文摘
英文文摘
论文说明：LIST OF TABLES AND FIGURES、LIST OFABBREVIATIONS
ACKNOWLEDGEMENTS
1. Introduction
2. Literature Review
2.1 Phonological Awareness
2.1.1 Definition of Phonological Awareness
2.1.2 PA Development
2.1.3 PA Instruction
2.2 Spelling
2.2.1 Definition of Spelling
2.2.2 Nature of Spelling Skills
2.2.3 The Relation between PA and Spelling
2.3 Studies on Phonological Awareness
2.3.1 Studies Abroad
2.3.2 Studies at Home
3. Research Methodology
3.1 Purpose
3.2 Participants
3.3 Design
3.3.1 Materials Used in the Instruction
3.3.2 Measures Used in the Tests
3.3.3 Procedures
3.3.4 PA Training
3.4 Data Collection
4. Results and Data Analysis
4.1 Whether the Students' PA Skills and Spelling Ability Improved after PA Training
4.1.1 Comparison between the Experimental Group and the Control Group in PA and Spelling Pretests
4.1.2 Comparison between the Pretest Results and the Posttest Results of the Experimental Group in PA and Spelling
4.1.3 Comparison between the Pretest Results and Posttest Results of the Control Group in PA and Spelling
4.1.4 Comparison between the Experimental Group and the Control Group in PA and Spelling Posttests
4.2 The Development of Chinese Children's Phonological Awareness
4.2.1 Comparison between the Experimental Group and the Control Group in the PA Subtests' Pretest
4.2.2 Comparison between Pretest Results and Posttest Results of the Experimental Group in PA Subtests
4.2.3 Comparison between the Pretest Results and Posttest Results of the Control Group in PA Subtests
4.2.4 Comparison between the Experimental Group and the Control Group in PA Subtests' Posttests
4.2.5 Comparison between Boys' and Girls' in PA Test Results, Spelling and Chinese PY
4.3 The Correlations AMONG Chinese PY and PA, Spelling
5. Discussion
5.1 The Three Conclusions
5.1.1 The PA Training Resulted in an Increase on Chinese Children's PA Skills, and English Spelling Skills
5.1.2 Chinese Children Develop their English PA in the Similar Sequence as the English-speaking Children
5.1.3 Chinese Children's PY Ability Correlates with their English PA and English Word Spelling
5.2 The Integrated Model is a Recommended Model for Chinese Children's PA Training
5.3 Pedagogical Implications for ESL Teaching and Learning in Primary Schools and Junior Middle Schools
5.3.1 PA Training and Phonetic Teaching Should be Paid More Attention to
5.3.2 The Teaching and Learning of Chinese PY should be Emphasized in Primary Schools
6. Conclusion
REFERENCES
APPENDICES
Appendix Ⅰ Measure of PhonologicalAwareness
Appendix Ⅱ Measure of Spelling Ability
Appendix Ⅲ Measure of Chinese Pinyin
Appendix Ⅳ List of IPA Symbols
Appendix Ⅴ Grapheme and Phoneme Correspondence
Appendix Ⅵ List of Categorized Words
Appendix Ⅶ PA Activities
Appendix Ⅷ Raw scores of EG in the Experiment
Appendix Ⅸ Raw scores of CG in the Experiment
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