The Intrinsic Logics of English Phonics Learning Among Chinese School-Age Children

摘要

Phonics can be interpreted from three areas of learning, namely, letters and sounds, words and activities, reading and success. The main significance of English phonics learning among Chinese school-age children are different from that among native young learners, exerting positive effects on two aspects of learning performance, which are enhancing phoneme and phonemic awareness as well as boosting listening and speaking confidence among Chinese school-age children. In this regard, the intrinsic logics of cultivating English phonics among Chinese school-age children is supposed to obey to four basic rules for success in phonics learning, that is, the input of phonemes through phonics drill, the clear pronunciation through listening practice, the word cognition through audio material, and the increased vocabulary through autonomous reading. It's hoped that this research provides a useful reference for future phonics instruction and learning practice among young English language students in China.