论自然拼音在小学英语教学中的应用.docx

论自然拼音在小学英语教学中的应用.docx

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论自然拼音在小学英语教学中的应用

TheResearchonPhonicsofEnglishWordsTeachinginthePrimarySchool

Lizzy

Class1,Grade2006,foreignlanguagedepartment,ChongqingNormalUniversityForeignTradeandBusinessCollege

Abstract:

ItisthemostdifficultythingformanyteachersandstudentstorememberEnglishwords.Peoplelikedtorememberwordsusingphoneticsymbolbefore.Buttheshortageofthisapproachisthatpeoplecannotspellwordswithoutphoneticsymbol.Asforthisproblem,foreigneducatorshavecomeupwith“phonics”usedtorememberwords.Nowadays,inmainlandofChina,phonicshasnotbeenknownbymanypeople.Evenresearchconcerningithashardlybeenfound.Theapplicationof"phonics"helpsstudentsmasterthespellingrulesofEnglishwordsbetter;cultivatesthemtheabilityofreadingcorrectlyatthefirstsightofthewordandwritingcorrectlyonhearingtheword;contributestostudent’seffectivememorizationofwordsandbuildsagoodfoundationfortheirsustainableimprovementinEnglishstudy.Combinedwithpracticalteaching,thisarticleresearchesonsomeproblemsthatneedtobeheededwhiletheapplicationof"phonics"ofEnglishwordsteachingintheprimaryschoolstudents.

摘要：

单词记忆难的问题一直是许多师生头疼的问题。

以前记单词用音标法，但是用音标法记单词的缺点就在于，在没有音标的情况下，人们往往不能读出该单词。

国外的教育学者对这个问题提出了用自然拼读法来学习单词。

而国内有关这方面的研究还不多。

运用“自然拼读法”进行单词教学有利于帮助学生较好地掌握单词拼读规则，培养学生“见词能读，听音能写”的能力，促进学生有效地记忆单词，为学生英语学习的可持续发展奠定基础。

本文结合教学实际，探讨了“直接拼读法”在小学英语单词教学中的实施以及教学中应注意的一些问题。

Keywords:

phonics;Englishinprimaryschool;wordsteaching

自然拼音；小学英语；单词教学

1Introduction

1.1Backgroundof“phonics”

1.1.1Recently,themostdifficultythingforstudentsinprimaryschoolisthattheycannotspellcorrectlyatthefirstsightofwords,eventosay,writethemexactly.Itisdifficultyforthemintheprimaryschooltoreadandrememberwords,especiallyatthelowerstage.Studentsaresometimesinthestageoflisteningtothepronunciationofwordsinsteadofseeingthewords.Manystudentscannotreadatthesightofwordsandcannotwriteatlisteningwords.Alotofstudentsrememberwordsmechanically.SomestudentsevennoteChinesephonicsorChinesecharactersforwordsaside.Thiswayusuallycanletstudentsreadwordsinexactlyandcannotrememberwordsfirmly,eventousewordstomakesentences.Forthelongterm,themajorityofstudentsareafraidofrememberingwords,becausetheythinkthatitisdifficultytorememberthepronunciation,meaningandformsoftheword.Anotherproblemisthattheycannotkeepthewordsintheirmindsforalongtime.Manystudentsprobablyforgetwordsafterseveraldays,iftheydonotreviewwordsattimes.Sotheyoftenrememberwordsagainafterforgettingwords.Thismethodwastesalotoftimeandletstudentfeelverytired.Inthelongterm,studentswillnotbeinterestedinEnglishandlosstheconfidenceoflearningEnglishwell.Itisharmful,isn’tit?

Andthissituationwillalsoraisethefactthatstudentswillbedividedintwogroups,excellentgroupandpoorgroup.

1.1.2Nootheraspectofreadinginstructionhasreceivedasmuchcriticalattentionasphonicsinstruction.Someeducatorssaythattheemphasisinearlyreadingshouldbeonrecognizingwholewords,thatis,onsightvocabulary.Theybelievethatphonicsinterfereswithcomprehension.Butthisistrueonlyifthechildattemptstosoundouteverywordwithoutconcentratingonthemeaningofthetext.Othereducatorssaythatearlyreadersmustbeproficientinphonicsinordertoprocesswordsmorerapidly.Sowhoiscorrect?

Readingspecialiststodayadvisethatreadinginstructionneedstobeeclectic,thatis,itshouldtakeintoaccountbothviews.Earlyreadersshouldbeencouragedtouseanumberofstrategies,includingthefollowing.Guessingunfamiliarwordsbasedonwhatthereaderthinksmakessenseinasentence.Forexample,itisnotdifficulttoguessthemissingwordinthefollowingsentence:

Thebirdlaidanegginits_____.Itiseasyforchildrentoguesstheword‘nest’becauseitmakessenseinthesentence.Thisstrategyiscalledusingasemanticcue.Guessingunfamiliarwordsbasedonwhatthereaderthinkssoundscorrectinasentence.Forexample:

Theman_____walkingdowntheroadyesterday.Itispossibleforreaderstoguesstheword‘was’inthissentencebecauseitfitsthepatternofEnglishgrammar.Thisiscalledusingasyntacticcue.Guessingunfamiliarwordsbasedonwhatthereaderthinkslooksrightacanbesoundedout.Forexample:

Thecatsatonthem____.Thereadersusetheirknowledgeofsound-symbolrelationshipstoguesstheword‘mat’.Thisiscalledusinggraph-phoniccues.

