Abstract Phonics is a method of teaching reading and writing the English language by developing learners' phonemic awareness-the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and spelling patterns that represent them. Generally speaking, the content of phonics can be regarded as letter-sound relationships.47679

    For English learners, pronunciation and spelling of words are the core and foundation for the spoken form and the written form of English, therefore, correct pronunciation and spelling of words are the requirements for the expression of thoughts and the comprehension of information.

Most students have great difficulty in spelling, reading and memorizing English words. The pision of sound, form and meaning is a problem in contemporary English teaching of primary school. Phonics presents the letter-sound relationships of English words, so it has the potential to improve learner’s both pronunciation and spelling ability. Therefore, the author of this thesis tries to investigate the influence of phonics instruction on the phonological awareness development and the spelling performance of primary school students in China, by means of qualitative and quantitative analysis．

Based on the previous research on phonics method in China, the paper uses the pre-test, post-test, and an interview method to explore the different effects between phonics method and traditional vocabulary learning method. The subjects were 80 students in grade three in JuHua No.3 primary school in QuZhou. Two parallel classes were selected as the experimental group and control group. The whole experiment is covering an English class period. 

To check students’ pronunciation ability, the researcher will give each students a piece of paper with a list of words and ask them to read it one by one, at the same time, the researcher will record it and analysis whether their pronunciation is accurate or not from following aspects: consonant, vowels and stress.

    To check students’ spelling ability, the author will give students dictation of learned words and other simple words with “æ” so that a comparison can be made according to the score. Therefore, the conclusion can be drawn that phonics instruction is good for primary school students’ pronunciation and spelling ability.

Keyword: phonics; vocabulary teaching; English pronunciation; English spelling

论自然拼读法在小学英语拼读拼写中的应用

摘  要自然拼读法是一种教授英语学习者读和写的方法。通过提升学习者的音素意识，包含：听、识别、使用音素的能力，从而学会根据发音进行拼写以及根据拼写，进行发音。总的来说，自然拼读法可视为一种将字母与发音直接联系起来的词汇教学方法。

自然拼读法的核心是建立英语字母或字母组合与语音之间的对应关系，它是一种兼具教发音、拼写及阅读的英语教学法。现在正被越来越多的学者和一线教师所关注。小学生抽象思维能力较差，主要以机械记忆为主。他们对于枯燥乏的教学内容很难集中注意力，容易产生厌倦感，从而影响教学效果。

对于英语学习者来说，单词的发音是口语的核心与基础，而单词拼写则是书面语的基础，因此，准确的单词发音与拼写对于思想的正确表达以及信息的准确捕捉有重要作用。

大多数学生在拼读和记单词时会感到非常困难。音、形、义分家是目前小学英语教学的主要问题。自然拼读法能够将英语单词的拼写与英语单词的发音进行有效的联系与转换，因此它对于同时提高学习者的拼读和拼写能力具有重大潜力。因此，本文将通过质性和量性研究探究自然拼读法对小学生语音意识和拼读能力的影响。