如今,英語學習越來越受到人們的重視。中國的小學開始在三年級就為學生開設英語課程。然而,學生們卻不能有一個專業(yè)有效的學習方法。他們學習英語詞匯,主要依靠死記硬背,有時甚至在英語單詞上方標注漢語拼音來記憶單詞發(fā)音。另一方面,盡管他們花了很多時間在詞匯上面,仍然有很大的困難記憶單詞。久而久之學生逐漸厭倦了學習英語,丟失了英語學習的動機。鑒于此,作者采用了一種非常流行和有效的英語詞匯教學方法--自然拼讀法。目的是通過研究英語詞匯字母與發(fā)音之間的聯(lián)系,幫助學生達到“見詞能讀,聽詞能寫”的能力。本文主要研究以下問題:1.自然拼讀法是否能提高小學生英語學習的興趣。2.自然拼讀法會提高小學生詞匯拼讀的能力嗎?3.自然拼讀法會提高小學生詞匯拼寫的能力嗎?基于行為主義理論、建構主義理論和語言遷移理論,作者進行了為期15周的教學實驗來研究這兩個實驗問題。實驗者是來自遼寧省凌源市大河北鄉(xiāng)的七十八名小學生。在實驗中,實驗班（EC）使用自然拼讀法,而控制班（CC）仍由傳統(tǒng)詞匯教學法教學;同時,測試卷,問卷,訪談用來收集實驗數據,實驗數據用SPSS進行分析處理。實驗結果表明,實驗班詞匯后測的成績優(yōu)于控制班,并且展現(xiàn)... 

【文章頁數】：68 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the thesis
    1.2 Objectives of the thesis
    1.3 Significance of the thesis
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Phonics
        2.1.1 The concept of phonics
        2.1.2 Development of phonics
    2.2 Relevant Theories
        2.2.1 Behaviorism
        2.2.2 Constructivism
        2.2.3 Language transfer
    2.3 Related studies at home and abroad
        2.3.1 Studies abroad
        2.3.2 Studies at home
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Test
        3.3.2 Learning interest questionnaire
    3.4 Experimental procedures
        3.4.1 A brief introduction of the procedure
        3.4.2 The content of phonics teaching
        3.4.3 Teaching method of phonics
        3.4.4 Teaching procedures
    3.5 Data collection and analysis
Chapter Four Data Analysis and Discussion
    4.1 Analysis and discussion of questionnaires on the learning interest
        4.1.1 The comparison of the results of the EC and the CC in the pre-questionnaire
        4.1.2 The comparison of the results of the EC and the CC in the post-questionnaire
        4.1.3 The comparison of the results of the questionnaires in the EC
    4.2 Analysis and discussion of the pre-test and the post-test on word reading ability
        4.2.1 The comparison of the results of the EC and the CC in the word reading pre-test
        4.2.2 The comparison of the results of the EC and the CC in the word reading post-test
        4.2.3 The comparison of the results of the EC in the word reading pre-test and post-test
    4.3 Analysis and discussion of the pre-test and the post-test on word spelling ability
        4.3.1 The comparison of the results of the EC and the CC in the word spelling pre-test
        4.3.2 The comparison of the results of the EC and the CC in the word spelling post-test
        4.3.3 The comparison of the results of the EC in the word spelling pre-test and post-test
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations
    5.4 Recommendations
        5.4.1 Recommendations for teachers
        5.4.2 Recommendations for future research
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Word Reading Test
Appendix Ⅲ Word Spelling Test
Appendix Ⅳ Scores of English word reading pre-test and post-test
Appendix Ⅴ Scores of English word spelling pre-test and post-test
Appendix Ⅵ Scores of English learning interest pre-test and post-test
Acknowledgement
The list of the research papers published by author



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