1.2Purposeofpaper

Theapplicationof“phonics”inEnglishwordsteachinghelpsstudentshaveagoodgripofspellingrules,improvetheabilitytorememberwordsandcultivatetheircapabilityofstuddingontheirown.Thereisnoneedtofollowteacherstoreadwordsagainandagain.Nowstudentscaneasilyreadoutwordsandlearnexpressionsafterteachersjustwritewordsandsentencesontheblackboard.StudentsalwayslearnEnglishactivelyinthefaceofteachers.Ifstudentsexperiencethesenseofsuccessduringtheprocessofrememberingwords,theycanremaininterestinEnglishandkeeptheinterestforalongtime.

2Thetheoreticalbasisofphonics

Severalstudieshaveshownthat:

（1）Earlyleaner’sdependmoreheavilyonphonicthanolderstudents.

（2）ThelearningofphonicscanassistchildrentorecognizethelinksbetweensoundandsymbolsoftheEnglishalphabet.Thisisimportantbecausethe26lettersrepresent44differentsounds,andsomeofthesesoundscanberepresentedbymorethanoneletterorcombinationofletters.

（3）AnunderstandingofphonicshelpslearnersofEnglishtoidentifywordsveryquickly,whichleadstoautomaticwordrecognition.Themorequicklyreaderscanidentifywordsastheyreadatext,themoremeaningtheycangeneratefromwhattheyread.

（4）AnunderstandingofphonicsalsohelpslearnersmasterthepatternsofEnglishspelling.Sounds,especially,vowelsounds,varyaccordingtotheirpositioninaword.Recognizinghowdifferentlettercombinationsandadjacentlettersinfluencethepronunciationandspellingofawordisanimportantcomponentofreadingandspellingprocesses.

2.1Thedefinitionof“phonics”

Phonicsisalsocalledasdirectphonics.Itisthemethodthatletstudentsgraspthespellingruleofvowels,consonantsandthepronounceruleoflettersandthencanspeakandwritewordsexactlywithoutthehelpofphoneticsymbol.

2.2Linguisticbasis

PhonicsgraspstherulethatEnglishiswrittenbyletters.Allkindsoflanguagehavethelimitedamountofphonemes,especiallyphonemeatthelowestlevel.ButEnglishhasonehundredandfiftysixphonemes.Thesephonemescanreproducemillionsofsinglewords,usefulsentencesandgreatarticles.Thislanguagebuildingwillcollapsewithoutphoneme.Fromthispointofview,studentsmustlearnEnglishphonicswellatthefirststep,becauselearningphonicsissoimportant.Bytheway,anotherphoneticteachingmethodisthatteachersteachstudentslettersfirstlyandthenteachthemphoneticsymbol.ThismethodmakesEnglish,theunderstandablelanguage,atroublesometask.Whenstudentsfacethesenewwords,Studentsonlymechanicallyrememberaseriesoflettersaftertheylookuptheletterandthephoneticsymbol.Theyhavetoconnectthephoneticsymbolandthenewword.Butthenewapproachmethod,phonicsskirtsthepart—lettersandphoneticsymbol.Throughsound,picturesandrules,studentscandirectlyreadatthefirstsightofnewwordsandwritewordsatlistening,whicheasesstudents’burdenofrememberingnewwordscorrectly.Besidesit,speedupstudents’paceofreading.Theycanalsoaccumulatewords,befamiliarwithgrammarandmakeprogressintheabilityofrespondingtowordsintheprocessofreading.Teacherscanalsotrainstudents’capabiltyoflistening,speaking,readingandwritingtostressestheirabilityofcommunicatingwithothersinEnglish.

2.3Pedagogicbasis

PhonicsmakesuseofpositiveeffectsofChinese-phonictransferduringthecourseofteachingEnglishwords.Transferistheresultthatexperienceabstainedinstuddingonekindofsubjectaffectspeopletostudyinthecourseoflearningotherdifferentkindofsubject.Transferconcernshowtoletstudentsinferotherthingsfromonefact,andhowtoreachtheaimthatteachingthemisinordernottoteachthem.TheresearchinPsychologyclaimsthatthelevelofstudents’previousexperienceisoneofthemostimportantelementsthatdependstheeffectoftransferduringlearningthenewknowledge.Themorebasicallyandcomprehensivelystudentsgraspthepreviousknowledge,themoreadaptablestudentsistonewproblemandnewsituation.Thatmeanspositiveeffectwilleasilyariseinlearners’studyprocess.Intheteachingmethodofphonics,studentsjustgrasptwenty-sixlettersandthepronunciationruleoftheseletters.Afterit,studentscanreadoutanywordscorrectlyandpavethewayforreadingsmoothly.

2.4Motivationbasis

“RegulativemotivationistheresultofL2achievement.Learnerswhoexperiencesuccessinlearningmaybecomemoremotivatedtolearn”（Ellis,2000:

15）.Motivationisthecauseofactivityinlifeandstudy.Itisoneofimportantconditionsthatmakesureofbeginning,keeping,stressening,directingandaccomplishingoftask.Andalsoitcertainlyaffectstheresultofstudy.“Studyinmotivationclaimsthatthestudentwhoisactiveinstudyandismoremotivatedtostudysurelywillobtainagoodeffectatthesomeintelligence”（Cook,V,2000:

9）.Studentswhohavelearnedphonicscanquicklyreadatthefirstsightofwordsandwritedownthematlisteningtowords.Furthermore,theyaremo