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摘要：By doing this, students' word spelling ability could be improved, and thuseffectively help those unsuccessful English learners who have trouble in word studying.What's more, it puts forward some good advice for China's policy makers about curriculumand English teaching, as well as English learning for EFL learners.

nbsp; 3.4.3 Pre-test......... 29
        3.4.4 PA training .........29-32
        3.4.5 Post-test .........32
    3.5 Data collection and data analysis .........32-33
Chapter Four Results and discussions......... 33-46
    4.1 Results .........33-43
    4.2 Discussions.........43-46
Chapter Five Conclusion......... 46-49
    5.1 Major findings.........46
    5.2 Implications .........46-48
        5.2.1 Theoretical implications......... 47
        5.2.2 Practical implications......... 47-48
    5.3 Limitations of the study and suggestions......... 48-49

Conclusion

The present study aims to investigate the relationship between phonologicalawareness and English word spelling ability among senior high school students. Thepresent study has produced some useful findings and has some implications in theory andpractice, but due to subjective and objective factors, it still has some limitations.
Firstly, the number of the 10thgrade senior high school students chosen as thesubjects in this study is only 119. As is known to all, the bigger the sample is, the morereliable the study is. So the future research should be carried out among more students.
Secondly, the present study is only conducted in one senior high school. As forstudents in primary school and junior high school, the status of students' phonologicalawareness is still unknown. Thus, the future study should pay more attention to a largerrange of students.
Thirdly, except for phonological awareness, there are many other factors thatinfluence students' English word spelling ability, such as language processing, visualprocessing, memory, as well as transfer of Chinese Pinyin. To what extent these factorsaffect students' word spelling ability is still a question to be solved.
Finally, the difference in phonological awareness between male and female has notbeen under investigation yet. This is also a question which should be paid more attention toin the future study.

References
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[2] Ball, E. W., & Blachman, B. A. 1991. Does Phoneme Awareness Training inKindergarten Make a Difference in Early Word Recognition and DevelopmentSpelling? Reading Research Quarterly, 26, 44-66.
[3] Bradley, L., & Bryant. 1978. Difficulties in Auditory Organization as a Possible Causeof Reading Backwardness. Nature, 271, 746-747.
[4] Bradley, L., & Bryant, P. E. 1983. Categorizing sounds and learning to read—A causalconnection.
[5] Bradley, L., & Bryant, P. E. 1985. Rhyme and Reason in Reading and Spelling. IARLDMonographs No.1. Ann Arbor, MI: University of Michigan Press.
[6] Bruce, D. J. 1964. The Analysis of Word Sounds by Young Children. British Journal ofEducational Psychology, 34, 158-170.
[7] Carroll, D. W. 2000. Psychology of language (3rd ed.). Beijing: Foreign LanguageTeaching and Research Press, 97-98.
[8] Cassady, J. C., Smith, L. L., & Huber, L. K. 2005. Enhancing Validity in Phonolo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。