The Intervention Research of English Phonics Learning among Chinese School-age Children

摘要

Learning about phonics is a crucial aspect of learning to read and write, and English phonic learning is gaining traction in recent years in non-English-speaking countries. It's suggested that phonic instruction among Chinese school-age children should be considered and conducted from horizontal intervention of English phonics learning and vertical intervention of English phonics learning. Specifically, the horizontal intervention of English phonics learning among Chinese school-age children could be carried out in two aspects, namely, evaluation of different phonics resources and techniques of utilizing phonics materials, while the vertical intervention of English phonics learning among Chinese school-age children are supposed to be implemented in several areas of learning, including the best start to learn phonics, rudiments of vowel pairs and r-controlled vowels, foundations of consonant blends and consonant digraphs, phonic blending and decoding focusing on letter sounds and efforts for 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.