英语拼读法教学策略研究-华南师范大学-荷花.pdf

英语拼读法教学策略研究 摘 要 历史上，英语拼读法教学（Phonics ）最早出现于 18 世纪 90 年代的美国阅 读教学，但英语拼读法教学直到20世纪60年代才在西方语言学领域引起广泛的 关注。而英语拼读法教学的广泛盛行则始于20世纪90年代。然而，大多数研究 均围绕英语拼读法教学与儿童单词解码能力、阅读能力的关系展开，且其研究对 象主要是针对母语是英语的儿童，而针对英语是外语的学习者（初学者）尤其是 成年人的研究还比较少。 结合前人在英语拼读法教学方面的研究成果，本人分别以 19 名宁夏农村小 学转岗教师（成人英语初学者）和东莞某小学二年级共105名学生（儿童英语初 学者）为研究对象开展英语拼读法教学行动研究，以期能够深入揭示有助于我国 英语初学者学习英语的有效英语拼读法教学策略。行动研究结果表明：英语拼读 法教学有助于英语初学者标准语音、单词解码与拼读能力以及阅读理解能力的培 养与提高。 总的来说，本文参考价值主要表现在：为同类研究提供了实证依据；对我国 的英语拼读法教学、英语教学及英语教师培训提供了一些良好的建议；对今后相 关研究有一定理论参考价值和启示。 关键词：拼读法，音图，语音意识，英语初学者，教学策略，行动研究 I 英语拼读法教学策略研究 Abstract In history, Phonics was originated in American reading instruction in 1790s. It was not until 1960s that Phonics drew great attention of researchers in western countries. And Phonics started to become popular when it was 1990s. However, the relationship between Phonics and word decoding/recoding or reading was mostly examined, and these studies were mainly conducted among native young children. Based on the situation in China, the present study, using 19 shifted-teachers of rural primary schools in Ningxia and 105 students of an elementary school in Dongguan, aims to investigate the similar situations concerning Chinese EFL beginning learners (both adults and children) by action research. The action research reveals that Phonics instruction is good for beginners’ pronunciation, word decoding， spelling and reading comprehension, and it explored the effective Phonics teaching strategies for the beginners. The implications of the study are mainly practical in terms of empirical support for the researches concerning the term Phonics instruction for b