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ead the words with the help of IPA. The traditional teaching methodignores the natural connection between letters and pronunciation. It is hard forstudents to learn vocabulary. While phonics method advocates teaching thecorrespondence between letters and pronunciation. It provides students a relatively simple and effective way to memorize words. The spelling ability post-test results ofexperimental class also proves the efficiency of phonics. This research result isconsisted with the findings of Zhi Xianghui (2010), Hou Jiahui (2013) and Jiang Nan(2016).

Secondly, phonics has improved students’ learning interest in English. In thephonics teaching process, students find that English is not just a school subject withendless homework or exam. It is a language embedded in the culture and the learningof English does not just mean recite new words or grammar but to use it tocommunicate with others. Besides, the results of questionnaire also show theimprovement of students’ learning interest. Comparing the data of pre-questionnaireand post-questionnaire the students who like to learn English increase from 23% to67%. In addition, students in experimental class are more confident in speakingEnglish compare with the control class. After phonics instruction, 77% students inexperimental class express their willingness to read short essays or stories in thewhole class. While in the control class, the statistic is only 23%. Besides, in students’daily life, 60% students in experimental class can read the English words onbillboards, packaging bags, titles or signs. This is also a delight phenomenon.Students would like to pay more attention to English, and feel the fun of being able tounderstand and read English in their daily lives. This positive change can provideinexhaustible motivation and a solid foundation for future English learning.

In summary, phonics not only stimulates students’ interest in learning English,but also enhances their blending and spelling ability.

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