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inly used for teaching reading in their mother tongue．Students were taught to identify the relationship between letters and sounds. They were taught to learn the sounds of the letters, and then tried to  create  a  new  or  unfamiliar  word,  and  spoken  the  word  at  a  time.  From  the  viewpoints  of Ehri's  (2003:  3),  The  phonics  was  a  teaching  method  that  taught  students’  correspondence between the words in the written language and the phonemes in the spoken language, and then used  these  correspondence  to  read  and  spell  the  English  words.  We  can  learn  from  these definitions:  the  phonics  not  only  includes  the  direct  teaching  of  the correspondence  between the letters and the sound, but also learn to manipulate the sound by the spelling of the task. As a result the phonics can lay a good foundation for students to learn English vocabulary.  
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2.2 The previous Studies on Phonics Abroad and at Home  
Phonics  first  appeared  in  American  reading  teaching  in  the  1790s,  but  it  was  widely recognized  in  the  western  linguistic  field  until  the  1960s.  From  the  early  1990s,  phonics became  more  and  more  popular  in  English  teaching,  and  was  considered  to  be  the  most effective  and  direct  way  of  teaching  mother  tongue  reading.  As  a  result  of  the  outstanding performance of phonics, more and more foreign researchers were attracted and participated in phonics studies. A  lot  of  foreign  researchers  have  done  a  variety  of  studies  on  phonics  from  different perspectives.  Some  of  them  focus  on  the  effectiveness  of  the  phonics  method.  With  the publication  of  the  book  Why  Johnny  Can’t  Read  in  1955，Rudolf  Flesch  initiated  a  great debate  about  the  history  of  phonics  in  the  beginning  reading  instruction．He  claimed  the phonics as the only teaching method in English instruction．He also asserted that if students learned the letter-sound correspondences firstly，they would be able to read any words they encountered. However, Flesch’s views were rejected by commentators of educational journals because of the lack of scientific evidence and empirical research. In order to provide scientific research  on  whether  to  include  phonics  in  reading  teaching,  Jeanne  Chall  (1967)  analyzed some experiments，interviewed leading proponents of reading programs，observed the practice in  use，and  formed  her  famous  book  Learning  to  Read：The  Great  Debate.  Her  findings suggested th本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。