英语论文网

se English teacher force us to have a through reflect onour English teaching methods and we ought to explore a better and more effective way ofteaching for our children.

1.2 Significance and Purpose of the Study
The concept of phonological awareness (PA) has attracted lots of attention in thelinguistic research field in the western countries since the 1970，s. There are many researcheson the relationships between phonological awareness and different English abilities. Bradley& Bryant (1983) found the PA has an influence on English reading for native learners.Johnston & Watson (2004) has studied the development of reading，spelling and phonemicawareness skills in initial readers. However，their subjects are mainly the adolescents or adultswho are native English speakers. With more and more young learners appear in China recently,the studies in this field become more and more. Since phonological awareness is an importantcomponent of early English learning, it becomes the premise of children's word decoding andreading comprehension. Adams & Bruck (1995) found that PA has an important effect onreading and writing. Then referring to English instructions，Cunningham (1990) studiedchildren's Psychology for years and found that explicit and implicit instructions have differenteffects on phonological awareness. International Phonetic Alphabet (IPA for short) wasdesigned for native English users, and China also applied IPA in English learning. However,the instruction of IPA didn't have its due function in China. Why the instruction of IPAcouldn't fulfill its mission for young learners? However, there were only a few studies try tofind the disadvantages of it but never try to explore what was the underline reasons of it. Letalone to explore better ways of teaching and learning both the two languages in our primary school.

Chapter 2 Literature Review

2.1 Phonological Awareness
2.1.1 Definition of Phonological Awareness
Phonological awareness (PA) is the awareness that speech consists of a sequence ofsounds, also known as phonemes, which indicates the capacity that the individual knows thatthe spoken word can be segmented into smaller units of sound，and that the individual candistinguish, analyze and synthesize these units. It is essential and crucial for learners toacquire such abilities to read the target language. In addition, the PA consists of syllableawareness, onset and rime awareness and phonemic awareness (Blachman, 2000). Also，thePA can be defined as whether its users have mastered the following elements: the awarenessof phonological strings, the awareness of syllables，phonetic features and awareness ofphoneme segments (Hammerly, 1991). The PA is also thought as a kind of meta-linguisticabilities, which is known as the ability to accomplish mental operations on the output ofspeech perception mechanism. And according to Durgunoglu et al (1998)，if a young learnercould think of the elements of his or her mother tongue，it is likely that this meta-linguisticawareness could be also applied to a second language. From another view, the PA can becategorized as word awareness, syllable awarenessj rhyme awareness? phonemic awareness,and sentence awareness. It is a fact that the definition and classification of the PA are variedbecause of different views. However, the term “Phonological awareness" used in this thesismainly refers to three aspects，and they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。