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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-21编辑:lgg点击率:3915
论文字数:37620论文编号:org201308211530238790语种:英语 English地区:中国价格:$ 66
摘要:许多初中学生,开始学习英语的,被发现失败,在他们的词汇学习语音意识的缺乏。然后诊断的不足,PA和PA培训计划被证明是成功的英语教育的关键。
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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