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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-07-24编辑:lgg点击率:4893
论文字数:37600论文编号:org201307231517088869语种:英语 English地区:中国价格:$ 66
摘要:影响的研究主要是实用方面的实证支持,所以他们不仅推进创新的建议,对中国英语教学中的语音指令,但也有一些启发的类似研究进一步的理论发展。
Conclusion
The present study mainly identifies the effects of explicit phonics instruction onword recognition ability. However, there are some recommendations which may givesome suggestions to the future work in this area.The future research might be done with the subjects with similar levels so that theycould accept the instruction simultaneously.Much time should be taken to encourage students to fully to participate into theclassroom activities and internalize the phonics rules, which might generate morecredible results.The phonics instruction can be implemented in other aspects of second languagelearning, such as spelling, reading and speaking in order to improve students’ overallEnglish proficiency.
The study could be conducted more than one school year to find out whetherphonics instruction could result in the improvement of word recognition if theinstruction could be conducted for a longer time.In conclusion, phonics instruction does have positive effect on word recognition.However, it remains to be tested in the future study. It is strongly recommended thatmore studies on phonics instruction should be conducted with a larger number ofsubjects and with a longer time to reach more valid conclusions.
References
[1]Adams, M. J. Beginning to Read: Thinking www.51lunwen.org/wordings/ and Learning about Print[M]. Massachusetts: MITPress, 1990.
[2]Anderson, R. C. Becoming a Nation of Reader[M]. Champaign, IL: Center for the study ofReading and National academy of education, 1985.
[3]Blevins, W. Phonics from A to Z: A practical Guide[M]. New York: Scholastic TeachingResources, 1998.
[4]Bradley, L. Making Connections in Learning to Read and to Spell[J]. Applied CognitivePsychology, 1988, 2(1): 3-18.
[5]Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy[M].Beijing: Foreign Language Teaching and Research Press, 2001.
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