英语论文网

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Conclusion

Through  the  twelve-week-long  study  between  the  Experimental  Group  and  the  Control Group,  this  paper  has  to  some  extent  confirmed  the  positive  role  phonics  plays  in  teaching beginning  reading  as  it  improves  students’  English  proficiency  in  terms  of  phonology  and spelling.  It  has  also  made  some  other  findings,  which  can  provide  further  insights  into  the teaching of beginning reading in primary schools, especially in resource-scarce rural areas of China.  However,  this  paper  is,  by  no  means,  without  flaws  or  inadequacies,  which  leaves much to be desired and a lot more room for improvement in the future. The paper has made several findings through the experiment, and they are demonstrated as follows: First  and  foremost,  with  the  introduction  and  step-by-step  learning  of  phonics,  students have become increasingly more phonologically aware, or to put it another way, they’ve made great  progress  in  pronunciation.  As  phonics  puts  much  emphasis  on  the  correspondences between letters and sounds, students’ spelling ability has also been promoted to a higher level, where  they  are  able  to  write  down  a  word  based  on  its  pronunciation.  As  is  clearly demonstrated  in  the  results  of  the  three  tests,  there  is  a  conspicuous  difference  between  the two classes in how much and how well they mastered the English words specially designated for  the  study.  Therefore  it’s  safe  to  conclude  that  phonics  is  a  reasonably  scientific  and effective method to teach English vocabulary. An elevated awareness of phonology has in turn significantly  improved  students’  ability  to  recognize  the  corresponding  letters  or  letter combinations, thus creating a win-win situation where the benefits of phonics work both ways to push learners’ English proficiency to a higher level without causing too much boredom and pain on the part of students themselves.  

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参考文献（略）