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pheme-phoneme relation of English words if he/she wants to learn them effectivelyand efficiently. That's to say, the person has to have phonological awareness and usephonics method in vocabulary learning.A large number of researches in literature shows that PA, regarded as a foundationalability underlying the learning of spelling-sound correspondences (Stanovich, 1993), is aprimary indicator of future literacy. However, unlike the ability to learn spoken language,PA does not develop naturally. Instead, learners should receive specialized PA training. Itis recommended that PA training should be regarded as a prerequisite to early literacytraining. Therefore, it becomes a necessity that PA training should be brought in Englishcourses for those junior middle school students.

2. literature review

Phonological awareness (PA) has captured much attention since Bruce's work in1964. The term of phonological awareness started to appear in literature review in late1970s and early 1980s. Widespread researches about PA were carried out in the 1990s inwestern countries, the majority of which are focused on relationship between PA andreading or spelling, mainly in first language acquisition domain and only a few studiesconducted among non-English teenagers. Recently an increasing number of scholars inChina have become interested in PA, but they mainly focus on the relationship betweenPA and reading ability.
The role phonological awareness plays in language learning can be demonstrated inseveral aspects and is mainly represented by the relationship of PA to several specificlanguage abilities such as word-naming, spelling, word short-term memory, encoding anddecoding skill, reading and etc. As for the relationship between PA and word learning,some studies have shown that phonological awareness indeed play a very important rolein students' mastering of word spelling, pronunciation, and grapheme-phoneme rules(Tvinmer and Nesdale, 1985). Meanwhile, many other studies show that students whohave low phonological awareness ability will lag behind in their learning speed of letterstrings, word strings and sentences. So, we should examine the term PA not only from themere relationship of this term to other language abilities, but also from the applicationperspective, i.e., what influence this relationship will have on students' language learning.Of all the application of these relationships, the application of the relationship betweenphonological awareness and reading is the one that has been most actively studied.

3. Research Foundation........ 21-31
    3.1 Basic Concepts of Phonological Awareness........ 21-27
    3.2 Phonological Awareness and Phonics ........27-29
        3.2.1 The Definition of Phonics........27-28
        3.2.2 The Significance ofPhonics ........ 28
        3.2.3 The Relationship between PA and Phonics........ 28-29
    3.3 Teaching Methods........ 29-31
4. Research Methodology........ 31-48
    4.1 Research Questions........ 31
    4.2 Subjects ........31-32
    4.3 Instruments........32-37
        4.3.1 Pretreatment Background ........ 32-33
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