapter III Research Method and Design

3.1 There are two research questions in this study

3.2 Subjects

3.3 Instruments

3.4 Research Procedure

Chapter IV  Results and Analysis

4.1 Analysis of the Interview

4.2 Discussion

Chapter V  Conclusion

Convey thanks

References

Ⅲ、References:

[1] Arthur W. Heilman. ( 2015) Phonics in proper perspective. America :Prentice Hall

[2] Brimer, M.A. and Dunn, l.M. (2006) English Picture Vocabulary Test, Educational Evaluation Enterprises, Awre, Glos.

[3] France, N. (1981). Primary Reading Test. Windsor: NFER-Nelson.

[4] Johnston, R.S and Watson, J (2013) Accelerating Reading and Spelling with Synthetic Phonics: A five year follow up . Insight 4. Scottish Executive Education Department: Edinburgh. 

[5] Patricia M. Cunningham. (2009 ) Phonics they use: Words for Reading and Writing America :Allyn & Bacon

[6] Watson, J.E, and Johnston, R.S. (2008) Accelerating reading attainment: the effectiveness of synthetic phonics. Interchange 57, SOEID, Edinburgh.

[7] Wilkinson, G. 2013 Wide Range Achievement Test -3 rd Edition (WRAT-3). Wide Range: Wilmington, Delaware.

[8] 华桂丽.字母拼读法在农村小学课堂的应用.[J].宁夏教育,2014(11)

[9] 杨爱军.浅谈小学英语教学方法[R].河北.教育教学研究.2015(11).

[10] 徐伟梁.漫谈字母拼读法教学[J].现代教学,2015(1-2合刊)