摘要：本文是英语词汇学论文，本文首先分析了我国小学英语词汇教学的现状和存在的问题，介绍了研究的目的和意义；接着总结了直接拼读法的定义、功能以及回顾了国内外学者的研究成果；然后论述了直接拼读法的理论基础；还对本次实验过程中运用的直接拼读法的教学模式做了详细的介绍；最后通过实验研究探讨了直接拼读法在小学英语词汇教学中的效果。
chapter 1 introduction
1.1 background of the study
vocabulary is the basis of english learning to spell and memorization, and directly affects the future at a deeper level of english learning. therefore, spell and memorization of the vocabulary has long been regarded as an important link of primary school english teaching. the level-2 requirements of 2012 national english curriculum standard clearly stated that ‘be able to learn 600-700 words and be able to pronounce simple words according to the spelling rules’. at the same time, the vocabulary and quantity of reading both have increased compared with those before the curriculum reform. therefore, vocabulary has become a decisive factor. so far, in most of primary school english vocabulary teaching, teachers are still using the traditional approach to vocabulary teaching. they do not have efficacious method to help students to improve their writing and spelling abilities except forcing them to memorize by reciting and copy the english words again and again. at the same time, the students in primary school are lacking in ways to remember words’ writing and spelling. they just learn by rote. some students even write chinese characters to help them remember the pronunciations of english words. using this strategy to learn a foreign language will only make the students’ reading and spelling worse and worse. with the increasing of the english words, students lose their confidence and interest to learn english and spend less time on learning english. this caused a vicious spiral.
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1.2 significance and purpose of the study
phonics is the way for teaching speakers of english to read and write that language．phonics teaches students how to connect the sounds of english words with letters or groups of letters(e. g. the sound／i:／can be represented by e, ee, ea, or ey spellings) and teaches them to combine the sounds of letters together to produce approximate pronunciations of unknown words． phonics was originated in american reading instruction in 1790s．and it is popular since 1990s ． many schools in american countries have used it in phonetics and reading instruction．the remarkable results have been recognized all over the world．and there are a number of researches and curriculum and teaching practices on children’s level．for example, the book the phonics handbook & p;was published by s lloyd in 1992 and the book what is phonics? was published by wiley blevins in 1996. they made a detailed elaboration on the definition, teaching strategies, teaching model of the phonics. but their studies are only for english-speaking students, especially for newly enrolled children. in the united states, phonics began to apply for the kindergarten children and a lot of teaching materials had prepared for preschool children. such as ,, , , etc. however, the teaching experience of phonics aboard are mostly based on the mother language or second language teaching, so some teaching methods may not fit to teach english in china (english as the foreign language). hong kong and taiwan introduced the phonics in 2000 and phonics has been used all over the country in recent years．phonics has become the main teaching method of learning english words reading and spelling for kindergarten and primary school students in taiwan. the importance of phonics has also been recognized in hong kong. but the phonics doesn’t have a great affection in mainland china. and the relevant experimental researches and theoretical frameworks are very new. most of these are individual academics.
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chapter 2 literature review
2.1 studies on phonics
different researchers had different views. there are classified into the three views: it was defined as one of the teaching methods, a kind of relationship between sounds and letters, and a method of reading instruction. the most of researchers considered phonics as one of the teaching methods. in the book beginning to read: thinking and learning about print (1990: 50), adams believed that phonics is a letter-based teaching reading system, and a system that teaches correspondence between letters or groups of letters and their pronunciation. hsu (2000) not only considered the phonics as an understanding of the correspondence between the letters and sounds, but also viewed the phonics as a part of the teaching of pronunciation. according to richard，platt，and platt(2002)，phonics was a method of teaching students to read．it was mainly used for teaching reading in their mother tongue．students were taught to identify the relationship between letters and sounds. they were taught to learn the sounds of the letters, and then tried to create a new or unfamiliar word, and spoken the word at a time. from the viewpoints of ehri’s (2003: 3), the phonics was a teaching method that taught students’ correspondence between the words in the written language and the phonemes in the spoken language, and then used these correspondence to read and spell the english words. we can learn from these definitions: the phonics not only includes the direct teaching of the correspondence between the letters and the sound, but also learn to manipulate the sound by the spelling of the task. as a result the phonics can lay a good foundation for students to learn english vocabulary.
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2.2 the previous studies on phonics abroad and at home
phonics first appeared in american reading teaching in the 1790s, but it was widely recognized in the western linguistic field until the 1960s. from the early 1990s, phonics became more and more popular in english teaching, and was considered to be the most effective and direct way of teaching mother tongue reading. as a result of the outstanding performance of phonics, more and more foreign researchers were attracted and participated in phonics studies. a lot of foreign researchers have done a variety of studies on phonics from different perspectives. some of them focus on the effectiveness of the phonics method. with the publication of the book why johnny can’t read in 1955，rudolf flesch initiated a great debate about the history of phonics in the beginning reading instruction．he claimed the phonics as the only teaching method in english instruction．he also asserted that if students learned the letter-sound correspondences firstly，they would be able to read any words they encountered.