英语论文网

ich start and end with the same sound. These are single-syllable words that young learners need to learn in order to build up their vocabulary. As teachers help the learners develop sound sensitivity, they open the door to a world of language knowledge which will benefit the learners in their future reading and writing. With practice in hearing the sounds of the words, learners can be clear about the letter-sound relationship. At a very simple level, phonological awareness develops as children discriminate sounds in rhymes. According to Weinberger (1996), children learning their first language can acquire awareness of onset and rime and of phoneme at different stages of development, and many children can detect onset and rime even before they can read. Therefore, in teaching a foreign language to young learners, in order to facilitate their development of phonological awareness, teachers can reread learners’ favorite nursery rhymes and help them in becoming more conscious of the sounds in the language. Many learners have a natural interest in rhymes and alliterations and they begin to focus some attention on speech sound. Teachers can play an active role in helping learners acquire and develop their phonemic awareness. During the learning process, learners’ awareness of the speech sound develops naturally within the context of reading, particularly shared reading when the words are read aloud. Teachers can begin drawing learners’ attention to the speech sound while reading nursery rhymes to them. Once learners are sensitive to rhymes and alliterations, they are in a position to recognize words that share a common sound. When young learners are given consistent training in phonological awareness that focuses on the speech sound patterns of the language, their phonological awareness can be significantly enhanced. 4. Word Recognition Teachers can help learners make comments about letters in words by looking at initial and final letters. They can also pay attention to clusters of letters so that they can be familiar with those letters that often go together. It can be said that the greater their experience with words, the more likely they are to recognize and spell them. Young learners who have a well-developed appreciation for the sounds in words will understand quickly how the alphabets are used to spell words and will become a good reader and speller. When learners achieve phonological awareness, they are able to know what words mean. Learners learning to read need to attend closely the letters or letter clusters to recognize a word. They can learn to focus on the largest clusters of letters within a word that will enable them to analyse the word most rapidly. They recognize a familiar cluster at once and link it with sounds. Many of the nursery rhymes contain common word families. Words in one family are those that have a common feature or pattern. They have some of the same combination of letters in them and a similar sound. For example, cat, hat, bat, fat, and mat are a family of words with the /æ t/ sound and the letter combination in common. While reading, learners attach sounds to a cluster of letters rather than to a single letter. In fact, when teachers begin to read nursery rhymes to the learners, they are beginning to teach learners to develop their word recognition ability, and learners learn to recognize the similarities and differences in the words. Word recognition ability can be taught through